• Young man writing on a whiteboard while students look on


    The American Educator Panels

    The American Educator Panels, made up of the American Teacher Panel and the American School Leader Panel, report on educators' evolving knowledge, attitudes, practices, and working conditions.

    Jul 3, 2018

  • News Release

    'Principal Pipelines' to Develop School Leaders Can Be Affordable Way to Improve Schools

    Improving school leadership by better selecting, training and evaluating principals can be an affordable option for school districts to reduce turnover and improve schools.

    Jun 20, 2017

  • News Release

    Options for Improving School Leadership

    School leadership can have an important effect on student achievement. New federal rules offer states and school districts greater flexibility about how to use federal funds to strengthen school leadership.

    Dec 13, 2016

  • A teacher helping a student understand an assignment


    Improving Teaching Effectiveness

    The Intensive Partnerships for Effective Teaching initiative seeks to determine whether a school can implement a high-quality measure of teaching effectiveness and use it to support and manage teachers in ways that improve student outcomes. The reforms are showing signs of progress in seven sites.

    Jun 6, 2016

  • News Release

    Interim Findings on Teacher Reform Effort Show Small Positive Impact on Student Outcomes During Initial Years

    The Bill & Melinda Gates Foundation launched its teacher reform initiative in 2009–2010 to improve effectiveness of teachers and to ensure that low-income minority students have access to highly effective teachers. The impact on student outcomes began to show a positive trend during the 2013–2014 school year.

    Jun 6, 2016

  • News Release

    Principals Express Satisfaction with Teach For America Teachers; Alumni More Critical of Corps Members

    A majority of school principals are satisfied with teachers provided to their campuses through the Teach For America (TFA) program. Principals with more experience rated TFA corps members more highly. Principals who are TFA alumni, along with principals at charter schools, were similarly satisfied overall but rated corps members' abilities lower in specific areas.

    Sep 24, 2015

  • News Release

    Innovative School Principal Development Program Demonstrates Positive Student Achievement Gains

    Urban schools where principals received rigorous leadership training and support experienced larger gains in student achievement than schools led by principals who did not participate in the program.

    May 13, 2014

  • smiling woman at work


    RAND New Leaders Evaluation

    The RAND New Leaders Evaluation examines implementation of the New Leaders principal preparation program from 2006 through 2013. The New Leaders approach involves rigorous recruitment and preparation of principals, ongoing support and community networks, and the commitment of partners to promote effective school and district conditions.

    May 13, 2014

  • News Release

    Actions School Districts Can Take to Help Principals Better Lead Schools

    States and school districts can help principals be more successful by matching the correct candidate with the appropriate school, by using a high-quality system to evaluate them, by giving them the right amount of autonomy, and by providing them with the resources and support they need to produce better education outcomes.

    Nov 14, 2013

  • Report

    Improving School Leadership: The Promise of Cohesive Leadership Systems

    Creating more-cohesive policies and initiatives to improve instructional leadership in schools appears to be a promising approach to developing school principals who are engaged in improving instruction.

    Dec 31, 2008

  • Journal Article

    Assistance and Accountability in Externally Managed Schools: The Case of Edison Schools, Inc.

    Ways in which the assistance and resources provided by Edison as well as accountability mechanisms have translated into principal and teacher actions.

    Jul 1, 2008

  • yellow school bus


    Value-Added Assessment in Practice

    To encourage and facilitate data-driven decisionmaking, many states and districts have begun providing staff with information from value-added assessment systems—collections of complex statistical techniques that use multiple years of test-score data to estimate the causal effects of individual schools or teachers on student learning.

    Oct 14, 2007

  • Content

    Lindsay Daugherty

    Policy Researcher; Affiliate Faculty, Pardee RAND Graduate School
    Education Ph.D. in policy analysis, Pardee RAND Graduate School; M.A. in applied economics, University of Michigan; B.A. in economics, University of California, Berkeley

  • Content

    Laura S. Hamilton

    Associate Director, RAND Education; Senior Behavioral Scientist
    Education Ph.D. in educational psychology, M.S. in statistics, Stanford University; M.S. in psychology in education, University of Pennsylvania; B.S. in music education, Duquesne University

  • Content

    Rebecca Herman

    Senior Policy Researcher; Distinguished Chair in Education Policy
    Education Ph.D. in sociology, Johns Hopkins University; M.A. in sociology, Johns Hopkins University; B.A. in English, Johns Hopkins University

  • Content

    Alice Huguet

    Associate Policy Researcher
    Education Ph.D. in urban education policy, University of Southern California; M.A. in elementary education, Loyola Marymount University; B.S. in political science, University of Oregon

  • Content

    Elizabeth D. Steiner

    Associate Policy Researcher
    Education M.S.P.P.M. in public policy administration and analysis, Carnegie Mellon University; B.A. in psychology, Vassar College

  • Content

    Elaine Lin Wang

    Associate Policy Researcher
    Education Ph.D. in learning sciences and policy, University of Pittsburgh; M.A. in curriculum, teaching, and learning, University of Toronto; B.Ed. in Secondary English and French Education, University of British Columbia; B.A. in English and French, University of British Columbia