• Jessica Coley, a principal-in-training in Prince George's County, Md., stands by some student project work in her school, photo by Karen Sayre


    Investing in Principals Helps Students Succeed

    Jul 5, 2019

    Hiring good principals is one of the most important things a district can do for its students, second only to hiring good teachers. Students whose schools participated in a principal pipeline initiative outperformed their peers by six percentage points on reading tests and nearly three points in math.

  • Two female teachers timetable and lesson planning, photo by SolStock/Getty Images


    School Leadership: Teachers and Principals May Have Different Views

    Mar 14, 2019

    Principals almost universally rate themselves as effective in leadership practices such as communicating a clear vision for the school and setting high standards for teaching. Some teachers rate principals lower, and this mismatch in perception could have negative consequences.

Explore Principals

  • Content

    Laura S. Hamilton

    Senior Behavioral Scientist, Distinguished Chair in Learning and Assessment, Director, Center for Social and Emotional Learning Research
    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
    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

    William R. Johnston

    Associate Policy Researcher; Affiliate Faculty, Pardee RAND Graduate School
    Education Ed.D. in culture, communities, and education, Harvard University; M.S.Ed. in secondary English instruction, University of Pennsylvania; B.A. in English, The Ohio State University

  • Content

    Andrea Prado Tuma

    Associate Behavioral and Social Scientist
    Education Ph.D. in human development and social policy, Northwestern University; M.A. in human development and social policy, Northwestern University; B.A. in psychology, Vassar College

  • 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

    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

Research conducted by