Principals

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  • The principal at Phoebe A. Hearst Elementary School hands a laptop to a student's parent in Sacramento, Calif., April 10, 2020, photo by Rich Pedroncelli/AP

    Essay

    How Schools Adjusted to Life Under COVID-19

    Nov 2, 2020

    In spring 2020, nearly every school in America had to figure out how to make distance learning work. Some handed out thick packets of homework for students to do on their own. Others handed out laptops. Most principals agree that better planning for future closures should be a priority.

  • Laptop displaying many graphs, photo by tadamichi/Getty Images

    Report

    Data Access and Use Among Middle and High School Principals

    Jun 11, 2020

    School principals make countless decisions that could benefit from access to data in electronic data management systems. During the 2018–2019 school year, what kinds of student data did principals have access to through these systems? Were the data disaggregated by student race, ethnicity, and income?

Explore Principals

  • A principal talking to a student and his parent in her office

    Commentary

    School Principals Respond to Performance-Based Evaluation System

    It's fair to say the program turned out to be an important step for the district in the context of its overall reform plan considering how important high-quality school leadership is for improving teaching and learning, write Laura Hamilton and John Engberg.

    Aug 15, 2012

  • Research Brief

    Research Brief

    Improving School Leadership Through the Pittsburgh Principal Incentive Program

    A RAND Corporation report examines the Pittsburgh Principal Incentive Program's implementation, how principals have responded to the reforms, and what outcomes followed program implementation.

    Jul 2, 2012

  • Report

    Report

    What Are the Effects of Performance-Based Compensation for Principals?

    This study examines the effects of financial incentives for Pittsburgh principals on teacher supervision, student achievement, and gaps between high- and low-achieving students. Findings suggest that the incentives have had positive impacts, however, performance-based compensation requires more scrutiny.

    Jun 25, 2012

  • Research Brief

    Research Brief

    Challenges and Opportunities Facing Principals in the First Year at a School

    Presents a summary of research on first-year principals' experiences, actions, working conditions, and outcomes; the research is intended to inform efforts to promote school improvement and principal retention.

    Feb 23, 2012

  • A Maryland elementary school principal poses for a photo with two fifth graders.

    Report

    First-Year Principals in Urban School Districts: How Actions and Working Conditions Relate to Outcomes

    Presents research on first-year principals' experiences, actions, working conditions, and outcomes; the research is intended to inform efforts to promote school improvement and principal retention.

    Feb 23, 2012

  • Report

    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

    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.

    Jun 30, 2008

  • yellow school bus

    Report

    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

  • Report

    Report

    Teacher and Principal Survey Results in the National Preventive Dentistry Demonstration Program

    Three questionnaire surveys were conducted with teachers and principals in the National Preventive Dentistry Demonstration Program.

    Dec 31, 1983

  • Report

    Report

    The effects of federal education programs on school principals

    This is a study of the effects of federal education programs on the job of school principals. It asks: (1) how have school principals' jobs changed in the past five years, (2) how much of the change is due to federal programs, and (3) to what degre...

    Dec 31, 1979

  • Content

    Content

    Laura S. Hamilton

    Adjunct 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

    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

    Content

    Alice Huguet

    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

    Content

    Elizabeth D. Steiner

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

  • Content

    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

    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

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