The purpose of this analysis is to examine data from the National Schools and Staffing Survey on principal years of experience on the job.
Keyworth, R. (2014). What is the experience level of school principals, in the role of principal? Retrieved from what-is-experience-level834.
This paper examines a number of promising principal preparation programs to identify lessons for improving the impact of principals on student perrmance.
A new approach to principal preparation: Innovative programs share their practices and lessons learned. Rainwater Leadership Alliance, 2010.
This meta-analysis examined the effects of practice tests versus non-testing learning conditions on student performance. Research demonstrates that students who take practice tests often outperform students in non-testing learning conditions such as restudying, practice, filler activities, or no presentation of the material. Results reveal that practice tests are more beneficial for learning than restudying and all other comparison conditions.
Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the Use of Tests: A Meta-Analysis of Practice Testing. Review of Educational Research, 0034654316689306.
This meta-analysis synthesized research on the effects of interventions to improve mathematics achievement of students considered at risk for academic failure. It found that effective interventions included providing teachers and students with student performance data; using peer tutors; providing clear, specific feedback to parents on children's mathematics success; and using explicit instruction to teach math.
Baker, S., Gersten, R., & Lee, D. S. (2002). A synthesis of empirical research on teaching mathematics to low-achieving students. The Elementary School Journal, 51-73.
This study used within-program comparison of follow-up survey responses from two sets of program graduates from a university-based leadership preparation program to determine differences in program features and outcome measures.
Ballenger, J., Alford, B., McCune, S. L., & McCune, E. D. (2010). Obtaining validation from graduates on a restructured principal preparation program. Jsl Vol 19-N5, 19 533.
Over the past 10 years, the Southern Regional Education Board has helped states and public universities across the region evaluate their state policies for preparing school principals who are leaders of instruction. This benchmark report reviews the past decade and looks at 10 learning-centered leadership indicators to gauge how far states have come and how far they need to go in selecting, preparing and supporting leaders of change.
Bottoms, G., Egelson, P., & Bussey, L. H. (2012). Progress over a decade in preparing more effective school principals. Atlanta, GA: Southern Regional Education Board.
This study examined principal preparation programs within the Pennsylvania State System of Higher Education to ascertain whether their programs were structured in a way that would equip principal candidates with the leadership roles deemed essential for 21st century school leadership.
Burks, Karlin. (2014). An Analysis of Principal Preparation Programs at Pennsylvania State Schools. Seton Hall University Dissertations and Theses (ETDs) Paper 1934.
This report consists of two parts: a survey of 67 public school systems district staff serving as principal supervisors and on-site analysis of six districts pre-service training and support systems for new principals.
Corcoran, A., et al. (2013). Rethinking Leadership: The Changing Role of Principal Supervisors. The Wallace Foundation.
The purpose of this study was to determine principals' perceptions of how effective mentoring programs and university-based principal preparation programs are in developing the skills necessary to carry out the 13 critical success factors identified by the Southern Regional Education Board (SREB). A review of the literature addressed what it means to be an effective principal and what an effective mentoring program should look like.
Dodson, R. B. (2006). The Effectiveness of Principal Training and Formal Principal Mentoring Programs.
This meta-analysis examined the impact of lecturing as compared to active methods of instruction on learning and course performance. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies).
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
In this report, the Southern Regional Education Board evaluates some 60 internship programs within its states and finds them lacking in a number of ways, including failing to provide real experiences in leadership. It urges policymakers, universities and school districts to create apprenticeships that better prepare aspiring principals for the demands they will face.
Fry, B., Bottoms, G., & O’neill, K. (2005). The principal internship: How can we get it right. Atlanta, GA: Southern Regional Education Board.
This study examines the influence of administrator credential programs, on-the-job experiences, and the standards in the development of urban public school principals.
Fultz, M. Assessing the Relationship Between Administrator Preparation Programs and Job Performance.
The What Works Clearinghouse (WWC) guide recommends practices to be in the repertoire of mathematics instructors for maximizing the effectiveness of mathematics instruction.
Gersten, R., Beckman S., Clarke B., Foegen A., Marsh L., Star J., and Witzel B. (2009). Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools (NCEE 2009-4060) Washington D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
This paper investigates the long-term impact of teachers' value-added effects on student learning over multiple years and across subject areas. The study finds that the durable effects of English Language Arts (ELA) teachers are more likely to generalizable across subjects than the instructional effects of math teachers.
Master, B., Loeb, S., & Wyckoff, J. (2017). More Than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers’ Instruction. Educational Evaluation and Policy Analysis, 0162373717691611.
This study is a meta-analysis to identify the subject matter practice elements required to effectively teach reading to children
National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.
This report provides an overview of NYCLA’s flagship principal preparation program. Intended to help others involved in principal preparation think through important elements of principal preparation, including candidate selection, developing experiential learning opportunities, and funding, staffing and sustaining the program, the guide shares NYCLA’s successes and lessons learned during the 11 years we have delivered the Aspiring Principals Program in New York City, as well as through our work with various state and district partners nationally to adapt the program.
NYC Leadership Academy (2014). Taking Charge of Principal Preparation-A Guide to NYC Leadership Academy's Aspiring Principals Program. Retrieved from http://www.nycleadershipacademy.org/news-and-resources/tools-and-publications/pdfs/app-guide-full-guide.
This paper analyzed the results of research on the effects of ability grouping and acceleration on students' academic achievement. Nineteen meta-analyses were met criteria for inclusion for the review. Results were found for improved academic achievement within-class grouping, cross-grade grouping by subject, and grouping for the gifted. No positive effects were identified for between-class grouping. The results were consistent regardless of whether students were high, medium, or low achievers. The study found acceleration appeared to have a positive, moderate, and statistically significant impact on students’ academic achievement.
Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement: Findings of Two Second-Order Meta-Analyses. Review of Educational Research, 86(4), 849-899.
This literature review examines the impact of various instructional methods
Walberg H. J. (1999). Productive teaching. In H. C. Waxman & H. J. Walberg (Eds.) New directions for teaching, practice, and research (pp. 75-104). Berkeley, CA: McCutchen Publishing.
Balefire Labs provides an online educational app review service for mobile apps. It helps teachers and parents to find the highest quality educational apps for kids, ages 0-19 years. It uses rigorous, science-based, review criteria and publishes a detailed rubric on its site.
The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12.
The National Center on Time & Learning has been dedicated to expanding and improving learning time in school to improve student achievement.
UChicago Consortium was created in 1990 after the passage of the Chicago School Reform Act that decentralized governance of the city's public schools. Researchers at the University of Chicago joined with researchers from the school district and other organizations to form UChicago Consortium with the imperative to study this landmark restructuring and its long-term effects
The goal of the WWC is a resource for informed education decision-making. The WWC identifies evidence-based practice, program, or policy, and disseminates summary information on the WWC website.