Principal Turnover Impact

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Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results From the 2007-08 Schools and Staffing Survey. First Look.

This report presents selected findings from the school principal data files of the 2007-08 Schools and Staffing Survey (SASS).  It provides the following descriptive information on school principals by school type, student characteristics, and other relevant categories: number, race/ethnicity, age, gender, college degrees, salary, hours worked, focus of work, years experience, and tenure at current school.

Battle, D. (2009). Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results From the 2007–08 Schools and Staf ng Survey (NCES 2009-323). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Stepping stones: Principal career paths and school outcomes

This study examines the detrimental impact of principal turnover, including lower teacher retention and lower student achievement. Particularly hard hit are high poverty schools, which often lose principals at a higher rate as they transition to lower poverty, higher student achievement schools.

Beteille, T., Kalogrides, D., & Loeb, S. (2012). Stepping stones: Principal career paths and school outcomes. Social Science Research, 41(4), 904-919.

Characteristics of Public and Private Elementary and Secondary School Principals in the United States: Results From the 2011-12 Schools and Staffing Summary, First Look

The Characteristics of Public and Private Elementary School Principals in the United States is a subsection of the NCES 2011-12 Schools and Staffing Survey (SASS). It provides descriptive statistics on K-12 school principals in areas such as: race, gender, education level, salary, experience, and working conditions.

Bitterman, A., Goldring, R., Gray, L., Broughman, S. (2014).Characteristics of Public and Private Elementary and Secondary School Principals in the United States:Results From the 2011-12 Schools and Staffing Summary, First Look. IES, National Center for Education Statistics, U.S. Department of Education

Trends in Public and Private School Principal Demographics and Qualifications: 1987 - 88 to 2011 - 12

This report provides descriptive information on traditional public, charter, and private school principals over the period of 1987-88 through 2011-12. It includes comparative data on number of principals, gender, race/ethnicity, age, advance degrees, principal experience, teaching experience, salaries, hours worked, focus of work, experience and tenure at current schools, etc.

Hill, J., Ottem, R., & DeRoche, J. (2016). Trends in Public and Private School Principal Demographics and Qualifications: 1987-88 to 2011-12. Stats in Brief. NCES 2016-189. National Center for Education Statistics.

A coming crisis in teaching? Teacher supply, demand, and shortages in the US

Recent media reports of teacher shortages across the country are confirmed by the analysis of several national datasets reported in this brief. Shortages are particularly severe in special education, mathematics, science, and bilingual/English learner education, and in locations with lower wages and poorer working conditions. Shortages are projected to grow based on declines in teacher education enrollments, coupled with student enrollment growth, efforts to reduce pupil-teacher ratios, and ongoing high attrition rates.

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the US. Washington, DC: Learning Policy Institute. Available at: https://learningpolicyinstitute. org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT. pdf.

Characteristics of Public Elementary and Secondary School Principals in the United States: Results From the 2015-16 National Teacher and Principal Survey First Look

The National Teacher and Principal Survey is completed every four years soliciting descriptive information from principals and teachers across the 50 states. One of the follow-up reports tracks information specifically on traditional public and charter school principals across various school and student characteristics (e.g. number of principals, age, advance degrees, salaries, hours worked, focus of work, experience and tenure at current schools, etc.). A few highlights include: Sixty percent of school principals have been at their schools for three years or less. The higher the percent of a school’s students qualifying for free- or reduced-price lunches, the shorter the tenure of the school’s principal. Charter school principals are paid less than those in traditional public school; they have a lower percentage of advanced college degrees; they are younger; and they have more control over standards, curriculum, and professional development.

 

Taie, S., and Goldring, R. (2017). Characteristics of Public Elementary and Secondary School Principals in the United States: Results From the 201516 National Teacher and Principal Survey First Look (NCES 2017-070). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017070.

Characteristics of Public Elementary and Secondary School Principals in the United States: Results From the 2015-16 National Teacher and Principal Survey First Look

The National Teacher and Principal Survey is completed every four years soliciting descriptive information from principals and teachers across the 50 states. One of the follow-up reports tracks information specifically on traditional public and charter school principals across various school and student characteristics (e.g. number of principals, age, advance degrees, salaries, hours worked, focus of work, experience and tenure at current schools, etc.). A few highlights include: Sixty percent of school principals have been at their schools for three years or less. The higher the percent of a school’s students qualifying for free- or reduced-price lunches, the shorter the tenure of the school’s principal. Charter school principals are paid less than those in traditional public school; they have a lower percentage of advanced college degrees; they are younger; and they have more control over standards, curriculum, and professional development.

 

Taie, S., and Goldring, R. (2017). Characteristics of Public Elementary and Secondary School Principals in the United States: Results From the 201516 National Teacher and Principal Survey First Look (NCES 2017-070). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017070.

The influence of school administrators on teacher retention decisions
This article explores the relationship between school contextual factors and teacher retention decisions in New York City and finds that school administration by far has the greatest influence on teacher retention.
Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303-333.
Explaining the short careers of high-achieving teachers in schools with low-performing students
This paper examines New York City elementary school teachers’ decisions to stay in the same school, transfer to another school in the district, transfer to another district, or leave teaching in New York state during the first five years of their careers.
Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). Explaining the short careers of high-achieving teachers in schools with low-performing students. American Economic Review, 95(2), 166-171.
Who leaves, Teacher attrition and student achievement
The purpose of this paper is to examine the relationship between student achievement and teacher attrition using value-added modeling for teachers in New York City.
Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2007). Who leaves, Teacher attrition and student achievement (Research Report). Albany, NY: Teacher Policy Research.
Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals
This paper looks at key elements effective school principal leadership and the impact of principal mobility on student achievement.
Branch, G. F., Hanushek, E. A., & Rivkin, S. G. (2012). Estimating the effect of leaders on public sector productivity: The case of school principals (No. w17803). National Bureau of Economic Research.
Addressing Challenges in Evaluating School Principal Improvement Efforts
This report describes the challenges states, districts, and other entities encounter as they evaluate school reform.
Burkhauser, S., Pierson, A., Gates, S., and Hamilton, L. (2012) Assessing the Relationship Between Administrator Preparation Programs and Job Performance. Rand Corporation.
The relationship between principal characteristics, principal turnover, teacher quality, and student achievement
The purpose of this study is to examine how the principal preparation programs of newly hired elementary school principals might influence school achievement. The study looks at differing elementary school principal preparation program approaches impact on build teams and the affect this has on student achievement. The study also is interested in possible relationships between the overall school-level qualifications of teams of teachers and school-level student achievement.
Fuller, E. J., Young, M. D., & Baker, B. (2007). The relationship between principal characteristics, principal turnover, teacher quality, and student achievement. In annual meeting of the American Educational Research Association. Chicago, IL. Retrieved November 20, 2014 from http://www.ucea. org/storage/implications/ ImplicationsMar2008.pdf
The Revolving Door of the Principalship
This study examines the importance of selection and retention of quality principals for improving and sustaining school success. Data from Texas educational employment files provides a basis for inquiry into this problem.
Fuller, E., Terry Orr, M., & Young, M. D. (2008). The Revolving Door of the Principalship. Implications from UCEA. University Council for Educational Administration. Retrieved December 9, 2014 from http://www.ucea. org/storage/implications/ ImplicationsMar2008.pdf
Are public schools really losing their “best”?: Assessing the career transitions of teachers and their implication for the quality of the teacher workforce
The purpose of this paper is to examine attrition and mobility of teachers using teacher value-added measures for early-career teachers in North Carolina public schools from 1996 to 2002. The results suggest the best teachers remain in teaching and stay in high socioeconomic Status and high performing schools.
Goldhaber, D., Gross, B., & Player, D. (2007). Are public schools really losing their “best”?: Assessing the career transitions of teachers and their implication for the quality of the teacher workforce. Center for Analysis of Longitudinal Data in Education Research (Working Paper 12). Washington, D.C. Urban Institute. H
Why public schools lose teachers
This paper examines the issue of teacher attrition and the factors that motivate teachers leaving schools. The results indicate that teacher mobility is much more strongly related to characteristics of the student population (race and lower socioeconomic status) and achievement. The study finds salary plays a much smaller role in these decisions.
Hanushek, E., Kain, J., & Rivkin, S. (2004). Why public schools lose teachers. Journal of Human Resources, 39(2), 326-354.
Teacher turnover and teacher shortages: An organizational analysis
This paper investigates organizational characteristics and conditions in schools that drive staffing problems and teacher turnover.
Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
Why Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers
This is taken from the testimony of Richard Ingersoll in front the Pennsylvania legislature on the issues of school turnover.
Ingersoll, R. M. (2013). Why Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers. Retrieved October 3, 2014
Learning from Leadership Project: Review of research How leadership influences student learning
This report examines the evidence on: How leadership matters and how important those effects are in promoting the learning of all children.
Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning.
Principal Preferences and the Uneven Distribution of Principals Across Schools
The authors use longitudinal data from one large school district to investigate the distribution of principals across schools. They find that schools serving many low-income, non-White, and low-achieving students have principals who have less experience and less education and who attended less selective colleges. This distribution of principals is partially driven by the initial match of first-time principals to schools, and it is exacerbated by systematic attrition and transfer away from these schools.
Loeb, S., Kalogrides, D., & Horng, E. L. (2010). Principal preferences and the uneven distribution of principals across schools. Educational Evaluation and Policy Analysis, 32(2), 205-229.
Do Local-Level Principal Preparation Programs Prevent Principal Turnover
This study applies multinomial logistic regression to a sample of 5,000 public school principals from the 2008-2009 National Schools and Staffing Principal Follow-up Survey. It examines the impact of school- or district-level principal pre-service training programs on three possible principal turnover outcomes: principals staying in the same school, moving to become principal of another school, or leaving the principal profession.
McKibben, S. (2013) Do Local-Level Principal Preparation Programs Prevent Principal Turnover?. The Public Purpose, Vol. XI
Principal Turnover, Student Achievement and Teacher Retention
This study uses twelve years of administrative data from North Carolina to examine the impact of school principals on school quality. The study finds that principal departures are followed by a decrease in a school’s performance. The following two years after a principal departs reveals increased teacher turnover and additional slippage in a school’s performance. It is only after this period that schools begin to return to pre-turnover levels.
Miller, A. (2009). Principal turnover, student achievement and teacher retention. Unpublished manuscript, Princeton University.
Administrative Climate And Novices' Intent To Remain Teaching
This study uses survey data from new elementary and middle school teachers across 11 districts to examine the association between novices' perceptions of the administrative climate and their desire to remain teaching within their schools.
Pogodzinski, B., Youngs, P., Frank, K. A., & Belman, D. (2012). Administrative climate and novices' intent to remain teaching. The Elementary School Journal, 113(2), 252-275.
Churn: The High Cost of Principal Turnover
This study looks at the significant costs associated with school principal turnover. CHURN reveals the multitude of impacts on schools and school systems that include teachers and students. The study highlights the cost implications of a typical system associated with ineffective principals and the turmoil that results.
School Leaders Network. (2014). Churn: The High Cost of Principal Turnover. Retrieved March 4, 2015 from http://connectleadsucceed.org/sites/default/files/principal_turnover_cost.pdf
Principal Longevity, Leadership Behaviors, and Student Academic Achievement
Utilizing Pearson’s correlation and other forms of data analysis, the researcher explored relationships between principal longevity, leadership behaviors, and student academic achievement in this study. Additionally, the study considered the degree to which leadership behavior ratings seem to be associated with student academic achievement. The researcher found positive correlations among all three variables, with the strongest correlation being between principal longevity and student academic achievement. The only correlation that was found to be statistically significant was between principal longevity and student academic achievement.
Swearingen, J. M. (2014). Principal Longevity, Leadership Behaviors, and Student Academic Achievement.
Balanced Leadership: What 30 years of research tells us about the effect of leadership on student achievement
This paper provides a review and quantitative analysis of 30 years of research into the impact of leadership on schooling.
Waters, T., Marzano, R. J., & McNulty, B. (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement (pp. 1-19). Aurora, CO: Mid-continent Research for Education and Learning.
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