Purpose -The purpose of this paper is to examine the independent effects of principal background, training and experience as well as teacher academic qualifications on school proficiency growth through time. Design/methodology/approach -The authors analyzed the entire population of all elementary and middle schools in the state of Illinois, n ¼ 3,154 schools, from 2000 to 2001 through 2005-2006 using growth mixture modeling. The authors examined growth at the school level in the percentage of students meeting or exceeding standards on the Illinois Standard Achievement Test, analyzing separate models for Chicago and non-Chicago schools. Findings -The results suggest that there are two statistically significantly different latent school proficiency trajectory subgroups through the six-year time period, one high and one low, for both Chicago and non-Chicago schools. In addition, the models suggest that teacher academic qualifications, principal training, principal experience as a principal and an assistant principal, and experience of the principal as a teacher previously in their schools are significantly related to school proficiency growth over time, dependent upon school context. Practical implications -Recent studies on the independent effects of principal experience, training and teacher academic qualifications have shown inconsistent results on school achievement growth. The authors demonstrate that principal training and background may have an effect on school-level proficiency score growth. Originality/value -This study is one of the first to examine statistically different proficiency growth trajectories using an entire state-wide data set over a long-term, six-year timeframe.

A number of recent policy initiatives, including NCLB's highly qualified teacher provisions, have sought to improve the qualifications of teachers and their distribution across schools. Little is known, however, about the impact of these policies. In this study, we use population data on teachers and schools in Illinois to examine changes in the level and distribution of teacher qualifications from 2001 to 2006. We find that schools in Chicago, especially those serving the highest percentages of low-income and minority students, experienced the greatest improvements in teacher qualifications during the period. Although positive changes in teachers' academic qualifications in Illinois were not restricted to the state's largest urban district, the results were more mixed in non-Chicago locales. The employment of new teachers with stronger academic skills and reductions in the employment of new and experienced teachers without full certification contributed to these outcomes. Our results suggest that a number of policy initiatives, including NCLB's highly qualified teacher provisions, the introduction of alternative route programs in Illinois, and Chicago's comprehensive efforts to recruit talented new teachers, together had a Changing Distribution of Teacher Qualifications 2 positive impact on the level and distribution of teacher qualifications. Even so, Illinois has a long way to go before disparities in teacher qualifications across its schools are eliminated. La cambiante distribución de competencias docentes en las escuelas: Una perspectiva en un estado post-NCLB.Resumen: Una serie de iniciativas políticas recientes, inclusive las disposiciones sobre "maestros altamente calificados" según la ley NCLB, han tratado de mejorar las competencias de maestros y su distribución en todas las escuelas. Sin embargo, se sabe poco acerca del impacto de estas políticas. En este estudio usamos datos de población de docentes y escuelas en Illinois para examinar los cambios en el nivel y la distribución de las competencias de los docentes desde 2001 a 2006. Encontramos que las escuelas en Chicago, especialmente las que sirven porcentajes más altos de estudiantes de minorías y de bajos ingresos, experimentaron las mejoras más grandes en las cualificaciones de maestros durante el periodo. Aunque los cambios positivos en las competencias académicas de maestros en Illinois no se limitaban al distrito urbano más grande del estado, los resultados fueron mixtos en otros lugares. Contrataciones de maestros nuevos con competencias académicas más fuertes y reducciones en las contrataciones de maestros nuevos y con experiencia, pero sin certificación completa contribuyeron a estos resultados. Nuestros resultados sugieren que una serie de iniciativas políticas, inclusive las disposiciones de maestros altamente cualificados según la ley NCLB, la introducción en Illinois de programas de rutas alternativas de certificación profesional, y los esfuerzos comprensivos de Chicago por contratar a nuevos docentes talentosos, tuvieron un impacto pos...

No abstract

No abstract

No abstract