Connected networks in principal value-added models

Managerial Practices and Student Performance: Evidence from Changes in School Principals

“…While older SPs may be more experienced, they tend 16 However, correlations estimated in existing works tend to be larger: Bloom et al (2015) find substantial cross-country heterogeneity, such that a one-standard deviation increase in the managerial index is associated with an increase in pupil outcomes between 0.2 and 0.4 standard deviations. Additionally, the literature that uses value-added models to estimate the SP contribution to improving student outcomes finds heterogeneous results: a one-SD increase in principal value-added increases student achievement by 0.05 to 0.20 SD (Branch, Hanushek, and Rivkin, 2012;Dhuey and Smith, 2018;Bartanen and Husain, 2022).…”

“…We also add to the body of research that investigates the importance of school leadership using the value-added model to build individual SP effectiveness measures. As for teachers, this model cannot inform us on how to enhance the effectiveness of SPs (Branch, Hanushek, and Rivkin, 2012;Böhlmark, Grönqvist, and Vlachos, 2016;Bartanen and Husain, 2022). Our paper delivers a clear policy implication: student achievements benefit from improvements in managerial practices.…”

“…In our analysis we include the following additional student demographic information: gender, immigration status, age relative to the student's class cohort, class size and socioeconomic status (SES). 12 The latter is proxied for by the parents' occupational status, their educational attainment and the household's possession 10 The hypothesis of constant managerial quality is also supported by the literature that uses value-added (VA) models to measure SPs' contribution to improving student outcomes, and which relies on the premise that a SP's effectiveness is constant across any two schools (Bartanen and Husain, 2022).…”