Principal Sorting and the Distribution of Principal Quality

Grissom, Jason A.; Bartanen, Brendan; Mitani, Hajime

doi:10.1177/2332858419850094

Cited by 35 publications

(36 citation statements)

References 47 publications

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“…Principal effects are largest in urban and high-poverty schools-a noteworthy finding given that these schools tend to have students with lower baseline attendance and achievement. Further, prior analysis of the leadership labor market in Tennessee founds that high-poverty and low-achieving schools are the most likely to be led by inexperienced and low-rated principals (Grissom et al, 2019). The findings here further underscore the importance of recruiting and retaining high-quality principals in disadvantaged schools.…”

Section: Does the Importance Of Principal Quality For Student Absencesupporting

confidence: 50%

Principal Quality and Student Attendance

Bartanen

2020

Educational Researcher

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Student attendance is increasingly recognized as an important measure of educational success, which has spurred a body of research examining the extent to which schools can affect this outcome. However, prior work almost exclusively focuses on teachers, and no studies have explicitly examined the importance of school leaders. This study begins to fill this gap by estimating principal value-added to student absences. Drawing on statewide data from Tennessee over a decade, I find that principal effects on student absences are comparable in magnitude to effects on student achievement. Moving from the 25th to 75th percentile in principal value-added decreases student absences by 1.4 instructional days and lowers the probability of chronic absenteeism by 4 percentage points. Principals have larger effects in urban and high-poverty schools, which also have the highest baseline absenteeism rates. Finally, principals who excel at decreasing student absences may not be those who excel at increasing student test scores, and high-stakes accountability measures, such as supervisor ratings, fail to identify principals who decrease student absenteeism.

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Section: Does the Importance Of Principal Quality For Student Absencesupporting

confidence: 50%

Principal Quality and Student Attendance

Bartanen

2020

Educational Researcher

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“…Although little mediation effect was found, job stress may still induce principals to consider leaving their schools or actually depart (Leiter & Maslach, 2009). If principals serving low-performing schools systematically turn over, this can contribute to the inequitable distribution of principal quality (Clotfelter, Ladd, Vigdor, & Wheeler, 2007; Grissom, Bartanen, & Mitani, 2018; Loeb, Kalogrides, & Horng, 2010). It is, therefore, important that policy makers design the accountability incentive structure such that principals agree with reward/sanction criteria, receive adequate support from state and district administrators, and are motivated to improve their daily practices.…”

Section: Discussionmentioning

confidence: 99%

Principals’ Working Conditions, Job Stress, and Turnover Behaviors Under NCLB Accountability Pressure

Mitani

2018

Educational Administration Quarterly

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Many studies have investigated the impact of the No Child Left Behind (NCLB) Act and its sanctions on students and teachers. Little research, however, has systematically examined the relationship between NCLB and its sanctions and school principals. Given the importance of school leadership and the accountability systems implemented at different levels of government, there has been a need for research that examines how school leaders behave under the accountability pressure. Research Method: Using the Schools and Staffing Survey data, the Principal Followup Survey data, and detailed school-level adequate yearly progress (AYP) and assessment data systematically collected from 45 states, I investigate the association between NCLB sanctions and principals' working conditions, job stress level, and turnover behaviors. I use a distance variable as a key matching variable in propensity score matching and estimate the association. Findings: I find strong evidence that NCLB sanctions are associated with a higher level of principals' job stress and a higher turnover rate. These findings hold even after controlling for the influence of state accountability systems. I do not find evidence that these associations are moderated by principal or school characteristics. I also find little evidence that job stress

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“…Furthermore, principals come to the profession with a range of prior educational and professional experiences (Grissom & Loeb, 2011;U.S. Department of Education, National Center for Education Statistics, 2017) and with widely varying skill sets (Grissom, Bartanen, & Mitani, 2018;Grissom & Loeb, 2011.…”

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confidence: 99%

The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature

Liebowitz¹,

Porter²

2019

Review of Educational Research

144

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Principals are understood to be critical actors in improving teaching and learning conditions in schools; however, relatively little is known about the leadership strategies to which principals should dedicate their time and effort to improve outcomes. We review the empirical literature from 51 studies of principal behaviors and student, teacher, and school outcomes and conduct a meta-analysis of these relationships. Our analysis has three central findings: (1) we find direct evidence of the relationship between principal behaviors and student achievement (0.08–0.16 SD), teacher well-being (0.34–0.38 SD), teacher instructional practices (0.35 SD), and school organizational health (0.72–0.81 SD); (2) we highlight the importance of principal behaviors beyond instructional management as potential tools to improve student achievement outcomes; and (3) the preceding findings are based almost entirely on observational studies because the causal evidence base on school leadership behaviors is nonexistent. We argue our findings suggest value in investing in school leadership capacities. We conclude by discussing opportunities to improve the quality of future research examining the relationship between principal behaviors and student, teacher, and school outcomes.

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Principal Sorting and the Distribution of Principal Quality

Cited by 35 publications

References 47 publications

Principal Quality and Student Attendance

Principal Quality and Student Attendance

Principals’ Working Conditions, Job Stress, and Turnover Behaviors Under NCLB Accountability Pressure

The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature

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