Stepping stones: Principal career paths and school outcomes

Béteille, Tara; Kalogrides, Demetra; Loeb, Susanna

doi:10.1016/j.ssresearch.2012.03.003

Cited by 164 publications

(182 citation statements)

References 45 publications

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“…We thus retained all the parameters from the previous model, but we controlled for the influence between-person variables by adding each participant (i.e., ID) as a fixed effect in the model (see Footnote 2 ). This model building strategy allowed us to control for the influence of any “observed” or “unobserved” between-person variables on the study outcome [4,42,55]. Results from this model indicated that the main effect of medication side effects (MSE-I) on pain-related activity interference remained significant even after controlling for the fixed effects of participants (B = .02, SE = .01, p < .01).…”

Section: 0 Resultsmentioning

confidence: 99%

Self-reports of medication side effects and pain-related activity interference in patients with chronic pain

Martel

Finan²,

Dolman

et al. 2015

Pain

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Section: 0 Resultsmentioning

confidence: 99%

Self-reports of medication side effects and pain-related activity interference in patients with chronic pain

Martel

Finan²,

Dolman

et al. 2015

Pain

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“…The Danish case examined is arguably less vulnerable to the influence of student characteristics given the use of valueadded scores, but it is also the case that school principals there have relatively little managerial authority to influence outcomes (Nielsen, 2014). Value-added scores also do not account for other situational factors that contribute to poor test scores: fewer resources and fewer experienced and qualified teachers (Beteille, Kalogrides, & Loeb, 2012). Also, negative community shocks external to the school or even random fluctuations are difficult to take into account.…”

Section: Individualized Responsib Ilitymentioning

confidence: 99%

“…School principals themselves, more aware of these constraints, have been shown to treat schools with problematic characteristics as "stepping stones" to schools that are safer, easier to staff and manage (Beteille et al, 2012). This might be seen as a form of strategic blame avoidance (Hood, 2011), resulting in disadvantaged schools having a harder time recruiting and retaining principals, and experiencing higher rates of turnover.…”

Section: Individualized Responsib Ilitymentioning

confidence: 99%

Romanticizing bureaucratic leadership? The politics of how elected officials attribute responsibility for performance

Nielsen

Moynihan

2016

Governance

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A core task for elected officials is to hold bureaucratic leaders responsible, but how do they determine if public managers actually influence outcomes? We propose that partisan and leadership heuristics affect how politicians apply a logic of individualized responsibility, that is, focus on individual bureaucrats rather than situational factors to explain organizational outcomes. We match survey data of local elected officials in Denmark with individual partisan variables and objective performance data about the schools they oversee. We provide evidence that partisan beliefs matter, with conservative elected officials more willing to pursue a logic of individualized responsibility. We also find that elected officials are more likely to assume that bureaucratic leaders determine organizational outcomes where performance is very high or low, a leadership attribution heuristic previously established in private sector studies. We argue that our findings have important implications for contemporary governance, given the growing reliance on performance metrics to assign responsibility.

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“…These studies have focused on autonomous government schools, such as US urban charter schools. 3 Third, through the analysis of principal-specific characteristics we relate to the agenda investigating the effect of school leadership (Clark et al, 2009;Horng et al, 2010;Dhuey and Smith 2011;Grissom and Loeb 2011;Branch et al, 2012;B eteille et al, 2012;Coelli and Green 2012). Finally and more generally, we contribute to the emerging literature investigating management practices in public sector institutions (Rasul and Rogger 2013;McCormack et al, 2014;Bloom et al, 2015).…”

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confidence: 99%

Does Management Matter in schools?

Bloom

Lemos

Sadun³

et al. 2015

The Economic Journal

262

191

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We collect data on management practices in over 1,800 high schools in eight countries. We show that higher management quality is strongly associated with better educational outcomes. The UK, Sweden, Canada and the US obtain the highest management scores, followed by Germany, with a gap before Italy, Brazil and India. We also show that autonomous government schools (government funded but with substantial independence like UK academies and US charters) have higher management scores than regular government or private schools. Almost half of the difference between the management scores of autonomous and regular government schools is accounted for principal leadership and governance.There are major disparities in the quality of education within and between countries (OECD, 2012). School managerial practices may be an important reason for such differences. Unfortunately, understanding the role of management in schools within and across countries has been held back by a lack of robust and comparable instruments to systematically measure management practices and, thus, a lack of good data.The key purpose of this article is to develop an international management index for schools and present descriptive evidence on management quality and education outcomes across schools of different types within and across countries. We used double-blind telephone interviews with school principals to collect information on management practices for over 1,800 schools across eight countries. To construct our management index, we average across 20 basic management practice measures in four areas of management: operations, monitoring, target setting and people. Each question is evaluated against a scoring grid that ranges from one ('worst practice') to five ('best practice'). Our management index for each school represents the average of these scores.We also constructed measures of school-level pupil outcomes for these schools (when data were available) from examination results across regions and countries, creating a matched management-pupil outcome international data set at the school level.These data allow us to document some stylised facts. First, we show that the adoption of basic managerial practices varies significantly across and within countries. The UK, Sweden, Canada and the US obtain the highest average scores, followed by Germany, Italy and Brazil, while India has the lowest scores. About half of the variance in school management is at the country-level. This share is larger in education than we have * Corresponding author: Nicholas Bloom,

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Stepping stones: Principal career paths and school outcomes

Cited by 164 publications

References 45 publications

Self-reports of medication side effects and pain-related activity interference in patients with chronic pain

Self-reports of medication side effects and pain-related activity interference in patients with chronic pain

Romanticizing bureaucratic leadership? The politics of how elected officials attribute responsibility for performance

Does Management Matter in schools?

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