The study examined whether schools with novice principals trained through the Aspiring Principals Program had higher student achievement than schools led by other novice principals.
The study reported no statistically significant differences between elementary and middle schools with Aspiring Principals Program principals and comparison schools in the change in math and English scores. High schools with Aspiring Principals Program principals had significantly lower pass rates on math and global history Regents exams than comparison schools, with no significant differences in English or biology.
Corcoran, S. P., Schwartz, A. E., & Weinstein, M. (August 2009). The New York City Aspiring Principals Program: A school-level evaluation. New York, NY: Institute for Education and Social Policy, New York University.