REL Southwest Ask A REL Response
Principals:
Principal Preparation
June 2018
Question:
Provide a citation or two for What Works Clearinghouse (WWC) studies that have promising evidence on principal preparation.
Response:
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Thank you for the question you submitted to our REL Reference Desk. We have prepared the following memo with research references to help answer your question. For each reference, we provide an abstract, excerpt, or summary written by the study’s author or publisher. Following an established Regional Educational Laboratory (REL) Southwest research protocol, we conducted a search for research reports as well as descriptive study articles on promising evidence on principal preparation from the What Works Clearinghouse (WWC).
We have not evaluated the quality of references and the resources provided in this response. We offer them only for your reference. Also, we searched the references in the response from the most commonly used resources of research, but they are not comprehensive, and other relevant references and resources may exist. References provided are listed in alphabetical order, not necessarily in order of relevance. We do not include sources that are not freely available to the requestor.
Research References
Corcoran, S. P., Schwartz, A. E., & Weinstein, M. (2012). Training your own: The impact of New York City’s aspiring principals program on student achievement. Educational Evaluation and Policy Analysis, 34(2), 232–253. https://eric.ed.gov/?id=EJ963425
Gates, S. M., Hamilton, L. S., Martorell, P., Burkhauser, S., Heaton, P., Pierson, A., et al. (2014). Preparing principals to raise student achievement: Implementation and effects of the new leaders program in ten districts. Research Report. Santa Monica, CA: RAND Corporation. https://eric.ed.gov/?id=ED561152
Orr, M. T., & Orphanos, S. (2011). How graduate-level preparation influences the effectiveness of school leaders: A comparison of the outcomes of exemplary and conventional leadership preparation programs for principals. Educational Administration Quarterly, 47(1), 18–70. https://eric.ed.gov/?id=EJ911182
WWC Quick Review of the report “The New York City Aspiring Principals Program: A School-Level Evaluation.” (2010). Washington, DC: Institute of Education Sciences, What Works Clearinghouse. https://eric.ed.gov/?id=ED508440
Additional Organizations to Consult
What Works Clearinghouse—https://ies.ed.gov/ncee/wwc/
Methods
Keywords and Search Strings
The following keywords and search strings were used to search the reference databases and other sources:
- Administrator education
- Administrator preparation
- Instructional leadership preparation
- Leadership effectiveness
- Effective leaders
- Effective principal preparation
- Preparation models
- Principal preparation
Databases and Resources
We searched ERIC for relevant, peer-reviewed research references. ERIC is a free online library of more than 1.6 million citations of education research sponsored by the Institute of Education Sciences (IES). Additionally, we searched the What Works Clearinghouse.
Reference Search and Selection Criteria
When we were searching and reviewing resources, we considered the following criteria:
- Date of the publication: References and resources published from 2003 to present, were include in the search and review.
- Search priorities of reference sources: Search priority is given to study reports, briefs, and other documents that are published and/or reviewed by IES and other federal or federally funded organizations, academic databases, including ERIC, EBSCO databases, JSTOR database, PsychInfo, PsychArticle, and Google Scholar.
- Methodology: The following methodological priorities/considerations were given in the review and selection of the references: (a) study types—randomized control trials, quasi-experiments, surveys, descriptive data analyses, literature reviews, policy briefs, and so forth, generally in this order; (b) target population, samples (representativeness of the target population, sample size, volunteered or randomly selected, and so forth), study duration, and so forth; and (c) limitations, generalizability of the findings and conclusions, and so forth.