WWC review of this study

Preparing principals to raise student achievement: Implementation and effects of the New Leaders Program in ten districts.

Gates, S. M., Hamilton, L. S., Martorell, P., Burkhauser, S., Heaton, P., Pierson, A., … Gu, K. (2014). Santa Monica, CA: RAND Corporation. Retrieved from: https://eric.ed.gov/?id=ED561152

  • Quasi-Experimental Design
     examining 
    6,706,262
     Students
    , grades
    K-12
At least one statistically significant positive finding
Meets WWC standards with reservations

Reviewed: February 2018

Literacy achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Memphis End-of-Course Tests: Reading

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with two years tenure vs. Non-New Leader Principal; 9-12 Memphis;
242,965 students

N/A

N/A

Yes

 
 
5
More Outcomes

Baltimore High School Assessment (HSA): Reading

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with three years tenure vs. Non-New Leader Principal; 9-12 Baltimore;
141,760 students

N/A

N/A

Yes

 
 
4

Memphis End-of-Course Tests: Reading

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with one year tenure vs. Non-New Leader Principal; 9-12 Memphis;
247,292 students

N/A

N/A

No

--

Memphis End-of-Course Tests: Reading

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with three years tenure vs. Non-New Leader Principal; 9-12 Memphis;
242,786 students

N/A

N/A

No

--

Baltimore High School Assessment (HSA): Reading

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with one year tenure vs. Non-New Leader Principal; 9-12 Baltimore;
147,626 students

N/A

N/A

No

--

New York City Regents Exam: English

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with one year tenure vs. Non-New Leader Principal; 9-12 NYC;
2,657,503 students

N/A

N/A

No

--

New York City Regents Exam: English

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with two years tenure vs. Non-New Leader Principal; 9-12 NYC;
2,654,070 students

N/A

N/A

No

--

California Standards Test: Reading

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with one year tenure vs. Non-New Leader Principal; K-8 Oakland;
144,611 students

N/A

N/A

No

--
Mathematics achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Baltimore High School Assessment (HSA): Math

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with three years tenure vs. Non-New Leader Principal; 9-12 Baltimore;
141,902 students

N/A

N/A

Yes

 
 
5
More Outcomes

Memphis End-of-Course Tests: Math

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with one year tenure vs. Non-New Leader Principal; 9-12 Memphis;
247,447 students

N/A

N/A

No

--

New York City Regents Exam: Math

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with one year tenure vs. Non-New Leader Principal; 9-12 NYC;
2,770,706 students

N/A

N/A

No

--

Memphis End-of-Course Tests: Math

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with two years tenure vs. Non-New Leader Principal; 9-12 Memphis;
243,094 students

N/A

N/A

No

--

Baltimore High School Assessment (HSA): Math

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with one year tenure vs. Non-New Leader Principal; 9-12 Baltimore;
147,705 students

N/A

N/A

No

--

California Standards Test: Mathematics

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with one year tenure vs. Non-New Leader Principal; K-8 Oakland;
145,353 students

N/A

N/A

No

--

New York City Regents Exam: Math

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with two years tenure vs. Non-New Leader Principal; 9-12 NYC;
2,767,145 students

N/A

N/A

No

--

Memphis End-of-Course Tests: Math

(Not applicable) vs. Business as usual

0 Days

Students with New Leader Principal with three years tenure vs. Non-New Leader Principal; 9-12 Memphis;
242,910 students

N/A

N/A

Yes

-11
 
 

Characteristics of study sample as reported by study author.


  • Female: 66%
    Male: 34%
  • Race
    Black
    56%
    White
    29%
  • Ethnicity
    Hispanic
    10%
    Not Hispanic
    90%
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    California, District of Columbia, Illinois, Louisiana, Maryland, North Carolina, New York, Tennessee, Wisconsin

Setting

The study takes place in ten school districts in the United States: Baltimore, MD; Charlotte, NC; Chicago, IL; Memphis, TN; Milwaukee, WI; New Orleans, LA; New York, NY; Oakland, CA; Prince George's County, MD; and Washington, D.C. Data from Oakland also includes charter schools not in this district but operating in the San Francisco Bay area.

Study sample

New leaders principals were 66% female, 29% white non-Hispanic, 56% black non-Hispanic, 10% Hispanic, and 58% under 40. Eighteen percent had a doctorate or education specialist degree. No information is provided on the characteristics of students or the principals in the non-New Leaders sample used for student achievement analysis.

Intervention Group

The intervention is a principal training program. New Leaders selectively recruits candidates for their principal training program. Participants go through a 1-year, residency-based training program called the Aspiring Principal Program, where they work as a school leader under a mentor principal. After this year-long training, potential principals are evaluated and endorsed by the program (if appropriate). Participants are placed into leadership positions in schools, where they receive ongoing support through mentoring, coaching, and a professional learning community.

Comparison Group

Principals that have not been selected, trained, and placed by New Leaders lead comparison schools.

Support for implementation

The New Leaders Program includes ongoing support for New Leaders Principals through coaching, mentoring, and a professional community.

 

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