Study: 81428

Grant Competition

Review Details

Reviewed: February 2018

At least one finding shows moderate evidence of effectiveness

At least one statistically significant positive finding

Meets WWC standards with reservations

For:

Grant Competition (findings for New Leaders Program )

Using:

Rating:

Meets WWC standards with reservations because it uses a quasi-experimental design in which the analytic intervention and comparison groups satisfy the baseline equivalence requirement.

This review may not reflect the full body of research evidence for this intervention.

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Findings

General Mathematics Achievement outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Baltimore High School Assessment (HSA): Math	New Leaders Program vs. Business as usual	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
Memphis End-of-Course Tests: Math	New Leaders Program vs. Business as usual	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	New Leaders Program vs. Business as usual	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	New Leaders Program vs. Business as usual	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	New Leaders Program vs. Business as usual	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	New Leaders Program vs. Business as usual	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	New Leaders Program vs. Business as usual	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	New Leaders Program vs. Business as usual	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

Literacy Achievement outcomes—Statistically significant positive effect found for the domain
Outcome measure	Comparison	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Memphis End-of-Course Tests: Reading	New Leaders Program vs. Business as usual	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
Baltimore High School Assessment (HSA): Reading	New Leaders Program vs. Business as usual	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	New Leaders Program vs. Business as usual	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	New Leaders Program vs. Business as usual	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	New Leaders Program vs. Business as usual	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	New Leaders Program vs. Business as usual	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	New Leaders Program vs. Business as usual	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	New Leaders Program vs. Business as usual	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	--

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Characteristics of study sample as reported by study author.

Female: 66%
Male: 34%
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
California, District of Columbia, Illinois, Louisiana, Maryland, North Carolina, New York, Tennessee, Wisconsin

Race
Black		56%
White		29%

Ethnicity
Hispanic		10%
Not Hispanic or Latino		90%

Study Details

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.

Preparing Principals to Raise Student Achievement: Implementation and Effects of the New Leaders Program in Ten Districts. Research Report