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 Pub Number  Title  Date
NCES 2020144 The Condition of Education 2020
The Condition of Education 2020 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
5/19/2020
NCES 2020201 Public School Principals’ Top Three Most Important Education Goals, by Charter Status and School Level
This data point report investigates the relationship between various education goals, chosen as important by public school principals, by charter status (traditional public or public charter), and school levels. The most frequently selected goals are discussed in this report, and data on all 10 goals are available in supplementary tables.
4/28/2020
NCES 2020202 A Look at Principals’ Most Important Goals by Community Type and School Level
This data point report investigates the relationship between various education goals, chosen as important by public school principals, by different community types and school levels. The most frequently selected goals are discussed in this report, and data on all 10 goals are available in the supplementary tables.
4/28/2020
NCES 2020069 U.S. Highlighted Results From the 2018 Teaching and Learning International Survey (TALIS) of Teachers and Principals in Lower Secondary Schools (Grades 7-9) (2020-069)
Following the initial release of TALIS 2018 web report (2019-132) on June 19, 2019, this second volume web report provides key comparative information about teachers and principals in the United States and 48 other education systems that participated in the Teaching and Learning International Survey (TALIS) 2018. TALIS is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on teachers and principals at the lower secondary school level (grades 7, 8, and 9 in the United States). TALIS 2018 data are based on teachers’ and principals’ responses to survey questions, and the highlights in the web report cover their backgrounds, work environments, professional development, and beliefs and attitudes about teaching.
3/23/2020
WWC 2020008 Balanced Leadership® Intervention Report
This What Works Clearinghouse intervention report summarizes the research on Balanced Leadership, a professional development program for current and aspiring school leaders in schools serving students in kindergarten to grade 12. The program helps school leaders understand and implement a set of actions and behaviors that may be associated with improved student outcomes. The WWC's review of eligible research found that Balanced Leadership may increase principal retention at the school.
3/11/2020
REL 2020018 Guide and Checklists for a School Leader’s Walkthrough during Literacy Instruction in Grades 4–12
This tool was developed to assist school leaders in observing specific research-based practices during literacy instruction in grade 4–12 classrooms and students’ independent use or application of those practices. The tool aims to help school leaders conduct brief and frequent walkthroughs throughout the school year. The tool consists of three parts to be used with students in three grade bands: grades 4 and 5, grades 6–8, and grades 9–12. The first is the Pre-Walkthrough Meeting Guide, for use in all grade bands, to facilitate conversation between school leaders and teachers before the walkthrough. The second is a set of eight walkthrough checklists, differentiated by grade band and classroom type (that is, whole class, English language arts class, content area class, and literacy intervention class), which are based on best practices in literacy instruction. The third is the Post-Walkthrough Meeting Guide, for use in all grade bands, to facilitate debriefing between school leaders and teachers.
3/9/2020
NCES 2020009 Digest of Education Statistics, 2018
The 54th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
12/24/2019
NCEE 20200002 The Effects of a Principal Professional Development Program Focused on Instructional Leadership
Helping principals improve their leadership practices is a common use of federal funds and one way to improve instruction and student achievement. This study sought to better understand the effectiveness of an intensive principal professional development program focused primarily on helping principals conduct structured observations of teachers' classroom instruction and provide targeted feedback based on those observations. The report found that the program did not change principal practices as intended or improve students' achievement. However, improvements in some of the targeted principal practices were positively associated with improved student achievement. Attention on how to change these practices might be a potential avenue for improving the program.
10/30/2019
NCES 2019141 Characteristics of Public and Private Elementary and Secondary School Principals in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School Principal and Private School Principal Data files.
8/22/2019
NCES 2019132 U.S. Highlighted Results From the 2018 Teaching and Learning International Survey (TALIS) of Teachers and Principals in Lower Secondary Schools (Grades 7–9).
This web report (the first of two volumes) provides key comparative information about teachers and principals in the United States and 48 other education systems that participated in the Teaching and Learning International Survey (TALIS) 2018. TALIS is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on teachers and principals at the lower secondary school level (grades 7, 8, and 9 in the United States). TALIS 2018 data are based on teachers’ and principals’ responses to survey questions, and the highlights in the web report cover their backgrounds, work environments, professional development, and beliefs and attitudes about teaching. The second volume was released on March 23, 2020.
6/19/2019
NCES 2018070 Digest of Education Statistics, 2017
The 53rd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
1/30/2019
NCES 2018066 Principal Attrition and Mobility: Results From the 2016–17 Principal Follow-up Survey (NCES 2018-066)
This report presents selected findings from the Public School Principal Status Data File of the 2016–17 Principal Follow-up Survey (PFS). The PFS is a nationally representative sample survey of public K–12 schools in the 50 states and District of Columbia and was initiated to inform discussions and decisions regarding principal attrition and mobility among policymakers, researchers, and parents.
7/31/2018
NCES 2018014 Public School Principals’ Perceptions of Influence by School Level and Community Type
This report describes public school principals’ perceptions of their influence on establishing curriculum and decisions concerning the budget at their school.
5/8/2018
NCES 2017094 Digest of Education Statistics, 2016
The 52nd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
2/20/2018
REL 2018285 Impact of a checklist on principal–teacher feedback conferences following classroom observations
In partnership with the New Mexico Public Education Department, Regional Educational Laboratory (REL) Southwest researchers conducted a statewide experiment in school year 2015/16 to test impacts of a checklist on the feedback conferences principals had with teachers after formal classroom observations. Of the 336 participating schools in New Mexico, the REL Southwest researchers selected half at random in fall 2015 as the treatment group. All school leaders in the treatment group received the checklist as an email attachment, plus a hyperlink to a three-minute principal testimonial video. School leaders in the control group received an email attachment with a guide that reprised the five tips about feedback included in the mandatory New Mexico Public Education Department-sponsored professional development. As of one year later, the checklist had few clear impacts on the quality of feedback, professional development outcomes, instructional practice, and student achievement. The exceptions are that teachers who received the checklist reported that their principals were less likely to dominate the feedback conferences, and reported that they were more likely to follow their principals’ professional development recommendation. The overall usage of the feedback checklist was moderate, with about three-quarters of principals who were encouraged to use the checklist reporting that they saw it, and 58 percent reported using it in post-observation feedback sessions with at least a few teachers. This study suggests that if school districts or state departments of education wish to change school leaders’ feedback conferences with teachers, they need to invest in more substantial training for their school leaders.
1/23/2018
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