January 2006
- Around the Centers
Upcoming Events- Grants, Training & Conferences
- Staff News
- What's New
- Issues
- Current Issue
- January 2013
- September 2012
- June 2012
- March 2012
- January 2012
- November 2011
- September 2011
- July 2011
- May 2011
- March 2011
- January 2011
- November 2010
- September 2010
- July 2010
- May 2010
- March 2010
- January 2010
- November 2009
- May 2008
- January 2008
- August 2007
- December 2006
- August 2006
- April 2006
- January 2006
- September 2005
From the National Center for Education Research (NCER)
Highlights From Research Funded Under the Education Finance, Leadership, and Management Program
The purpose of this research program is to improve student learning and achievement by identifying changes in the ways in which schools and districts are led, organized, managed, and operated that may be directly or indirectly linked to student outcomes.- Developing a Cost Accounting System for Student-Level Resources. William Hartman at Pennsylvania State University is developing a practical managerial accounting system that will track student-level resources in ways that will enable administrators to make resource allocation decisions that are tied to student-level learning outcomes. This will be accomplished by linking three separate data collection and reporting systems available in school information systems—expenditures, staffing, and students (both demographic and performance data)—in a seamless and cost-effective manner.
- Assessing the Impact of Principals' Professional Development. Jonathan Supovitz at the University of Pennsylvania is conducting an evaluation of a professional development program for school principals called the National Institute for School Leadership (NISL). A primary goal of the project is to assess the effects of NISL participation on principals' knowledge and practice, with particular emphasis on practices known to support instructional improvement. The project also will develop new measurement tools to assess leaders' practice.
A central feature of the study is a randomized, delayed-treatment design that compares 20 elementary school principals from a single urban school district who are randomly assigned to participate in NISL in Year 1 of the 4-year study with 20 principals from the same school district who are randomly assigned to a group that receives the treatment one year later. Research team: Carol Barnes, University of Michigan; Eric Camburn, University of Wisconsin-Madison; Ellen Goldring, Vanderbilt University; James Spillane, Northwestern University; and Susan Fuhrman, University of Pennsylvania. Visit the Study of School Leadership website for more information.