How school principals influence student learning

Dhuey, Elizabeth; Smith, Justin

doi:10.1007/s00181-017-1259-9

Cited by 48 publications

(42 citation statements)

References 23 publications

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“…Miller (2013) warns against attributing all of the post-transition gains to the new principal. Had the original principal instead been retained, the pre-transition 1 However, Dhuey and Smith (2013a), studying principals in British Columbia, found that the same principal may have a larger contribution to student achievement if he or she is placed in a different school where the principal is a better "match" for the specific challenges that school faces. Also, Branch et al (2012) found that the impact of individual principals may vary more in schools with more low-income students, suggesting larger variation in match quality in these schools-although this finding could instead result from differences in the principals who lead these schools compared to schools with higher-income students.…”

Section: B Previous Researchmentioning

confidence: 99%

The Impact on Student Achievement of Replacing Principals in District of Columbia Public Schools

Walsh

Dotter

2020

Education Finance and Policy

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The 2007 Public Education Reform Amendment Act led to 39 percent of the principals in District of Columbia Public Schools (DCPS) being dismissed before the start of the 2008–09 school year, and additional principal exits over the next few years. We measure the impact of replacing these principals on schoolwide student achievement by measuring the changes in achievement that occurred when principals were replaced, and comparing these changes to achievement in comparison schools within DCPS that kept the same principal. We find that after a new principal's third year in a school, average schoolwide achievement increased by 4 percentile points (0.09 standard deviations) compared with how students in the school would have achieved had DCPS not replaced the previous principal. For students in grades 6 to 8, the gains were larger and statistically significant in both math and reading.

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Section: B Previous Researchmentioning

confidence: 99%

The Impact on Student Achievement of Replacing Principals in District of Columbia Public Schools

Walsh

Dotter

2020

Education Finance and Policy

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“…This notion has a long history in qualitative studies of effective schools (Purkey and Smith 1983). Some recent quantitative evidence indicates that school performance is higher when principals are more experienced (Clark, Martorell, and Rockoff 2009;Dhuey and Smith 2013), 1 have greater organizational management skills (Grissom and Loeb 2011), and demonstrate greater ability to recruit and retain high-quality teachers while removing low-quality teachers (Branch, Hanushek, and Rivkin 2012; Kalogrides, and Béteille 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Dhuey and Smith (forthcoming) measure the cumulative effects of middle-school principals in British Columbia, Canada over three grade levels, finding a withinschool standard deviation of principal effectiveness that is 0.36 in math and 0.21 in reading. In a subsequent paper, Dhuey and Smith (2013) measure the effects of North Carolina principals, finding that principal-school match quality accounts for a significant portion of the variation in principal value added. Cannon, Figlio, and Sass (2012) also conclude that principal match quality matters, based on evidence from Florida that the persistence of a principal's value-added estimate declines when a principal changes schools.…”

Section: Introductionmentioning

confidence: 99%

Is School Value Added Indicative of Principal Quality?

Chiang

Lipscomb

Gill

2016

Education Finance and Policy

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States across the country are developing systems for evaluating school principals on the basis of student achievement growth. A common approach is to hold principals accountable for the value added of their schools—that is, schools’ contributions to student achievement growth. In theory, school value added can reflect not only principals’ effectiveness but also other school-specific influences on student achievement growth that are outside of principals’ control. In this paper, we isolate principals’ effects on student achievement growth and examine the extent to which school value added captures the effects that principals persistently demonstrate. Using longitudinal data on the math and reading outcomes of fourth- through eighth-grade students in Pennsylvania, our findings indicate that school value added provides very poor information for revealing principals’ persistent levels of effectiveness.

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“…The notion of a multiplicity of roles was best described by Md Ali (2015), who defined a principal as a leader, an administrator, and a leader in a school. A study by Dhuey and Smith (2018) suggested that a high-quality principal could influence student learning.…”

Section: Introductionmentioning

confidence: 99%

Principals’ Managerial Roles in Pontian District, Johor, Malaysia

Mansor¹,

Mansor²,

Roslan³

2019

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The responsibilities of a principal include those of a manager and of an instructional leader. The ability to balance managerial and leadership roles significantly affects quality management practices. The following research examines the three main roles played by a principal in managing a school. The roles are based on Mintzberg's (1973) managerial role model and Mansor's (2006) principals' managerial role model. They are interpersonal, informational, and decisional. The research is quantitative and employs a survey method involving 66 principals in Pontian district, Johor, Malaysia. The findings show that the level of practice in all three managerial roles is very high. Inferential analysis reveals that there is no significant difference in roles played by the principals in terms of gender, school categories, or length of service. The findings raise important issues that warrant immediate action by educational policymakers, such as the need to develop more relevant standards that prioritize interpersonal, informational, and decisional roles over non-related tasks.

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How school principals influence student learning

Cited by 48 publications

References 23 publications

The Impact on Student Achievement of Replacing Principals in District of Columbia Public Schools

The Impact on Student Achievement of Replacing Principals in District of Columbia Public Schools

Is School Value Added Indicative of Principal Quality?

Principals’ Managerial Roles in Pontian District, Johor, Malaysia

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