Leadership effects: school principals and student outcomes

Coelli, Michael; Green, David A.

doi:10.1016/j.econedurev.2011.09.001

Cited by 204 publications

(225 citation statements)

References 24 publications

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“…3 Most importantly, in contrast, our model, which Grissom, Kalogrides, and Loeb do not estimate, disentangles principal effects from school fixed effects, which is important because it is necessary to disentangle the effect of the school quality from principal quality. Coelli and Green (2012) estimate the lower bound of the variance of principal effects on graduation probabilities and grade 12 provincial final exam scores in British Columbia. In particular, they find that getting a principal who is one standard deviation better will increase graduation rates and English exam scores by approximately 2.5 percentage points.…”

Section: Existing Literature On the Effect Of Principalsmentioning

confidence: 99%

How school principals influence student learning

Dhuey

Smith

2017

Empir Econ

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.IZA Discussion Paper No. 7949 February 2014 ABSTRACT How School Principals Influence Student LearningMany studies examine the importance of teachers in students' learning, but few exist on the contribution of principals. We measure the effect of principals on gains in primary test scores in North Carolina and estimate the standard deviation of principals' value added to be 0.12 -0.17. We find that the match between principals and schools accounts for a significant amount of principals' value added and also find that replacing the current principal has little effect on non-test score school inputs and outcomes regardless of the new principal's value added, but that brand new principals have a detrimental effect.JEL Classification: I21

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Section: Existing Literature On the Effect Of Principalsmentioning

confidence: 99%

How school principals influence student learning

Dhuey

Smith

2017

Empir Econ

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“…In the economics literature, a new and emerging evidence-base using large scale data sets and value-added models provide convincing evidence that school principals matter considerably for student learning (Branch, Hanushek & Rivkin 2012;Chiang, Lipscomb & Gill 2012;Coelli & Green 2012;Grissom, Kalogrides & Loeb 2012). Valueadded models identify the additional value that principals bring to student learning after isolating out the contributions of individual teachers, the school and also the ability and backgrounds of individual students.…”

Section: International Evidence On Principal Effectivenessmentioning

confidence: 99%

Informing principal policy reforms in South Africa through data-based evidence

Wills

2015

SAJCE

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“…The first measure estimates principal-by-school effects via a regression that models student achievement as a function of prior achievement as well as student and school characteristics. Their second approach, similar to Coelli and Green (2012) but using longitudinal test score data, includes both these controls and school fixed effects. The paper focuses on the variance of principal effectiveness using these measures and a direct measure of variance gained by comparing year-to-year covariance in years that schools switched principals and years that they did not.…”

Section: Using Student Test Scores To Measure Educator Performancementioning

confidence: 99%

“…Coelli and Green (2012), the only published paper in this group, estimates the effects of principals on high school graduation and 12th grade final exam scores in British Columbia, Canada. A benefit of this study is that it examines an education system that rotates principals through schools, allowing them to compare outcomes for the same school with different principals, though they cannot follow students over time and are limited to high school outcomes.…”

Section: Using Student Test Scores To Measure Educator Performancementioning

confidence: 99%

Using Student Test Scores to Measure Principal Performance

2012

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Expansion of the use of student test score data to measure teacher performance has fueled recent policy interest in using those data to measure the effects of school administrators as well. However, little research has considered the capacity of student performance data to uncover principal effects. Filling this gap, this article identifies multiple conceptual approaches for capturing the contributions of principals to student test score growth, develops empirical models to reflect these approaches, examines the properties of these models, and compares the results of the models empirically using data from a large urban school district. The paper then assesses the degree to which the estimates from each model are consistent with measures of principal performance that come from sources other than student test scores, such as school district evaluations. The results show that choice of model is substantively important for assessment. While some models identify principal effects as large as 0.15 standard deviations in math and 0.11 in reading, others find effects as low as 0.02 in both subjects for the same principals. We also find that the most conceptually unappealing models, which over-attribute school effects to principals, align more closely with non-test measures than do approaches that more convincingly separate the effect of the principal from the effects of other school inputs. AbstractExpansion of the use of student test score data to measure teacher performance has fueled recent policy interest in using those data to measure the effects of school administrators as well. However, little research has considered the capacity of student performance data to uncover principal effects. Filling this gap, this article identifies multiple conceptual approaches for capturing the contributions of principals to student test score growth, develops empirical models to reflect these approaches, examines the properties of these models, and compares the results of the models empirically using data from a large urban school district. The paper then assesses the degree to which the estimates from each model are consistent with measures of principal performance that come from sources other than student test scores, such as school district evaluations. The results show that choice of model is substantively important for assessment. While some models identify principal effects as large as 0.15 standard deviations in math and 0.11 in reading, others find effects as low as 0.02 in both subjects for the same principals. We also find that the most conceptually unappealing models, which over-attribute school effects to principals, align more closely with non-test measures than do approaches that more convincingly separate the effect of the principal from the effects of other school inputs. In contributing to the nascent literature on the use of student test score data to measure principal performance, this paper has four goals. First, it identifies a range of possible valueadded-style models for capturing principal effects...

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Leadership effects: school principals and student outcomes

Cited by 204 publications

References 24 publications

How school principals influence student learning

How school principals influence student learning

Informing principal policy reforms in South Africa through data-based evidence

Using Student Test Scores to Measure Principal Performance

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