This evaluation of the KIPP school leadership programs, funded by a grant from the Supporting Effective Educator Development program in the Office of Innovation and Improvement at the U.S. Department of Education, aims to support sustained implementation of effective programs to prepare and support school leaders. KIPP administers three school…

In light of the changing landscape of state-funded public education and changing expectations for principals in elementary schools, researchers examined the status of New Jersey principal certification programs in order to allow policymakers, institutions of higher education, and other stakeholders to assess the capacity of the state's higher…

This study examines the accuracy of performance ratings from the Framework for Leadership (FFL), Pennsylvania's tool for evaluating the leadership practices of principals and assistant principals. The study analyzed four key properties of the FFL: score variation, internal consistency, year-to-year stability, and concurrent validity. Score…

Early childhood teachers routinely face insufficient teaching supports and inadequate rewards for their education and commitment (e.g., low pay, lack of professional supports, and lack of benefits). These shortcomings contribute to poor program quality and fuel high levels of teacher turnover, preventing program improvement and making it…

This study provides a quantitative and qualitative status report on the implementation of school-based management (SBM) in Indonesia, identifies factors associated with the successful practices of SBM, and assesses SBM effects on student achievement eight years after its inception. The authors' findings are based on face-to-face surveys of…

A study of instructional planning periods was undertaken in late 2013 pursuant to West Virginia State Code §18A-4-14 which states: "The state board shall conduct a study on planning periods. The study shall include, but not be limited to, the appropriate length for planning periods at the various grade levels and for the different types of…

Improving the nation's public schools is one of the highest priorities of federal, state, and local government in America. Recent research has shown that the quality of the principal is, among school-based factors, second only to the quality of the teacher in contributing to what students learn in the classroom. The Wallace Foundation, which has…

Since 2004, AISD has conducted an annual survey to monitor campus staff's perceptions of their school environment. The survey measures elements of teaching and learning conditions most critical to school success.

How well do youth offending teams (YOT) work? In which areas of their work is their performance excellent and where is improvement needed? This research examined annual performance assessments of services for children and young people undertaken by Ofsted in 57 local authorities from January 2006 to April 2009, together with relevant data relating…

While the importance of effective principals is undisputed, few studies have addressed what specific skills principals need to promote school success. This study draws on unique data combining survey responses from principals, assistant principals, teachers and parents with rich administrative data to identify which principal skills matter most…

In U.S. public schools a limited number of women have attained the position of superintendent. Consequently, there has been limited research focusing on understanding the position from a woman?s perspective. The purpose of this study was to add to the small body of literature focusing on women?s ideas and beliefs about leading schools. A survey…

Results of a descriptive quantitative study to identify personal beliefs and goals shared by effective school principals are presented in this report. Data were collected through an experience sampling study of principals, and through teacher and student attitudinal surveys. The experience sampling stage involved 81 Illinois elementary or…