August 24, 2009
Public elementary and middle schools in New York City led by Aspiring Principals Program-trained principals have achieved comparable or higher rates of student improvement than schools led by other new principals, according to a report released today by New York Universitys Institute for Education and Social Policy (IESP). These results were obtained even though APP-trained principals were more likely to be placed in chronically low-performing schools.
Researchers at IESP conducted the first independent evaluation of the NYC Leadership Academys Aspiring Principals Program (APP) to determine the effects of this program on student outcomes. The study uses regression analysis with a before and after design-analyzing the schools both before and after the APP principal was assigned to the school-to account for initial differences in the schools. The analysis sought to determine whether principals trained in this preparatory program generated results that were different from other new principals not trained by the Leadership Academy.
The study was made possible by support from the Eli and Edythe Broad Foundation and the Michael & Susan Dell Foundation.
The study shows that APP graduates were placed in schools that had long operated below other city schools and whose student outcomes for years fell relative to city-wide performance. However, under their leadership, English Language Arts (ELA) scores began to improve at rates apace with city-wide trends. By their third year, ELA scores in APP schools were improving faster than those in comparison schools.
These results represent a promising sign that over time, APP-trained principals will continue making high academic gains in some of our citys most troubled schools, said Amy Ellen Schwartz, director of NYUs Institute for Education and Social Policy.
Specifically, the study of the Aspiring Principals Program demonstrates:
The results of this analysis are encouraging, indicating that the NYC Leadership Academy has succeeded in bringing new principals to some of NYCs most challenging schools and curtailing their downward trends, said Sean Corcoran, assistant professor of educational economics and co-author of the study.
The study also noted that test scores of students under APP principals may continue to improve in the future since APP principals have been able to stabilize and increase performance on standardized tests rather than falling further behind citywide growth.
Continued monitoring of student progress and follow-up study will be worthwhile to understand whether-and to what extent-improvements in test scores persist and to identify the kinds of schools or conditions under which Aspiring Principal Program graduates are particularly successful, said Meryle Weinstein, a co-author of the study and the assistant director of the Institute for Education and Social Policy.
For the purpose of longitudinal analysis, this study focused on APPs first two cohorts of principals, those who began in 2003-04 and 2004-05 and examined performance on standardized tests at their schools through the 2007-08 school year. Due to sampling limitations at the high school level, the study looked only at the elementary and middle school levels. The Institute hopes to conduct follow-up studies using student-level data to more deeply analyze the impact of Leadership Academy principals and determine whether certain groups of students-such as low performing students- are making particular gains under their leadership.
To access the full report, plrase follow this link.
This Press Release is in the following Topics:
Research, Steinhardt School of Culture, Education, and Human Development
Type: Press Release