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 sco
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