Stepping Stones: Principal Career Paths and School Outcomes. Working Paper 58

Autor/inn/en	Beteille, Tara; Kalogrides, Demetra; Loeb, Susanna
Institution	Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Titel	Stepping Stones: Principal Career Paths and School Outcomes. Working Paper 58
Quelle	(2011), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Urban Schools; Achievement Gains; Academic Achievement; Principals; Administrative Change; Change Strategies; Educational Change; School Administration; Administrator Effectiveness; Longitudinal Studies; Educational Assessment; Educational Indicators; Educational Research; Career Development; Models; Labor Turnover; Outcomes of Education; Data Analysis; Statistical Data; School Statistics; Florida + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Achievement gain; Leistungssteigerung; Schulleistung; Principal; Schulleiter; Lösungsstrategie; Bildungsreform; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Bildungsforschung; Pädagogische Forschung; Berufsentwicklung; Analogiemodell; Lernleistung; Schulerfolg; Auswertung
Abstract	Principals tend to prefer working in schools with higher-achieving students from more advantaged socioeconomic backgrounds. Principals often use schools with many poor or low-achieving students as stepping stones to what they view as more desirable assignments. District leadership can also exacerbate principal turnover by implementing policies aimed at improving low-performing schools such as rotating school leaders. Using longitudinal data from one large urban school district we find principal turnover is detrimental to school performance. Frequent turnover results in lower teacher retention and lower student achievement gains, which are particularly detrimental to students in high-poverty and failing schools. (Contains 10 tables and 3 footnotes.) (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10