Edward J. Fuller

Do Principal Preparation Programs Influence Student Achievement Through the Building of Teacher-Team Qualifications by the Principal? An Exploratory Analysis

Purpose: The primary purpose of this study is to explore how the characteristics of the principal preparation programs of newly hired elementary school principals might influence school achievement through the development of well-qualified teams of teachers by the school. Of primary interest is whether elementary school principals from preparation programs with certain types of characteristics are more or less likely to build teams of well-qualified teachers who, in turn, positively affect overall student achievement. A secondary purpose is to establish a relationship between the overall school-level qualifications of teams of teachers and school-level student achievement on the Texas Assessment of Knowledge and Skills (TAKS) to underscore the importance of the first relationship. Research Design: This quantitative study utilizes ordinary least squares regression to analyze seven extracts of data from the Texas Education Agency, merged together to create a data set that matched teachers, principals, school characteristics, and student achievement to individual schools. First, the authors establish the relationship between school-level teacher-team quality and school-level student outcomes on the TAKS. Second, they examine the relationship between principal preparation program characteristics and the measures of teacher-team quality after controlling for principal characteristics, school characteristics, and student achievement. Furthermore, because the authors hypothesize that principals cannot quickly alter the quality of teams of teachers in schools, they examine school achievement and teacher-team quality over four years.

A Bridge Too Far? Challenges in Evaluating Principal Effectiveness

Purpose: The purpose of this article is to examine the assumptions underlying efforts to evaluate principal effectiveness in terms of student test scores, to review extant research on efforts to estimate principal effectiveness, and to discuss the appropriateness of including estimates of principal effectiveness in evaluations of principals. Method: We review 10 different strategies for estimating principal effectiveness based on student test scores, representing all of the strategies currently employed by states and districts. We base our reviews on the literature in three areas: use of test scores, evaluation, and statistical approaches to estimating the effects of individuals and schools on student test scores. Conclusions: We conclude there are currently no strategies to estimate principal effectiveness that accurately capture the independent effect of principals on student test scores; thus, these current strategies send inaccurate signals to both principals and those who make employment decisions about principals. Moreover, we also conclude a substantial proportion of principals could not be included in the most accurate strategies to assess principal effectiveness. Implications: This research has profound implications for states and districts implementing principal evaluation systems, particularly those making high-stakes decisions about principals based on statistical estimates of principal effectiveness. Indeed, such statistical estimates should be used not for making judgments or decisions about principals but rather as a screening tool to identify where states and districts should focus more in-depth and accurate strategies to evaluate principal effectiveness.

Shaky Methods, Shaky Motives: A Critique of the National Council of Teacher Quality’s Review of Teacher Preparation Programs

The National Council on Teacher Quality’s (NCTQ) recent review of university-based teacher preparation programs concluded the vast majority of such programs were inadequately preparing the nation’s teachers. The study, however, has a number of serious flaws that include narrow focus on inputs, lack of a strong research base, missing standards, omitted research, incorrect application of research findings, poor methodology, exclusion of alternative certification programs, failure to conduct member checks, and failure to use existing evidence to validate the report’s rankings. All of these issues render the NCTQ report less than useful in efforts to understand and improve teacher preparation programs in the United States. The article also suggests alternative pathways NCTQ could have undertaken to work with programs to actually improve teacher preparation. The article concludes by noting that the shaky methods used by NCTQ suggest shaky motives such that the true motives of NCTQ for producing the report must be questioned.

School Choice, Racial Segregation, and Poverty Concentration Evidence From Pennsylvania Charter School Transfers

This article examines how student movements between traditional public schools (TPSs) and charters—both brick and mortar and cyber—may be associated with both racial isolation and poverty concentration. Using student-level data from the universe of Pennsylvania public schools, this study builds upon previous research by specifically examining student transfers into charter schools, disaggregating findings by geography. We find that, on average, the transfers of African American and Latino students from TPSs to charter schools were segregative. White students transferring within urban areas transferred to more racially segregated schools. Students from all three racial groups attended urban charters with lower poverty concentration.

Evaluating Principal-Preparation Programs Based on Placement Rates: Problems and Prospects for Policymakers

Recent calls to hold preparation programs accountable for outcomes have led states to develop and adopt preparation program accountability systems. A primary feature of these systems is a focus on outcomes such as placement rates, retention rates, and graduates’ effectiveness in improving K-12 student achievement. Yet, little research has examined the feasibility of employing such outcome measures, let alone the validity and reliability of the inherent judgments. This conceptual study reviews and makes conclusions about the appropriateness of using placement rates to evaluate principal-preparation programs based on theoretical analyses and empirical analysis of statewide placement data from Texas.

The Impact of Personal and Program Characteristics on the Placement of School Leadership Preparation Program Graduates in School Leader Positions

Purpose: The purpose of this study is to examine the impact of personal and program characteristics on the placement of graduates of principal preparation programs in assistant principal, principal, and school leadership positions. Research Design: This study relies on Texas principal production data from 1993 through 2007 matched to employment data from 1993 through 2013. The data include personal characteristics of each program’s graduates (age, sex, and race/ethnicity), program characteristics (program type, percentages of female graduates, and percentage of White graduates), labor market location, and certification year. We employ both descriptive statistics and multilevel logistic regression analysis to examine the factors associated with obtaining employment as an assistant principal, principal, and school leader. Findings: At least 50% of graduates obtained placement as a school leader within 5 years and about 70% did so over 10 years. Within 5 years of certification, men, Latinos, and middle-aged graduates had greater odds of employment as a school leader than women, Whites, and younger and older graduates, respectively. Differences arose, however, when examining placement as an assistant principal and principal separately. In particular, Black and Latina/o graduates had greater odds of employment as an assistant principal but had lower odds of employment as a principal than their White peers. Finally, there were few program characteristics associated with placement, and differences between programs explained very little of the variation in placement rates, bringing into question efforts to hold programs accountable for such outcomes.

Evaluating State Principal Evaluation Plans Across the United States

Recent federal legislation has created strong incentives for states to adopt principal evaluation systems, many of which include new measures of principal effectiveness such as estimates of student growth and changes in school climate. Yet, there has been little research on principal evaluation systems and no state-by-state analysis of the principal evaluation systems adopted at the behest of the legislation. This study uses survey data and document review to assess the components of principal evaluation systems in the 50 states and Washington, D.C. Finally, based on recent research, this study critiques the various components of these new evaluation systems.

A Dream Attained or Deferred? Examination of Production and Placement of Latino Administrators

More work is needed to engage the talents and empower Latino students to reach their full academic potential. We suggest that one potential cause for Latino student underperformance is the underrepresentation of Latino school leaders. Research suggests that school leaders who understand the cultural background and lived experiences of students tend to be more effective in improving student outcomes. This study explores the production and placement of Latino school leaders in Texas over two decades, and whether Latino educators who have obtained principal certification are as likely as their White peers to obtain a school leadership position.

Questioning the Use of Outcome Measures to Evaluate Principal Preparation Programs

ABSTRACT Policymakers are proposing the use of outcome measures as indicators of effective principal preparation programs. The three most common metrics recommended are: (1) graduates’ effectiveness in improving student achievement test scores, (2) graduate job placement rates, and (3) principal job retention once employed. This article explores the use of these three measures as indicators of program effectiveness by reviewing existing empirical research, employing program evaluation methodology to review potential approaches, and applying program evaluation standards to the evaluation effort. We conclude that the effort to evaluate principal preparation programs using these outcome measures is far less accurate than policymakers assume.

Working Conditions and Retention of Principals in Small and Mid-Sized Urban Districts

Abstract This chapter analyzes 2011 survey data from a sample of Texas principals who were asked about their perceptions of their working conditions such as: support and facilities; salary; resources; autonomy to make decisions; testing and accountability pressures; and relationships with supervisors. Respondents were also asked about their intentions to stay or leave their particular school. Researchers and policymakers agree effective and stable school leadership is critical to school improvement efforts, but we know little about how various working conditions impact principal effectiveness and turnover. This work is important because in-depth knowledge of the causes of principal turnover in general and how principal working conditions impact turnover in particular is a pre-requisite to creating policies and support mechanisms to support principals in small and mid-sized districts.