Shanan Chappell

Troops to Teachers as School Administrators: A National Study of Principal Quality

The United States has a scarcity of capable principals ready to successfully lead schools in an era of outcome-based accountability. This is especially true in high-poverty, high-minority schools. Policy makers welcome opening the principal pipeline to untraditional leaders. Research finds that teachers who have entered education through Troops to Teachers funding make a measurable impact on student learning and tend to work in high-poverty schools. This study suggests that they also may be highly effective principals.

Troops to Teachers Update: Changing, but Still Pleasing Principals with High Teaching Quality.

Prior research on Troops to Teachers (TTT) affirms that TTTs are effective instructors likely to work in high-poverty, high-minority schools, teach high-demand subjects, use research-based instructional and classroom management practices linked with student achievement, and plan to stay in the profession. A nonexperimental, mixed method design incorporating quantitative and qualitative data collection and analysis was used. A total of 4,157 TTT completers and 517 administrators responded to surveys. The 2012-2013 follow-up study finds that TTTs are meeting most—but not all—the same high benchmarks. In addition, 92% of principals rate their TTTs as well-prepared to meet the needs of diverse learners in varied learning environments.