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Preliminary Findings from the New Leaders for New Schools Evaluation

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Preliminary Findings from the New Leaders for New Schools Evaluation WORKING P A P E R Preliminary Findings from the New Leaders for New Schools Evaluation FRANCISCO MARTORELL, PAUL HEATON, SUSAN M. GATES, LAURA S. HAMILTON WR-739-NLNS February 2010 This product is part of the RAND Education working paper series. RAND working papers are intended to share researchers’ latest findings and to solicit informal peer review. They have been approved for circulation by RAND Education but have not been formally edited or peer reviewed. Unless otherwise indicated, working papers can be quoted and cited without permission of the author, provided the source is clearly referred to as a working paper. RAND’s publications do not necessarily reflect the opinions of its research clients and sponsors. is a registered trademark. - iii - ABSTRACT Effective school leadership is widely seen as a key determinant of student achievement, yet it remains unclear what constitutes an effective principal. To address the need to develop new principals to lead urban schools, the New Leaders for New Schools organization was established with the goal of ensuring high academic achievement for all students by attracting, preparing, and supporting leaders for urban public schools. This working paper presents preliminary findings on the impact of attending a school led by a K-8 school led by a New Leader. Using longitudinal student-level data collected from the six cities in which New Leaders had placed principals by the 2007-08 school year, we attempt to estimate the effect of attending a school led by a New Leader using panel data methods to mitigate biases from nonrandom sorting of students and principals to schools. The estimates suggest that there is a positive association between achievement and having a New Leader in his or her second (or higher) year of tenure, while there is a small negative relationship between achievement and attending a school led by a first-year New Leader. - v - PREFACE New Leaders for New Schools (”New Leaders”) is dedicated to promoting student achievement by developing outstanding school leaders to serve in urban schools. RAND is conducting a formative and a summative evaluation of the NLNS program, its theory of action, and its implementation. This paper presents interim results from the third year of analysis of student achievement data. The analysis compares schools with a New Leaders principal to those without a New Leaders principal. A final report will be available at the end of the longitudinal study, anticipated by 2014. The extended research period for the evaluation is driven by three major factors. First, New Leaders’ unit of impact is a school, and schools are dispersed throughout the country. As a result, the numbers of schools for any one level, any one city, and any one type (charter, start-up) remain even now quite small. Effectively assessing program impact is best accomplished when the numbers are large enough to detect systematic effects. Second, the New Leaders program underwent substantive changes beginning in the 2007-2008 school year, both requiring a significantly longer commitment from the entering aspiring principals and focusing the work on reaching specific student achievement targets. Any impact from these important programmatic shifts we anticipate will be evident across a large enough pool of schools in 2010 or 2011, depending on the numbers of principals and their tenure in those years. The final reason is purely logistical: student-level achievement data are not available across all districts until as much as a year after the tests are taken, and analyzing the data requires time. This research has been conducted in RAND Education, a unit of the RAND Corporation, under a contract with New Leaders for New Schools. - vii - CONTENTS Preface................................................................v Tables................................................................ix Glossary..............................................................xi 1. Introduction........................................................1 2. Description of the New Leaders Program..............................3 3. Data................................................................7 Study Sites......................................................7 Student-Level Data...............................................7 Information on Principals........................................9 School-Level Data and Information on New Leaders Program Status..9 Counts of Schools in the Analysis...............................10 4. Methods............................................................13 5. Results............................................................21 6. Conclusion.........................................................25 Appendix A. List of Covariates Included in the Models by City.........27 Appendix B. Information on Principals.................................31 Appendix C. Analysis of the Importance of Principal Controls..........33 Appendix D. City-Level Estimates......................................37 References............................................................49 - ix - TABLES 3.1. Counts of New Leaders Schools by City ........................11 5.1. Pooled Program Effect Estimates, Elementary and Middle School 23 5.2. Pooled Program Effect Estimates for New Leaders With at Least Three Years of Experience, Elementary and Middle Schools .....24 A.1. Covariates Included in the Models, by City ...................28 C.1. Impact of Varying Principal Controls on Program Effect Estimates for Memphis, Lower Grades ..........................34 D.1. Student Achievement Effect Sizes for OUSD ....................37 D.2. Student Achievement Effect Sizes for Washington DC ...........38 D.3. Student Achievement Effect Sizes for Memphis .................39 D.4. Student Achievement Effect Sizes for Chicago .................40 D.5. Student Achievement Effect Sizes for New York City ...........41 D.6. Student Achievement Effect Sizes for Baltimore ...............41 - xi - GLOSSARY Symbol Definition BCPS Baltimore City Public Schools CPS Chicago Public Schools DCPS Washington DC Public Schools MCS Memphis City Schools NYC New York City Schools OUSD Oakland Unified School District PSAE Prairie State Achievement Exam - 1 - 1. INTRODUCTION The view that effective principals are crucial for a school’s success is widespread (Brewer, 1993; Teske and Schneider, 1999). The recent emphasis on school-level accountability implies that school-level decisions matter a great deal. Many of these decisions are made or substantially influenced by the school principal. For example, principals exert considerable influence over the composition of the teacher and support workforce, school culture, instruction as well as professional development, and supports to promote teacher effectiveness. Despite conventional wisdom that principals and the decisions they make are critical to school outcomes, there is little consensus as to the specific attributes that characterize an effective principal or even how much principals actually affect student outcomes. Although several recent studies have examined whether factors such as principal experience “matter” (Clark, Martorell, and Rockoff, 2009; Branch, Hanushek, and Rivkin, 2009; Coelli and Green, 2009), and some research has identified principal practices that are associated with student achievement gains (Leithwood et al., 2004; Waters et al., 2003), it is still not clear whether it is possible to systematically identify who will be a good principal from a given pool of applicants. Moreover, there is little evidence regarding whether and how training and support for new principals enhances their effectiveness. One organization which has sought to improve principal effectiveness through selection, training, and support is New Leaders for New Schools (“New Leaders”). The goal of the New Leaders program is to ensure high academic achievement for all students by attracting, preparing, and supporting leaders for urban public schools. Core elements of the New Leaders program are a rigorous outreach and selection process, a summer learning experience (Foundations), a year-long structured residency experience, placement assistance, and post-residency training and support. New Leaders’ theory of action posits that effective school leaders will drive effective teaching which will in turn lead to significant gains in student achievement (New Leaders for New Schools, 2009). Effective school leaders focus on five categories of actions. - 2 - Within each category, the specific actions and emphasis must be tailored to the school context or “stage”. The ability to diagnose the stage of a school is itself a critical school leadership competency. The five categories of actions emphasized by New Leaders are: ensuring effective, standards-based teaching and learning (includes data driven decision-making), promoting a culture focused on student achievement, aligning staff to school goals, ensuring effective operations and personal leadership (New Leaders for New Schools, 2009). New Leaders initiated its training program in the fall of 2001, and since then nearly 600 New Leaders had been placed in various school and district leadership positions across the partner districts. This paper presents preliminary findings evaluating the impact New Leaders principals have on student achievement. Using longitudinal student-level data collected from the six cities in which New Leaders had placed principals by the 2007-08 school year, we attempt to estimate the effect of attending a school
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