| Preface |
|
iii | |
|
|
|
ix | |
|
|
|
xi | |
| Summary |
|
xiii | |
| Acknowledgments |
|
xxvii | |
| Abbreviations |
|
xxix | |
|
|
|
1 | (6) |
|
New Leaders as a Solution to the Principalship Conundrum |
|
|
2 | (1) |
|
Our Evaluation of New Leaders |
|
|
3 | (1) |
|
|
|
4 | (1) |
|
Organization of the Report |
|
|
5 | (2) |
|
Chapter Two Research Methods |
|
|
7 | (10) |
|
Analysis of Student-Achievement Data |
|
|
7 | (2) |
|
|
|
9 | (1) |
|
Analysis of Survey Data, Linked to Student-Achievement Data |
|
|
10 | (1) |
|
Analysis of Principal Retention |
|
|
10 | (2) |
|
Case Studies of First-Year Principals in Four Partner Districts |
|
|
12 | (1) |
|
Other Qualitative Data Collection and Analysis |
|
|
13 | (1) |
|
|
|
14 | (1) |
|
Interpretation of Program-Effect Measures |
|
|
14 | (1) |
|
Additional Limitations of the Research |
|
|
15 | (2) |
|
Chapter Three Overview of the New Leaders Program and District Partnership Approach |
|
|
17 | (20) |
|
|
|
17 | (1) |
|
The New Leaders Theory of Action |
|
|
18 | (1) |
|
New Leaders' Vision for High-Performing Urban Principals |
|
|
19 | (1) |
|
The New Leaders Principal-Preparation Program |
|
|
19 | (8) |
|
Selective Recruitment and Admissions |
|
|
20 | (3) |
|
|
|
23 | (2) |
|
Support for New Principals |
|
|
25 | (1) |
|
|
|
26 | (1) |
|
District Partner Selection |
|
|
27 | (1) |
|
District Partners and Program Participants View the Program Favorably |
|
|
28 | (1) |
|
The Program Has Evolved over Time |
|
|
29 | (8) |
|
More Local, More Practical Activities |
|
|
29 | (1) |
|
Changes in Mentoring Quality |
|
|
29 | (1) |
|
Growing Number of New Leaders Principals |
|
|
30 | (1) |
|
Recent Changes to the Program |
|
|
30 | (7) |
|
Chapter Four New Leaders Partnerships |
|
|
37 | (22) |
|
|
|
37 | (1) |
|
Basic District Characteristics |
|
|
38 | (3) |
|
Student-Achievement Trends in Partner Districts |
|
|
41 | (2) |
|
Prevalence of New Leaders Principals in Partner Districts |
|
|
43 | (2) |
|
Other Preservice Partnerships |
|
|
45 | (3) |
|
Principal Retention by District |
|
|
48 | (2) |
|
District and School Conditions |
|
|
50 | (6) |
|
|
|
50 | (5) |
|
|
|
55 | (1) |
|
Overview of District Contexts and Partnerships |
|
|
56 | (1) |
|
Motivation to Partner with New Leaders |
|
|
56 | (1) |
|
|
|
56 | (1) |
|
|
|
57 | (1) |
|
|
|
57 | (1) |
|
Experience of Newly Placed Principals |
|
|
57 | (1) |
|
Other District-Wide Initiatives |
|
|
57 | (1) |
|
|
|
58 | (1) |
|
District Satisfaction with Partnership |
|
|
58 | (1) |
|
Chapter Five Analysis of Impacts on Student Achievement |
|
|
59 | (18) |
|
|
|
59 | (4) |
|
Achievement Tests for Kindergarten Through Eighth Grade |
|
|
60 | (1) |
|
|
|
61 | (1) |
|
Other Control Variables, Including Tenure of Comparison-School Principals |
|
|
61 | (2) |
|
Defining the New Leaders Treatment |
|
|
63 | (2) |
|
Results for Lower-Grade Schools |
|
|
65 | (2) |
|
|
|
67 | (1) |
|
Summary of City-Level Results |
|
|
68 | (3) |
|
Interpreting These Estimates |
|
|
71 | (3) |
|
|
|
74 | (3) |
|
Chapter Six Factors Associated with New Leaders Program Effects |
|
|
77 | (22) |
|
|
|
77 | (3) |
|
Characteristics of Districts and the New Leaders Partnerships |
|
|
78 | (1) |
|
Principals' Actions and School and District Conditions |
|
|
79 | (1) |
|
Characteristics of the District and Its Partnership with New Leaders |
|
|
80 | (6) |
|
Principals' Time Use and School and District Conditions: Differences Between New Leaders and Match Principals |
|
|
86 | (5) |
|
Principals' Time and Resource Allocation |
|
|
86 | (4) |
|
Principals' Perceptions of School and District Conditions |
|
|
90 | (1) |
|
Principals' Time Use and School and District Conditions: Relationships with New Leaders Status and with Student-Achievement Gains |
|
|
91 | (4) |
|
|
|
95 | (4) |
|
|
|
95 | (1) |
|
|
|
95 | (1) |
|
|
|
96 | (1) |
|
|
|
96 | (3) |
|
|
|
99 | (12) |
|
|
|
99 | (6) |
|
What Are the Features of the New Leaders Program? |
|
|
99 | (2) |
|
How Was the New Leaders Program Implemented in Partner Districts? |
|
|
101 | (1) |
|
How Did New Leaders Principals Affect Student Achievement in Their Schools? |
|
|
102 | (2) |
|
What Factors Might Help Explain the Observed Relationship Between New Leaders Principals and Outcomes? |
|
|
104 | (1) |
|
|
|
105 | (6) |
|
Principals and Their Preparation Matter |
|
|
105 | (1) |
|
Greater Attention to Principals' Working Conditions Is Needed |
|
|
106 | (1) |
|
Evaluating the Effectiveness of a Program Like New Leaders by Relying on Within-District Comparisons Could Underestimate Effects |
|
|
106 | (1) |
|
Benefits of the New Leaders Partnership Can Extend Beyond New Leaders Principals to Other Schools in the District |
|
|
107 | (1) |
|
Constructive Partnerships Between the District and the Program Provider Require Ongoing Communication and Willingness to Modify the Program |
|
|
107 | (1) |
|
There Is Sometimes a Tension Between Continuous Improvement and Maintaining a National Program Model That Can Be Evaluated Across Contexts |
|
|
108 | (1) |
|
Future Research Should Further Explore How the Combination of Principal Preparation, Autonomy, and Support Contributes to Student Success |
|
|
108 | (3) |
| References |
|
111 | |
