Nicole Simon (Harvard University) and Maya Kaul (University of Pennsylvania) join Research Minutes host Luc Siguad to highlight findings from […]
The Growth of Teacher-Powered Schools
More than 150 schools in at least 20 states have adopted a “teacher-powered” model, offering educators greater autonomy and influence in areas including curriculum, budgeting and personnel.
Educational Leadership in Challenging Times
A guide and companion video offer educators a research-backed framework designed to help them meet challenges and drive improvement in the wake of COVID-19.
Coherence and Alignment: Examining Decades of Research into Systemic Education Reform
As part of our new Cornerstone Series, we look back at two articles that have helped change the way educators, policymakers, and researchers view systemic education reform efforts in the U.S.
Networks for School Improvement: Evidence-Backed Lessons for Leaders, Managers and Practitioners
In recent decades, new networks for school improvement (NSI) have proliferated across the country. A new CPRE workbook offers seven lessons for successful NSI management, based on years of interviews and observations in the field.
Mind the Gaps: How Teachers, Principals, and Districts Experience Standards-Based Reform
Do accountability policies under standards-based reform efforts disproportionately impact teachers over principals and district officials?
‘Principal Pipelines’ Can Boost Achievement and Reduce Turnover
Some of the most effective elements of the Wallace Foundation’s “Principal Pipelines” initiative can be adopted at little cost to districts, according to a new study from the RAND Corporation.
Performance Assessment for Principal Licensure
For many years, new candidates for principal licensure have typically been assessed on their professional experience, education, and their performance on a written or online leadership exam. Recently, however, some states have begun exploring performance assessments for principal licensure.
Predicting and Preventing Principal Turnover
While research suggests that principal turnover can have a negative effect on schools, students, and faculty, few studies have sought to identify how – and why – school leaders ultimately walk away.
Measuring Principal Development
The University of Michigan’s Robin Jacob discusses one of the largest experimental evaluations of professional development for principals ever conducted.