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ERIC Number: ED529253
Record Type: Non-Journal
Publication Date: 2011-Mar
Pages: 46
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: N/A
Stepping Stones: Principal Career Paths and School Outcomes. Working Paper 58
Beteille, Tara; Kalogrides, Demetra; Loeb, Susanna
National Center for Analysis of Longitudinal Data in Education Research
Principals tend to prefer working in schools with higher-achieving students from more advantaged socioeconomic backgrounds. Principals often use schools with many poor or low-achieving students as stepping stones to what they view as more desirable assignments. District leadership can also exacerbate principal turnover by implementing policies aimed at improving low-performing schools such as rotating school leaders. Using longitudinal data from one large urban school district we find principal turnover is detrimental to school performance. Frequent turnover results in lower teacher retention and lower student achievement gains, which are particularly detrimental to students in high-poverty and failing schools. (Contains 10 tables and 3 footnotes.)
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Identifiers - Location: Florida
IES Funded: Yes
IES Grant or Contract Numbers: R305A100286