Training Your Own: The Impact of New York City's Aspiring Principals Program on Student Achievement

Sean P. Corcoran; Amy Ellen Schwartz; Meryle Weinstein

doi:10.3102/0162373712437206

Training Your Own: The Impact of New York City's Aspiring Principals Program on Student Achievement

Sean P. Corcoran, Amy Ellen Schwartz, Meryle Weinstein

Research output: Contribution to journal › Article › peer-review

29 Scopus citations

Abstract

The New York City Leadership Academy represents a unique experiment by a large urban school district to train and develop its own school leaders. Its 14-month Aspiring Principals Program (APP) selects and prepares aspiring principals to lead low-performing schools. This study provides the first systematic evaluation of achievement in APP-staffed schools after 3 or more years. We examine differences between APP principals and those advancing through other routes, the extent to which APP graduates serve and remain in schools, and their relative performance in mathematics and English language arts. On balance, we find that APP principals performed about as well as other new principals. If anything, they narrowed the gap with comparison schools in English language arts but lagged behind in mathematics.

Original language	English (US)
Pages (from-to)	232-253
Number of pages	22
Journal	Educational Evaluation and Policy Analysis
Volume	34
Issue number	2
DOIs	https://doi.org/10.3102/0162373712437206
State	Published - Jun 2012
Externally published	Yes

Keywords

alternative certification
principal quality
school leadership

ASJC Scopus subject areas

Education

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10.3102/0162373712437206

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title = "Training Your Own: The Impact of New York City's Aspiring Principals Program on Student Achievement",

abstract = "The New York City Leadership Academy represents a unique experiment by a large urban school district to train and develop its own school leaders. Its 14-month Aspiring Principals Program (APP) selects and prepares aspiring principals to lead low-performing schools. This study provides the first systematic evaluation of achievement in APP-staffed schools after 3 or more years. We examine differences between APP principals and those advancing through other routes, the extent to which APP graduates serve and remain in schools, and their relative performance in mathematics and English language arts. On balance, we find that APP principals performed about as well as other new principals. If anything, they narrowed the gap with comparison schools in English language arts but lagged behind in mathematics.",

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note = "Funding Information: We would like to thank Lila Nazar de Jaucourt for her research assistance, Tom Gold and Dominique West of the NYCDOE for providing us with necessary data, and three anonymous referees for helpful suggestions. Initial funding for this evaluation was provided by the NYCLA through grants from The Eli and Edythe Broad Foundation and The Michael and Susan Dell Foundation. Sandra Stein and Holly Carmichael were instrumental in providing necessary data and background information on NYCLA practices. ",

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Training Your Own: The Impact of New York City's Aspiring Principals Program on Student Achievement

Abstract

Keywords

ASJC Scopus subject areas

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