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How could school districts construct principal pipelines that produce school leaders who advance equity in education? A team of scholars offers ideas in this Wallace Foundation report.
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Reflecting on two Wallace-funded efforts about effective principal development, political scientist Paul Manna highlights key lessons, including the value of fostering fruitful partnerships among a range of institutions with a stake in improving public schools. He concludes state policymakers, in particular, have invaluable roles to play advancing the principalship.
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High-quality principal development is linked to better outcomes for principals, teachers, and students, but access to it varies by state and school poverty levels. Changes in public policy could help fix that, according to this research commissioned by The Wallace Foundation.
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The number of assistant principals has grown markedly in recent years, and with reconsideration, the AP role could do more to help foster educational equity, school improvement and principal effectiveness, according to a new synthesis of research commissioned by The Wallace Foundation.
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Commissioned by The Wallace Foundation, this groundbreaking synthesis of research on school principals finds that effective principals have positive impacts on student achievement and attendance, as well as teacher satisfaction and retention.
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The Wallace Foundation, a long-time NASBE partner, has released a report by the RAND Corporation that looks at how seven states—California, Connecticut, Florida, Georgia, Kentucky, North Carolina, and Virginia—have used policy to try to improve the principalship.
