Effects of Balanced Leadership® on student achievement, teacher retention, and leadership practice are not established by standards-meeting evidence¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Outcomes using teacher and student analytic samples did not meet WWC group design standards, and the leadership-practice survey measure was not eligible for review. → What Works Clearinghouse 2020

Evidence¶

What Works Clearinghouse 2020¶

What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2020). Balanced Leadership®. https://whatworks.ed.gov

q3 · i? · causal · r?

The WWC review of the RCT found that only the principal turnover outcome met standards. Teacher turnover "did not meet WWC group design standards because teachers joining study schools after random assignment may have posed a risk of bias."

"Outcomes using the analytic samples of teachers and students did not meet WWC group design standards to be included in this review."

Discussion¶

Related Claims¶

• Comparison-group contamination occurred in the Balanced Leadership® trial — related
• Balanced Leadership® may increase school leader retention at the school (potentially positive effects rating) — related
• The retention effect of Balanced Leadership® was not statistically significant in the contributing study — related
• The effects of departmentalized instruction on student achievement and teacher retention remain unclear — related
• High teacher turnover rates may be costly to school districts, disrupt operations, and lower student achievement — related