After three years with a new principal, the average DCPS student's reading achievement increased by 4 percentile points (0.09 standard deviations) relative to retained-principal comparison schools¶

Claim · All claims
Evidence · 1 study · causal r? · q2 · i0 negligible
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2017: local conditions change quickly

Subclaims¶

q2 i0 Replacing principals in DCPS raised average student reading achievement by 4 percentile points (0.09 SD) after three years compared to what students would have achieved had the original principal been retained. → Elias Walsh 2014

Evidence¶

Elias Walsh 2014¶

Elias Walsh, Dallas Dotter. (2014). The Impact of Replacing Principals on Student Achievement in DC Public Schools (In Focus Brief). Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/in-focus-brief-the-impact-of-replacing-principals-on-student-achievement-in-dc-public-schools

q2 · i0 · causal · r?

Quasi-experimental analysis comparing achievement changes in DCPS schools before and after principal replacement to changes in a sample of comparison schools within DCPS that kept the same principal. The brief reports a "4 percentile points (0.09 standard deviations)" reading gain after three years; the printed effect size of 0.09 standard deviations is below d = 0.2.

"We found that after three years with a new principal, the average student's reading achievement increased by 4 percentile points (0.09 standard deviations) compared to how the student would have achieved had DCPS not replaced the previous principal."

Discussion¶

Related Claims¶

• In the 2008-2009 school year, 39 percent of DCPS principals (51 individuals) did not return, as part of Chancellor Rhee's replacement reforms following mayoral control — related
• For DCPS students in grades 6 to 8, achievement gains under new principals were larger and statistically significant in both math and reading — a broader claim this one bears on
• New principals' math achievement gains followed a similar trend to reading but were smaller — related
• It took three years for new DCPS principals to achieve measurable achievement gains, with no evidence of even temporary declines — related
• School median student growth percentiles were stable year to year even when the school changed principals — related
• Achievement gains under new principals were larger and happened faster in DCPS middle schools than in elementary schools — related
• Effective principals have positive effects on student outcomes including grades, test scores, attendance, discipline, and long-term attainment — a broader claim this one bears on
• DC math impacts of about one-third of a standard deviation are similar in magnitude to New Orleans reforms and larger than some well-known interventions — related
• Residency-trained principals raised math and reading test scores more than non-residency new principals in their first two years — related