As principals' professional development in instructional leadership increases, mathematics gains are significantly more pronounced for historically underserved students of color than for white and Asian students¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2022 · checked against its sources 2026-10-13 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Gains in mathematics are significantly more pronounced for historically underserved students of color (relative coefficient 1.654*) as principals' instructional leadership professional development increases, with no statistically significant ELA differences across racial/ethnic groups. → Campoli 2022
Evidence¶
Campoli 2022¶
Campoli, A. K., & Darling-Hammond, L. (with Podolsky, A., & Levin, S.). (2022). Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute. https://doi.org/10.54300/438.376
q3 · i? · associational · r2
Regression analysis (Table 6) of mathematics gains by student racial/ethnic group, with Asian students as reference. The leading instruction coefficient for historically underserved students of color is 1.654*. Figure 6 forecasts an 11.3-point difference (about 3.5 months of instructional time) between low and high access for historically underserved students, versus a non-significant 5.3-point difference for white students. No standardized effect size is printed.
"as principals' experience of professional development in instructional leadership increases, gains in mathematics are significantly more pronounced for historically underserved students of color and, to a somewhat lesser extent, for students identified as "Multiracial & Other" than for white and Asian students."
Discussion¶
Related Claims¶
- Principals' instructional leadership practices are linked to improved student outcomes, largely through their support for teachers — the general claim this finding bears on, with the studies behind it
- Principals' access to professional development is significantly associated with teacher retention and student achievement, with gains greatest for historically underserved students — a broader claim this one bears on
- Professional development is associated with larger mathematics gains for students of early-career principals than for students of mid-career and veteran principals — related
- Principals' access to professional development is positively related to student gains in both ELA and mathematics, with the strongest and most consistent relationships in mathematics — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
instructional-leadership-pd-underserved-students |
title |
As principals' professional development in instructional leadership increases, mathematics gains are significantly more pronounced for historically underserved students of color than for white and Asian students |
description |
As principals' professional development in instructional leadership increases, mathematics gains are significantly more pronounced for historically underserved students of color than for white and Asian students |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-13 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — campoli-2022 |
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