Elementary schools led by LAUNCH principals show higher teacher-parent interaction and more reformed literacy practices¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2006 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Teacher-parent interaction was significantly higher and teachers reported greater use of reformed literacy practices in elementary schools led by LAUNCH principals than in schools led by comparably experienced principals. → Hart 2006

Evidence¶

Hart 2006¶

Hart, H. M., Ponisciak, S. M., Sporte, S. E., & Stevens, W. D. (2006). Principal and Teacher Leadership in Chicago: Continuing Analysis of Three Initiatives. Evaluation Report prepared for The Chicago Public Education Fund, Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/principal-and-teacher-leadership-chicago-continuing-analysis-three-initiatives

q2 · i? · associational · r2

Cross-sectional analysis of teacher ratings on CCSR essential-supports scales for elementary LAUNCH schools with both principal and teacher survey data (57 percent had enough data). More-experienced LAUNCH principals showed greater reformed literacy practice while less-experienced ones showed greater teacher-parent interaction.

"Here we found that teacher-parent interaction was significantly higher in elementary schools led by LAUNCH principals than those led by comparably experienced principals. Teachers in these LAUNCH schools also reported greater use of reformed literacy practices."

Discussion¶

Related Claims¶

• Elementary LAUNCH principals report significantly more data-driven decision making than comparable or veteran principals — related
• Elementary LAUNCH principals' schools rated significantly lower on 5 of 12 measures compared to schools led by non-program principals — related
• No differences in student learning gains found between LAUNCH or NLNS principals and comparable or veteran principals — related
• NLNS and UIC elementary schools rated more positively than non-program principal schools on several measures — related
• Two LAUNCH elementary schools with NBCT clusters showed significantly positive differences on 8 of 16 school measures — related
• Elementary schools with NLNS principals show greater innovation and reflective dialogue and less traditional literacy practice — related
• Elementary schools led by LAUNCH principals showed statistically significant but very small reading learning gains over schools led by other new principals, similar to veteran principals — related
• Graduates of partnership-based preparation programs showed above-average achievement gains and persistence in leadership roles — related
• Mentoring and coaching programs are associated with stronger principal practices, higher teacher ratings, and better student outcomes — a broader claim this one bears on
• Schools with teams of Fund-supported leaders and NBCT clusters show few differences from other schools — related
• LAUNCH principals report greater satisfaction and confidence in their preparation while NLNS principals report less confidence in operational management — related