Two LAUNCH elementary schools with NBCT clusters showed significantly positive differences on 8 of 16 school measures¶

Claim · All claims
Evidence · 1 study · associational r1 · q1
Currency · newest study 2006 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2009: local conditions change quickly

Subclaims¶

q1 i? The two elementary schools with both a LAUNCH principal and a cluster of at least three national-board-certified teachers showed significantly positive differences on 8 of 16 measures compared to schools with similarly 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

q1 · i? · associational · r1

Analysis of teacher survey ratings in only two elementary schools that combined a LAUNCH principal with an NBCT cluster, testing The Fund's theory of action that concentrating talented teachers and leadership moves schools toward improvement. Measures included instructional leadership, teacher influence, school commitment, collective responsibility, and innovation.

"Results of this analysis showed a significant positive effect on 8 of 16 measures for the two LAUNCH schools with NBCT clusters compared to other schools with comparably experienced principals."

Discussion¶

Related Claims¶

• Elementary LAUNCH principals' schools rated significantly lower on 5 of 12 measures compared to schools led by non-program principals — related
• Elementary schools with clusters of three or more NBCTs demonstrate greater strength on 7 of 12 essential supports measures — related
• Elementary schools led by LAUNCH principals show higher teacher-parent interaction and more reformed literacy practices — related
• Schools with teams of Fund-supported leaders and NBCT clusters show few differences from other schools — reports the opposite
• High schools with clusters of at least three NBCTs score higher on professional capacity measures — related
• No differences in student learning gains found between LAUNCH or NLNS principals and comparable or veteran principals — 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
• Elementary schools with clusters of board-certified teachers and candidates showed higher teacher influence, innovation, and slightly higher collective responsibility — related
• Board-certified teachers were twice as likely as other teachers to hold school leadership roles, and about two-thirds led professional development — related
• High-trust schools are hypothesized to show greater teacher commitment, orientation to innovation, parent outreach, and collective responsibility — related
• No significant differences in one-year learning gains between schools with NBCT clusters and similar schools — related
• LAUNCH principals report greater satisfaction and confidence in their preparation while NLNS principals report less confidence in operational management — related