Schools with teams of Fund-supported leaders and NBCT clusters show few differences from other schools¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Elementary school teams were stronger than other schools in only two areas, parent involvement and innovation, and no differences were found at the high school level, after accounting for student and school characteristics. → Hart 2008

Evidence¶

Hart 2008¶

Hart, H. M., Sporte, S. E., Ponisciak, S. M., Stevens, W. D., & Cambronne, A. (2008). Teacher and Principal Leadership in Chicago: Ongoing Analyses of Preparation Programs. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/teacher-and-principal-leadership-chicago-ongoing-analyses-preparation-programs

q2 · i? · associational · r2

Analysis of CCSR 2007 teacher survey essential supports measures comparing schools with teams of Fund-supported principals or assistant principals plus at least three NBCTs to other schools, controlling for student and school characteristics.

"Regarding evidence of best practices, schools with teams did not look very different from other schools, after accounting for differences in student and school characteristics. Elementary school teams were stronger than other schools in only two areas: parent involvement and innovation. No differences were found at the high school level."

Discussion¶

Related Claims¶

• Elementary schools with clusters of three or more NBCTs demonstrate greater strength on 7 of 12 essential supports measures — reports the opposite
• One-year learning gains similar for schools with leadership teams and schools without Fund leaders or NBCTs — related
• Two LAUNCH elementary schools with NBCT clusters showed significantly positive differences on 8 of 16 school measures — reports the opposite
• High schools with clusters of at least three NBCTs score higher on professional capacity measures — reports the opposite
• No significant differences in one-year learning gains between schools with NBCT clusters and similar schools — related
• NBCTs report holding school leadership positions at higher rates than other teachers (50% vs 32%) — related
• Schools small by design showed significantly higher teacher influence and all four professional capacity measures — related
• Elementary schools led by LAUNCH principals show higher teacher-parent interaction and more reformed literacy practices — related
• Elementary schools with clusters of board-certified teachers and candidates showed higher teacher influence, innovation, and slightly higher collective responsibility — related