NLNS and UIC elementary schools rated more positively than non-program principal schools on several measures¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2008 · checked against its sources 2026-10-20 (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.
q2 i? At the elementary level, NLNS principals' schools were rated more positively on principal instructional leadership, innovation, and reflective dialogue; UIC-led elementary schools were rated more highly on principal instructional leadership, teacher influence, professional development, and teacher-parent interaction. → 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 ratings comparing NLNS and UIC elementary schools to matched comparison schools, controlling for teacher characteristics, principal experience, and student population. At high school level, NLNS-led schools scored well on teacher influence and UIC-led schools had high marks for reflective dialogue.
"At the elementary level, schools of NLNS principals were rated more positively than those of non-program principals on principal instructional leadership, innovation, and reflective dialogue. UIC-led elementary schools were rated more highly on principal instructional leadership, teacher influence, professional development, and teacher-parent interaction."
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 led by LAUNCH principals show higher teacher-parent interaction and more reformed literacy practices — related
- Elementary schools with NLNS principals show greater innovation and reflective dialogue and less traditional literacy practice — related
- No differences in student learning gains found between LAUNCH or NLNS principals and comparable or veteran principals — related
- School organizational supports are associated with more interactive and less didactic instruction — related
- Graduates of partnership-based preparation programs showed above-average achievement gains and persistence in leadership roles — related
- High-quality principal preparation and professional development programs are associated with positive principal, teacher, and student outcomes — a broader claim this one bears on
- Mentoring and coaching programs are associated with stronger principal practices, higher teacher ratings, and better student outcomes — a broader claim this one bears on
- LAUNCH principals report greater satisfaction and confidence in their preparation while NLNS principals report less confidence in operational management — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
nlns-uic-elementary-rated-positively |
title |
NLNS and UIC elementary schools rated more positively than non-program principal schools on several measures |
description |
NLNS and UIC elementary schools rated more positively than non-program principal schools on several measures |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2008 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hart-2008 |
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