No differences in student learning gains found between LAUNCH or NLNS principals and comparable or veteran principals¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2006 · checked against its sources 2026-10-15 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Neither LAUNCH nor NLNS principals showed significantly different ITBS learning gains from comparably experienced principals, and splitting LAUNCH principals by experience level also showed no differences. → 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

Analysis of ITBS reading learning gains from 1997 to 2005, comparing schools led by LAUNCH and NLNS principals against comparably experienced and veteran principals with controls for other factors. The report's summary of the analysis states "no difference between NLNS or LAUNCH principals and principals with comparable experience or veteran principals." Splitting LAUNCH principals by experience (three or more years versus fewer) also found no differences from their comparison groups. A further analysis of staff "reshapers" (top quartile for staff hired in two years) found LAUNCH reshapers had "slightly better learning gains than other reshapers," a result that was "only marginally significant," and found that non-reshapers had greater learning gains.

"Neither LAUNCH nor NLNS principals were found to have significantly different learning gains from comparably experienced principals. However, it is probably unrealistic to expect that schools with NLNS principals would make higher-than-average gains at this point"

Discussion¶

Related Claims¶

• Elementary LAUNCH principals report significantly more data-driven decision making than comparable or veteran 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
• NLNS and UIC elementary schools rated more positively than non-program principal schools on several measures — related
• LAUNCH principals report greater satisfaction and confidence in their preparation while NLNS principals report less confidence in operational management — related
• Two LAUNCH elementary schools with NBCT clusters showed significantly positive differences on 8 of 16 school measures — related
• Fund-supported principals are younger and have shorter tenure than other CPS principals — related
• 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 showed statistically significant but very small reading learning gains over schools led by other new principals, similar to veteran principals — reports the opposite
• Graduates of partnership-based preparation programs showed above-average achievement gains and persistence in leadership roles — reports the opposite
• Professional development is associated with larger mathematics gains for students of early-career principals than for students of mid-career and veteran principals — related
• Mentoring and coaching programs are associated with stronger principal practices, higher teacher ratings, and better student outcomes — reports the opposite
• One-year learning gains similar for schools with leadership teams and schools without Fund leaders or NBCTs — related
• NISL-trained principals' schools outperformed comparable non-NISL schools in student achievement over a 4-year period — related