Professional development is associated with larger mathematics gains for students of early-career principals than for students of mid-career and veteran principals¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The benefits of professional development for student mathematics gains are significantly larger for principals with 3 or fewer years of experience, with significant differentials for managing change, leading instruction, and developing people. → Campoli 2022 q3 i? These differentials by principal experience level do not appear when the outcome is student gains in English language arts. → Campoli 2022

Evidence¶

Campoli 2022¶

Campoli, A. K., & Darling-Hammond, L. (with Podolsky, A., & Levin, S.). (2022). Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute. https://doi.org/10.54300/438.376

q3 · i? · associational · r2

Interaction analysis (Table 5) of professional development components by principal experience group for mathematics gains. The main effect for principals with 3 or fewer years is 2.186* overall, with managing change at 2.685*** and developing people at 1.8*; the 4–9 years and 10+ years groups show negative relative coefficients (e.g., managing change -2.048 and -1.79*), meaning their professional development experiences are associated with smaller gains than those of inexperienced principals. No standardized effect size is printed.

"The greater benefits for early-career principals are statistically significant for professional development associated with managing change, leading instruction, and developing people."

Discussion¶

Related Claims¶

• As principals' professional development in instructional leadership increases, mathematics gains are significantly more pronounced for historically underserved students of color than for white and Asian students — 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
• No differences in student learning gains found between LAUNCH or NLNS principals and comparable or veteran principals — related
• Principals' access to professional development is positively related to student gains in both ELA and mathematics, with the strongest and most consistent relationships in mathematics — a broader claim this one bears on
• LAUNCH elementary principals reported spending about twice as much time on professional development as veteran principals and more time on staff development than other principals — related
• The report measures how novice teachers' effectiveness changes with experience relative to veteran teachers' change in effectiveness — related