Access to high-quality principal learning varies by school poverty level: principals in high-poverty schools report fewer opportunities¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q2 i? Principals in low-poverty schools were more likely than principals in high-poverty schools to report learning opportunities, problem-based and cohort-based preparation, and an on-the-job mentor or coach. → Darling-Hammond 2022

Evidence¶

Darling-Hammond 2022¶

Darling-Hammond, L., Wechsler, M. E., Levin, S., Leung-Gagné, M., & Tozer, S. (2022). Developing effective principals: What kind of learning matters? [Report]. Learning Policy Institute. https://doi.org/10.54300/641.201

q2 · i? · associational · r2

National and California principal survey analyses found principals in low-poverty schools reported more learning opportunities and more problem-based and cohort-based preparation; "principals serving high-poverty schools were less than half as likely as principals serving low-poverty schools" to have a mentor or coach.

"principals serving high-poverty schools were less than half as likely as principals serving low-poverty schools to have access to an on-the-job mentor or coach."

Discussion¶

Learner Variables¶

• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Only 46% of principals reported a preparation internship involving real leadership responsibilities, and few in-service principals had coaching or mentoring — related
• Access to mentors and coaches is inequitably distributed, with high-poverty schools far less likely to have supported principals — possibly the same claim (merge candidate)
• Field-based internships and on-the-job coaching by expert principals are reported as principals' most valuable but least experienced learning opportunity — related
• District support for principals’ continuous improvement varies by school poverty and racial composition — related
• State policy differences shape principals' access to high-quality learning: California principals report more access than national peers, North Carolina principals less — related
• School leaders in higher-wealth schools are more likely to attend high-quality principal preparation programs, creating inequitable access — possibly the same claim (merge candidate)
• Principals with access to high-quality professional learning opportunities are more likely to stay in the profession — related
• Far fewer elementary principals participate in authentic, job-embedded professional learning than have access to professional development content — related
• State leadership initiatives most commonly take the form of cohort-based academies or institutes serving principals, with other roles served less often — related
• Most U.S. elementary school principals report access to professional development content identified as important for building leadership capacity — related
• Concentrated poverty in New Mexico is associated with lower grade-level proficiency and inequitable access to experienced teachers — related