Principals' access to professional development is significantly associated with teacher retention and student achievement, with gains greatest for historically underserved students¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2024 · not yet checked against its sources · 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? A California study found the frequency and content of principals' professional learning significantly associated with teacher retention and student achievement, controlling for student, teacher, school, and district factors. → Fitz 2024
Evidence¶
Fitz 2024¶
Fitz, J., Levin, S., & Wechsler, M. E. (2024). Developing educational leaders in California: The 21st Century California School Leadership Academy. Learning Policy Institute. https://doi.org/10.54300/515.306
q2 · i? · review · r2
The report cites this California study as background evidence motivating leadership investment; the report attributes the finding to the study's researchers and describes it only as summarized here. No effect size is printed.
"A recent study in California examined the outcomes associated with principals’ access to professional development and found that the frequency and content of principals’ professional learning opportunities is significantly associated with teacher retention and student achievement."
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 — a narrower finding that bears on this claim
- Principals' professional development access is positively but not significantly related to teacher retention — reports the opposite
- Principals' overall preparation quality is positively and significantly related to teacher retention, with significant components for developing people and meeting needs of diverse learners — 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 narrower finding that bears on this claim
- In a large California study, principals' preparation quality and professional development access predicted teacher retention and student achievement gains — possibly the same claim (merge candidate)
- High-quality principal preparation and professional development programs are associated with positive principal, teacher, and student outcomes — a broader claim this one bears on
- Principals are essential to student achievement, with principals' effects almost as large as teachers' effects — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
principal-pd-associated-retention-achievement |
title |
Principals' access to professional development is significantly associated with teacher retention and student achievement, with gains greatest for historically underserved students |
description |
Principals' access to professional development is significantly associated with teacher retention and student achievement, with gains greatest for historically underserved students |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — fitz-2024 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.