The principal professional development program did not improve student achievement in English language arts or math¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On average, students had similar achievement in English language arts and math whether they were in schools that received the program or not, with both groups scoring near the 40th percentile on state assessments. → Herrmann 2019

Evidence¶

Herrmann 2019¶

Herrmann, M., Clark, M., James-Burdumy, S., Tuttle, C., Kautz, T., Knechtel, V., Dotter, D., Smither Wulsin, C., & Deke, J. (2019). The Effects of a Principal Professional Development Program Focused on Instructional Leadership (Study Highlights). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://www.mathematica.org/publications/study-highlights-the-effects-of-a-principal-professional-development-program-focused

q3 · i? · causal · r?

In the randomized comparison of student state assessment outcomes across the 100 elementary schools, achievement was "similar achievement in English language arts and math" across groups, with each group "near the 40th percentile." No effect size is printed; equivalence was not tested.

"On average, students had similar achievement in English language arts and math whether they were in schools that received the principal professional development or not. Students in each group scored near the 40th percentile on their state assessments in each subject."

Discussion¶

Related Claims¶

• An intensive principal professional development program did not change principals' practices in the ways intended by the program — related
• Teachers whose principals received the professional development reported receiving less frequent instructional support and feedback than teachers whose principals did not — related
• In a contrasting case study of Chicago schools with teacher-reported strong principal instructional leadership, half showed continuously growing test scores while half did not — related
• Reading Apprenticeship active-learning PD produced a year's reading growth and better state assessment results for students — related
• Teachers whose principals received the program were no more likely to report positive perceptions of the usefulness of the feedback provided — related