Principals are essential to student achievement, with principals' effects almost as large as teachers' effects¶
Claim · All claims
Evidence · 1 study · reviewr1·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change
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? Recent research demonstrates that principals are essential to student achievement, and principals' effects on achievement are almost as large as teachers' effects. → REL Mid-Atlantic 2019
Evidence¶
REL Mid-Atlantic 2019¶
REL Mid-Atlantic. (2019). What Are Effective School Leaders, and How Can States and Districts Develop Them? (Fact Sheet). Washington, DC: Mid-Atlantic Regional Educational Laboratory. https://ies.ed.gov/ncee/edlabs
q2 · i? · review · r1
The fact sheet summarizes recent research on school leadership, stating that "principals are essential to student achievement" and that principals' achievement effects are almost as large as teachers'. No underlying study, sample, or effect size is printed on the page.
"Recent research has demonstrated that principals are essential to student achievement—principals’ effects in this area are almost as large as teachers’."
Discussion¶
Related Claims¶
- School value added provides very poor information for revealing principals' persistent levels of effectiveness — related
- School value-added and adjusted school value-added provide, at most, a small amount of information for predicting principals' contributions in the following year — related
- School median student growth percentiles were stable year to year even when the school changed principals — related
- School value-added and adjusted school value-added provide at most a small amount of information for predicting principals' future contributions to student achievement — related
- Principals' access to professional development is significantly associated with teacher retention and student achievement, with gains greatest for historically underserved students — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
principals-essential-student-achievement-effects-near-teacher-size |
title |
Principals are essential to student achievement, with principals' effects almost as large as teachers' effects |
description |
Principals are essential to student achievement, with principals' effects almost as large as teachers' effects |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
recheck_by |
2024 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rel-mid-atlantic-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.