Residency-trained principals raised math and reading test scores more than non-residency new principals in their first two years¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 In their first two years, students at schools with residency completers scored about 0.07 standard deviations more per year in math and roughly 0.05 standard deviations more in reading than at schools with non-residency new principals. → Rivkin 2023

Evidence¶

Rivkin 2023¶

Rivkin, S.G., Sartain, L., & Schiman, J.C. (2023). Training and retaining effective school leaders: Results from efforts to improve principal effectiveness in Chicago Public Schools. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/training-retaining-effective-school-leaders

q3 · i1 · causal · r2

Quasi-experimental event-study analysis of CPS principals and residency participants entering the principalship 2013–2019, addressing staggered treatment timing. The printed effect sizes are 0.07 standard deviations per year in math and roughly 0.05 standard deviations in reading, favoring residency completers' schools over non-residency principals' schools.

"In math, their students scored 0.07 standard deviations more per year than at schools with non-residency principals. In reading, their students scored roughly 0.05 standard deviations more compared to schools with non-residency principals."

Discussion¶

Related Claims¶

• A leaky pipeline limits the residency program's district benefits: only about half of completers became CPS principals within four years, at roughly $535,000 cost per new principal — related
• After three years with a new principal, the average DCPS student's reading achievement increased by 4 percentile points (0.09 standard deviations) relative to retained-principal comparison schools — related
• Residency-completer principals remained in CPS at similar rates as other principals, with no evidence of differential exit or transfer — related
• Effective principals have positive effects on student outcomes including grades, test scores, attendance, discipline, and long-term attainment — a broader claim this one bears on