New programs increased training for leading special student populations, but sufficiency across all contexts remains debated¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The new programs increased training for leading students with disabilities, English language learners, and early childhood students, but whether this suffices for leading across all contexts is a matter of debate. → McIlhagga 2016

Evidence¶

McIlhagga 2016¶

McIlhagga, Doug. (2016). Study Finds Successes, Challenges in Illinois Shift to Intensive Principal Preparation. Illinois Education Research Council at Southern Illinois University Edwardsville. https://consortium.uchicago.edu/publications/navigating-shift-intensive-principal-preparation-illinois-depth-look-stakeholder

q2 · i? · qualitative · r?

Key finding: the redesigned programs increased training for leading special student populations including students with disabilities, English language learners and early childhood students, but whether this is sufficient to lead across all contexts remains debated.

"The new programs have increased training for leading special student populations, including students with disabilities, English language learners and early childhood students, but whether this is sufficient to prepare principals to lead across all contexts remains a matter of debate"

Discussion¶

Related Claims¶

• TEP's student population was similar to other neighborhood schools: high poverty, mostly Hispanic, with similar rates of special education services — related
• Students who began as ELs were not overidentified for special education services relative to students never classified as ELs — related
• The study gives explicit consideration to cultural differences and similarities in learning, including English learners and learners with learning disabilities — related