Evaluate principal replacement by comparing achievement changes in replaced-principal schools to matched comparison schools that kept the same principal¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 5 claims rest on one study

Description¶

This evaluation strategy measures the effect of replacing a school principal by comparing changes in student achievement before and after a leadership change against changes over the same period in comparison schools within the same district that retained their principal. The brief states the goal was to measure "whether students in a school with a new principal performed better on standardized tests than they would have if the original principal had been retained." It was applied to DCPS principal changes from 2007-2008 through 2010-2011.

Design Implications¶

Context¶

Requirements¶

• A sample of comparison schools within the district that kept the same principal over the evaluation period
• Standardized test achievement data for students before and after the leadership change

Constraints¶

• Findings are specific to DC Public Schools and the 2007-2008 through 2010-2011 replacement period analyzed in the brief

Target Learners¶

• K-12 students in DC Public Schools

Target Learning Goals¶

• Improving student achievement in reading and math through school leadership change

Claims¶

• New principals' math achievement gains followed a similar trend to reading but were smaller [+W]
• 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 [+W]
• For DCPS students in grades 6 to 8, achievement gains under new principals were larger and statistically significant in both math and reading [+W]
• It took three years for new DCPS principals to achieve measurable achievement gains, with no evidence of even temporary declines [+W]
• Achievement gains under new principals were larger and happened faster in DCPS middle schools than in elementary schools [+W]

Related Strategies¶

• Estimate cumulative impacts of district-wide reforms by comparing achievement changes to similar students in similar geographic areas without the reforms

Examples¶

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Key Sources¶

• Elias Walsh, Dallas Dotter. (2014). The Impact of Replacing Principals on Student Achievement in DC Public Schools (In Focus Brief). Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/in-focus-brief-the-impact-of-replacing-principals-on-student-achievement-in-dc-public-schools