{"id":11053,"date":"2022-04-19T08:00:00","date_gmt":"2022-04-19T12:00:00","guid":{"rendered":"https:\/\/www.coreeducationllc.com\/blog2\/?p=11053"},"modified":"2022-04-11T08:57:06","modified_gmt":"2022-04-11T12:57:06","slug":"how-principals-affect-students-and-schools-a-systematic-synthesis-of-two-decades-of-research","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/how-principals-affect-students-and-schools-a-systematic-synthesis-of-two-decades-of-research\/","title":{"rendered":"How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research"},"content":{"rendered":"\n
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Over the past two decades, the policy landscape and the research landscape of school leadership have experienced major shifts. High-stakes accountability, multiple-measure teacher evaluation systems, heightened policy attention to educational equity, and other changes have altered expectations for what leaders need to know, how they spend their time, and the outcomes\u2014both what<\/em> and for whom<\/em>\u2014they pursue. In the world of school leadership research, new datasets and methodological advances have opened up new possibilities for measuring what leaders know and do. Longitudinal datasets that track large numbers of schools and principals over time allow researchers to better establish and understand the causal chains that link leadership to student learning and other outcomes, such as by examining how a school\u2019s performance changes when a new principal takes the helm.<\/p>\n\n\n\n

A new report from the Wallace Foundation summarizes what researchers have learned about the connection between school leadership and student achievement and other outcomes in the United States since 2000. Key findings include the following:<\/p>\n\n\n\n