Search

Anecdotal evidence points to the importance of school principals, but the limited existing research has neither provided consistent results nor indicated any set of essential characteristics of effective principals. This paper exploits extensive student-level panel data across six states to investigate both variations in principal performance and the relationship between effectiveness and key certification factors. While principal effectiveness varies widely across states, there is little indication that regulation of the background and training of principals yields consistently effective performance. Having prior teaching or management experience is not related to our estimates of principal value-added.

A study explored teacher responses to prevailing staff reduction criteria and procedures during a period of widespread layoffs. Questions asked by researchers included: (1) If performance evaluations are used, will teachers seek participation in staff employment and assessment decisions? and (2) Will teachers pressure administrators to apply seniority rather than performance criteria? The study investigated teacher preferences on these matters by following a sample of more than 80 schools in 16 Massachusetts school districts. Data were gathered from surveys and interviews with administrators and teachers, supplemented by district documents, local news reports, and personal observation of school board meetings. This paper is divided into three separate parts: (1) "Staff Reductions and Teacher Preferences for Participation in Personnel Decisions"; (2) "Colleague Evaluation and Staff Contraction"; and (3) "Staffing Policies in Times of Retrenchment: Teacher Opinions." Appendices include sampling procedures, survey and interview procedures, and the teacher survey. (Author/JMK)

This report assesses the first year of a school achievement program in Lowell, Massachusetts (Lowell Achievement Program, LAP). The program targeted seventh and eighth grade students who were at risk for dropping out of school. The main goals of the program were to identify these students and to stimulate them to participate in their own learning process so that they would have a better chance to realize their potential. This was to be accomplished by offering remedial instruction, establishing a drop-in center, and providing Saturday and weekend experiences for the students. These students were compared to a control group of students who were not in the program. The findings of the evaluation were the following: (1) students who completed the program were more likely to be minorities than control group students; (2) absenteeism decreased among program students; (3) student attitudes and the number of suspensions among program students showed no difference; and (4) reading scores were improved by the program. More program development and outreach by the staff are recommended. Appendices include questionnaires and interview forms for students and LAP teachers, and the Wisconsin Youth Survey. (VM)

The research analyzed data sets covering 1981-1985 enrollments, transfers, and withdrawals at two large urban high schools (called Urbana and Northern) in eastern Massachusetts and personal interviews with selected school administrators in four school districts to investigate high dropout rates among Hispanics. Findings indicated that 30% of the 861 freshmen who entered Urbana in 1981 withdrew before that class graduated in June 1985, with 30-50% leaving before the end of their freshman year. Of 179 confirmed dropouts and 86 long-term absent students at Northern between September 1985 and February 1986, 58% were Hispanic. According to student records, 63% "left to seek employment," 33% left for unknown reasons, and only 8 left for school-related reasons dealing with grades, curriculum, and relationships with teachers/peers. Equal numbers of boys and girls withdrew from school and pregnancy or marriage was listed for only 4 Urbana dropouts. Gross dropout figures miss students who do not return following summer vacations or become "inactive." The study concluded that better recordkeeping is necessary for further research and intervention efforts. Centralized registration procedures, parent liaisons, and strong central administrative support for bilingual services have helped Northern do a better job of dropout intervention. (NEC)