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A of New York City鈥檚 vaunted training program for principals finds that schools led by the program鈥檚 elementary and middle school leaders made gains in English-language arts at a faster pace than other city schools led by new principals.
Conducted by New York University鈥檚 Institute for Education and Social Policy, the analysis looks at average test scores for schools run by graduates of the first two cohorts trained by the . The principals took the helm of their schools in the 2004-05 and 2005-06 school years.
Those results were compared with the performance of other new principals in the city who started at the same time.
The study鈥攖he first independent examination of the program鈥檚 effectiveness鈥攊ncludes principals who remained at the same school for three or more years. Using the data from those years, researchers compared the scores of the average student in each of those schools with the citywide grade-level average.
The Aspiring Principals Program is run by the New York City Leadership Academy, an organization launched with backing from Mayor Michael R. Bloomberg and 69传媒 Chancellor Joel I. Klein, but independent from the school system.
The 14-month principal-training program was launched as the 1.1 million-student district looked for ways to increase the pipeline of strong principals, particularly at low-performing schools, amid a move to create a system that gave principals more autonomy over how their schools are run. (鈥淎cademy in N.Y.C. Prepares Principals for Toughest Jobs,鈥� Dec. 7, 2007.)
Reversing Decline
Principals trained by the program now number nearly 230 and make up about 15 percent of the principal force in the school district. The program has been criticized for its cost鈥攊t now has a $10 million annual contract with the New York City Department of Education. And a May by The New York Times found that schools run by principals who went through the program were not earning as high grades as schools with more traditionally prepared principals on the city鈥檚 report card accountability system.
鈥淭hese were schools no one wanted. This program successfully placed those principals in those schools,鈥� said Sean P. Corcoran, an NYU professor of educational economics and a co-author of the study. 鈥淔rom what we are able to tell, they were able to begin to reverse the academic decline these schools were in. And that鈥檚 a very significant thing.鈥�
The corps produced by the program has brought a different demographic to the city鈥檚 principal ranks. Its school leaders are younger, more likely to be black, and less likely to have been assistant principals than other new principals.
The study also confirms that the principals trained by the Aspiring Principals Program were more likely to be placed in schools that were among the city鈥檚 lowest-performing than other schools that received a new principal during the same time period.
Amy B. McIntosh, the school system鈥檚 chief talent officer, said the study confirms the academy鈥檚 work is meeting its goals.
鈥淲e have this pool of diverse, prepared, ready-to-tackle-the
hard-challenges [people] taking on schools that are failing, that are in decline and turning them around,鈥� she said. 鈥淭urnaround is different work than carrying on the legacy of a moderately or very successful principal.鈥�
In the early years after the newly trained principals took over, the schools run by other principals were doing better in mathematics, although the difference was not statistically significant, Mr. Corcoran said.
By the third and fourth years of their leadership, however, the comparison schools fell further behind the city鈥檚 average, while schools led by APP-trained principals continued an upward trend, showing a statistically significant difference by the third year.
Results for high schools were inconclusive, because of a relatively small sample, Mr. Corcoran said.
In future studies, the New York City Leadership Academy wants to examine how school-level decisions by principals affect teacher efficacy and student achievement, said Sandra J. Stein, the academy鈥檚 chief executive.
Studying the 鈥渢heory of change鈥� in each building will give the academy a better understanding of what leadership practices bring the best outcomes, she said.
鈥淭he academy is meeting that purpose of going into schools that previously had been hard to staff because people didn鈥檛 want to go into the turnaround schools,鈥� she said. 鈥淲e can see in our preparation, and carry it through to our results, that they are changing the trajectory of the schools.鈥�
