How Important are School Principals in the Production of Student Achievement?
As school leaders, principals can influence student achievement in a number of ways, such as: hiring and firing teachers, monitoring instruction, and maintaining student discipline, among others. We measure the effect of individual principals on gains in student math and reading achievement between grades four and seven. We estimate that a one standard deviation improvement in principal quality can boost student performance by approximately 0.2 standard deviations in both math and reading. We also show that principal experience does not exert a significant influence on student performance. Our results imply that isolating the most effective principals and allocating them accordingly between schools can have a significant positive effect on reducing achievement gaps.
|Date of creation:||22 Dec 2011|
|Date of revision:||23 Dec 2011|
|Contact details of provider:|| Web page: http://www.clsrn.econ.ubc.ca/|
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Jesse Rothstein, 2008.
"Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement,"
1058, Princeton University, Woodrow Wilson School of Public and International Affairs, Education Research Section..
- Jesse Rothstein, 2010. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," The Quarterly Journal of Economics, Oxford University Press, vol. 125(1), pages 175-214.
- Jesse Rothstein, 2008. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," NBER Working Papers 14442, National Bureau of Economic Research, Inc.
- Daniel Aaronson & Lisa Barrow & William Sander, 2007.
"Teachers and Student Achievement in the Chicago Public High Schools,"
Journal of Labor Economics,
University of Chicago Press, vol. 25, pages 95-135.
- Daniel Aaronson & Lisa Barrow & William Sander, 2002. "Teachers and student achievement in the Chicago public high schools," Working Paper Series WP-02-28, Federal Reserve Bank of Chicago.
- Michael B. Coelli & David A. Green & William P. Warburton, 2004.
"Breaking the cycle? The effect of education on welfare receipt among children of welfare recipients,"
IFS Working Papers
W04/14, Institute for Fiscal Studies.
- Coelli, Michael B. & Green, David A. & Warburton, William P., 2007. "Breaking the cycle? The effect of education on welfare receipt among children of welfare recipients," Journal of Public Economics, Elsevier, vol. 91(7-8), pages 1369-1398, August.
- Brian A. Jacob & Lars Lefgren, 2005. "Principals as Agents: Subjective Performance Measurement in Education," NBER Working Papers 11463, National Bureau of Economic Research, Inc.
- Sass, Tim R. & Semykina, Anastasia & Harris, Douglas N., 2014. "Value-added models and the measurement of teacher productivity," Economics of Education Review, Elsevier, vol. 38(C), pages 9-23.
- Ballou, Dale & Podgursky, Michael, 1995. "What makes a good principal? How teachers assess the performance of principals," Economics of Education Review, Elsevier, vol. 14(3), pages 243-252, September.
- Kata Mihaly & Daniel F. McCaffrey & J. R. Lockwood & Tim R. Sass, 2010. "Centering and reference groups for estimates of fixed effects: Modifications to felsdvreg," Stata Journal, StataCorp LP, vol. 10(1), pages 82-103, March.
- Brian A. Jacob, 2010. "Do Principals Fire the Worst Teachers?," NBER Working Papers 15715, National Bureau of Economic Research, Inc.
- Buddin, Richard & Zamarro, Gema, 2009. "Teacher qualifications and student achievement in urban elementary schools," Journal of Urban Economics, Elsevier, vol. 66(2), pages 103-115, September.
- Philip DeCicca & Justin D. Smith, 2011.
"The Long-Run Impacts of Early Childhood Education: Evidence From a Failed Policy Experiment,"
NBER Working Papers
17085, National Bureau of Economic Research, Inc.
- DeCicca, Philip & Smith, Justin, 2013. "The long-run impacts of early childhood education: Evidence from a failed policy experiment," Economics of Education Review, Elsevier, vol. 36(C), pages 41-59.
- Coelli, Michael & Green, David A., 2012. "Leadership effects: school principals and student outcomes," Economics of Education Review, Elsevier, vol. 31(1), pages 92-109.
When requesting a correction, please mention this item's handle: RePEc:ubc:clssrn:clsrn_admin-2011-33. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Vivian Tran)
If references are entirely missing, you can add them using this form.