This evaluation of the KIPP school leadership programs, funded by a grant from the Supporting Effective Educator Development program in the Office of Innovation and Improvement at the U.S. Department of Education, aims to support sustained implementation of effective programs to prepare and support school leaders. KIPP administers three school…

In light of the changing landscape of state-funded public education and changing expectations for principals in elementary schools, researchers examined the status of New Jersey principal certification programs in order to allow policymakers, institutions of higher education, and other stakeholders to assess the capacity of the state's higher…

This study examines the accuracy of performance ratings from the Framework for Leadership (FFL), Pennsylvania's tool for evaluating the leadership practices of principals and assistant principals. The study analyzed four key properties of the FFL: score variation, internal consistency, year-to-year stability, and concurrent validity. Score…

London schools continue to constitute an extraordinary "success story." By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well. In 2014, the authors sought to document and provisionally explain the London…

Early childhood teachers routinely face insufficient teaching supports and inadequate rewards for their education and commitment (e.g., low pay, lack of professional supports, and lack of benefits). These shortcomings contribute to poor program quality and fuel high levels of teacher turnover, preventing program improvement and making it…