Principal Effectiveness in California Elementary Schools

• In Event: Poster Session 15
  In Poster Session: Division H Section 1 Poster

Abstract

The purpose of this quantitative study was to find out what the impact of various managerial and instructional constructs have on the effectiveness of public elementary school principals. It is a novel approach to link California public elementary school data to the nationally-representative sample of the restricted-use data from the 2007-2008 Schools and Staffing Survey(SASS). Data was drawn from the California Standards Test(CST), correlated with principal data from SASS. Results revealed a correlational relationship between leadership practices of school principals and student achievement. This study examined the interactions among nine constructs that can act as proxies for principal effectiveness in public elementary schools in California. The interrupted time series(ITS) model isolates the effect of the principal from the school effects.

Authors

• Stephen B. Bluestein, Los Angleles Unified School District

• Pete G. Goldschmidt, California State University - Northridge