A Systematic Review of the Relationships Between Principal Characteristics and Student Achievement

Abstract: 

This report reviews studies that have investigated the relationships between principal characteristics (including precursors, behaviors, and leadership styles) and student achievement. Only one experimental study examined a principal intervention designed to improve student achievement. It found that grade 8 students randomly assigned to have one-on-one conversations with the principal scored higher on the state English language arts test. An additional 38 quantitative and 2 mixed method studies provided mixed evidence of the relationships between principal characteristics and student achievement; 11 qualitative studies mirrored the quantitative findings.

Citation: 

Osborne-Lampkin, L., Folsom, J. S., and Herrington, C. D. (2015). A systematic review of the relationships between principal characteristics and student achievement (REL 2016–091). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.

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