Principal Turnover: Using Teacher-Assessments of Principal Quality to Understand who Leaves the Principalship

2021 ◽  
pp. 0013161X2110112
Author(s):  
Aliza N. Husain ◽  
Luke C. Miller ◽  
Daniel W. Player
Keyword(s):  
New York ◽  
Public Schools ◽  
Research Question ◽  
National Level ◽  
Negative Effects ◽  
Principal Turnover ◽  
Teachers Perceptions ◽  
Teacher Assessments ◽  
Linear Probability

Purpose: The purpose of this article is to estimate the relationship between principal quality and turnover. Principals can have potentially large effects on student outcomes. When school leaders leave their roles, they cause disruptive effects to the school’s climate. If effective principals are more likely to leave, the negative effects of principal turnover are likely exacerbated. Relatively little, however, is known about the quality of principals who leave the principalship. Research design: We use teachers’ perceptions of their principals as a measure of principal quality to understand the quality of principals who leave schools. We address this research question in New York City public schools from 2013 to 2016, and then replicate it at the national level using the Schools and Staffing Survey data from 2008 to 2012. To understand how principal quality relates to principal turnover, we run linear probability regressions of principal exits on (teacher-assessed) principal quality, controlling for a set of teacher, principal, school, district/state, and time characteristics. Findings: We find that higher quality principals are less likely to leave their schools. This finding persists across school contexts and time, lending robustness to our results. Conclusions: Findings suggest that inasmuch as principal turnover is a concern, it is not driven by higher quality principals. Districts should therefore focus on recruiting more higher quality principals as opposed to focusing on reducing overall principal turnover. Moving forward, research should focus on differential attrition patterns so that efforts to retain principals can be better targeted.

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

Unexpected Arrivals

2016 ◽  
Vol 38 (4) ◽  
pp. 692-713 ◽  
Author(s):  
Emilyn Ruble Whitesell ◽  
Leanna Stiefel ◽  
Amy Ellen Schwartz
Keyword(s):  
New York ◽  
Public Schools ◽  
Urban Areas ◽  
English Language ◽  
Future Research ◽  
Negative Effects ◽  
Heterogeneous Effects ◽  
Eighth Grade Students ◽  
Short Run ◽  
The Impact

Across the country and in urban areas in particular, many students change schools during the academic year. While much research documents the impact of changing schools on the academic achievement of mobile students themselves, less research explores whether new arrivals have negative spillovers on stable classmates. The lack of research on impacts of mid-year entry is problematic, as poor, minority, and low-achieving students are disproportionately exposed to mid-year entry. In this study, we use a rigorous causal identification strategy and rich longitudinal data on fourth- through eighth-grade students in the New York City (NYC) public schools to estimate the impact of exposure to mid-year entry on the achievement of stable students. We analyze heterogeneous effects of mid-year entrants by origin (arriving from other NYC public schools, from other U.S. school systems, or from other countries), determine the extent to which mid-year entrants’ characteristics mediate the impact of mid-year entry, and explore the moderating influence of stable students’ characteristics. We find small negative effects of mid-year entry on both math and English language arts test scores in the short run. These impacts are not driven by mid-year entrant characteristics and are somewhat larger for Asian students and those who do not qualify for free or reduced-price lunch. Finally, results suggest mid-year entry continues to negatively influence the math performance of stable students beyond the year of exposure. We discuss the relevance of results and conclude with recommendations for future research.

Reframing School Culture through Project-Based Assessment Tasks: Cultivating Transformative Agency and Humanizing Practices in NYC Public Schools

2021 ◽  
Vol 123 (4) ◽  
pp. 1-38
Author(s):  
Maria Hantzopoulos ◽  
Rosa L. Rivera-Mccutchen ◽  
Alia R. Tyner-Mullings
Keyword(s):  
New York ◽  
Public Schools ◽  
School Culture ◽  
School Reform ◽  
Research Question ◽  
The United States ◽  
Assessment Process ◽  
Historical Inquiry ◽  
High Stakes ◽  
Assessment Tasks

Background/Context In the last two decades, high-stakes testing policies have proliferated exponentially, radically altering the broader educational landscape in the United States. Although these policies continue to dominate educational reform agendas, researchers argue that they have not improved educational outcomes for youth and have exacerbated inequities in schooling across racial, economic, geographic, and linguistic lines. Alternative project-based assessments, like ones used by the New York Performance Standards Consortium (Consortium) are one type of practice to have shown promise in aiding in the creation of humanizing and transformative educational spaces. Purpose/Objective/Research Question/Focus of Study This article examines how teachers and students make meaning of their experiences transitioning away from high-stakes standardized tests to project-based assessment tasks (PBATs) and specifically considers the role that PBATs might play in shaping school culture. Drawing from three years of data collection at 10 New York City public high schools new to the Consortium, we discern how students and teachers negotiate this shift, paying attention to the ways in which PBATs fostered transformative and humanizing pedagogies and practices. We raise the following questions: How can schools that use project-based assessment reinvigorate school culture to address enduring inequities that persist in schools? How might PBATs reframe schools to be more humanizing and transformative spaces? Research Design We used multiple methods to understand how project-based assessment shapes school culture and curriculum in these transitioning schools, and drew from qualitative and quantitative traditions. The research involved: (1) a historical inquiry into the role of the Consortium in school reform; (2) a broad investigation of the 10 schools transitioning into the Consortium (including three rounds of annual surveys with teachers and administrators); (3) three in-depth focal case studies of transitioning schools (including observations, interviews with teachers, and surveys with students); and (4) surveys with experienced teachers new to established Consortium schools. Conclusions PBATs are a useful tool to engage students and teachers more actively as participatory actors in the school environment, particularly when overall school structures collectively support its integration. Although there were inevitable challenges in the process of transition, our data suggest that the school actors mediated some of these tensions and ultimately felt that PBATs helped create more dignified spaces for youth. By anchoring the assessment process in the concept of transformative agency, we consider how the transition to PBATs might reinvigorate school culture, redress harmful systemic injustices, and serve as a necessary part of school reform and education policy.

Caste Abolished

2021 ◽  
pp. 13-45
Author(s):  
Zoë Burkholder
Keyword(s):  
New York ◽  
Public Schools ◽  
Jim Crow ◽  
Black Families ◽  
School Integration ◽  
High Quality Education ◽  
Abolitionist Movement ◽  
The Right

Chapter 1 examines the earliest debates over school integration in Boston, Rochester, Cincinnati, Jamaica (New York), and a number of smaller towns. It argues that Black northerners viewed integrated public schools as essential to abolishing slavery, establishing Black citizenship, and eliminating racial prejudice. For abolitionists and Black leaders, the symbolic ideal of school integration took precedence over concerns about the quality of education available to Black youth. In contrast, Black families and teachers prioritized access to high-quality education and believed separate schools could better meet this goal. The ensuing debates between Black integrationists and separatists were intimately tied to the abolitionist movement, Civil War, Reconstruction, and the rise of Jim Crow. By the turn of the twentieth century, Black northerners had won the right to attend public school on an equal and integrated basis, yet they struggled against a rising tide of bigotry and residential segregation.

scholarly journals Efektivitas Program Bina Prestasi dalam Peningkatan Mutu Pendidikan di SD Santa Theresia 1 Pangkalpinang

2020 ◽  
Vol 4 (1) ◽  
pp. 66-77
Author(s):  
Sri Sugiyarti ◽  
Oktarina Oktarina
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
National Level ◽  
Development Program ◽  
Quality Of Education ◽  
Academic Field ◽  
Improve Student Achievement ◽  
Subject Areas ◽  
Bahasa Indonesia

AbstrakTingkat persaingan sekolah swasta untuk bisa bertahan di tengah maraknya sekolah-sekolah negeri sehingga diperlukan program-program yang mampu meningkatkan mutu pendidikannya sehingga masyarakat tidak meninggalkan sekolah swasta. Tujuan dari penelitian ini untuk mengetahui efektivitas program Bina Prestasi untuk meningkatkan mutu pendidikan di SD Santa Theresia 1 Pangkalpinang. Penelitian ini menggunakan metode kualitatif deskriptif. Teknik pengumpulan data menggunakan teknik wawancara, observasi, dokumentasi dan penyebaran angket. Hasil penelitian menunjukkan Program Bina Prestasi adalah  wadah khusus untuk meningkatkan prestasi siswa dalam bidang akademik, didalamnya dibina siswa-siswa yang berminat dalam bidang IPA, Matematika, Bahasa Indonesia, Bahasa Inggris dan Seni. Hasilnya siswa dalam program ini telah mencetak berbagai prestasi baik local maupun nasional, hingga internasional. Hasil penghitungan  efektifitas juga menunjukkan bahwa program ini efektif dalam meningkatkan  mutu pendidikan di SD Santa Theresia 1, hal ini terbukti dari hasil angket per mata pelajaran, yakni  Bahasa Indonesia dengan skor  76,81 , Matematika dengan skor 78,33,  IPA dengan skor 76,07,  Seni dengan skor  76,66 dan Bahasa Inggris dengan skor tertinggi 84,12. Hal ini sejalan dengan diraihnya berbagai prestasi dalam lima bidang mata pelajaran tersebut baik di tingkat lokal maupun nasional. AbstractThe level of competition of private schools to be able to survive during it he rises of public schools so that programs are needed that can improve the quality of education so that people do not leave private schools. The purpose of this study was to determine the effectiveness of the Bina Prestasi program to improve the quality of education in SD Santa Theresia 1 Pangkalpinang. This research uses the descriptive qualitative method. Data collection techniques using interviews, observation, documentation and questionnaire distribution. The results showed the Achievement Development Program is a special place to improve student achievement in the academic field, in which fostered students who are interested in the fields of Natural Sciences, Mathematics, Indonesian, English and Arts.  As a result students in this program have scored a variety of achievements both locally and nationally, to internationally. The results of the effectiveness calculation also show that this program is effective in improving the quality of education in SD Santa Theresia 1, this is evident from the results of the questionnaire per subject, namely Indonesian with a score of 76.81, Mathematics with a score of 78.33, Science with a score of 76,  07, Art with a score of 76.66 and English with the highest score of 84.12. This is in line with the achievement of various achievements in the five subject areas both at the local and national level.

scholarly journals Applications of, and Experiences with, the Norwegian Model in Finland

2018 ◽  
Vol 3 (4) ◽  
pp. 31-44 ◽  
Author(s):  
Janne Pölönen
Keyword(s):  
Research Performance ◽  
National Level ◽  
Information Service ◽  
Research Management ◽  
Ministry Of Education ◽  
Negative Effects ◽  
Individual Level ◽  
Funding Model ◽  
Local Funding

Abstract The purpose of this article is to describe the development, components and properties of a publication indicator that the Ministry of Education and Culture in Finland uses for allocating direct core funding annually to universities. Since 2013, 13% of the core funding has been allocated on basis of publication indicator that, like the Norwegian model, is based on comprehensive national level publication data that is currently provided by the VIRTA publication information service. In 2015, the publication indicator was complemented with other components of the Norwegian model, namely, quality-weighted publication counts based on national Publication Forum authority list of the publication channels with ratings established by experts in the field. The funding model allocates around 1.6 billion euros annually to universities with the publication indicator annually distributing over 200 million euros. Besides the funding model, the indicator provides comparable data for monitoring the research performance of Finnish universities, fields and subunits. The indicator may also be used in the universities’ local funding models and research management systems, sometimes even at individual level evaluation. Positive and negative effects of the indicator have been extensively discussed and speculated. Since 2011, the Finnish universities’ productivity appears to have increased in terms of both quantity and quality of publications.

scholarly journals PEMAKAIAN NORPLANT SECARA SALAH: ANTARA KUALITAS PELAYANAN DAN KEPATUHAN AKSEPTOR

Populasi ◽  
2016 ◽  
Vol 9 (1) ◽  
Author(s):  
Susi Eja Yuarsi
Keyword(s):  
Economic Condition ◽  
National Level ◽  
Poor Quality ◽  
Negative Effects ◽  
Compliance Behavior ◽  
Inadequate Information ◽  
The Family ◽  
Over Time ◽  
Health And Sickness

The number of norplant users had increased over time, the problem was that many women use norplant incorrectly. Some of them used it longer than five years without removal and some other women used double norplant. Also, there were some women who used one set of norplant with more or less than 6 norplant matchsticks as required. These problems would certainly bring negative effects on women's health and, in turn, their economic condition. At national level, the large number of misusers would cause a failure of the family planning program.Non-compliance behavior among norplant users was caused by many factors. Poor quality of care, especially providers' incompetence, inadequate information, and inadequate mechanisms to encourage continuity were found as major causes. The clients themselves had a contribution in the misuse of norplant. The clients had their own beliefs about health and sickness and they also tend to be influenced by the behavior of their neighbors who were misusing norplant. The clients awareness about the importance of information was also very low and It caused the lack of knowledge about the arrangements of using norplant.

scholarly journals The Gay Teachers Association of NYC and LGB Students: 1974–1985

2020 ◽  
Vol 122 (9) ◽  
pp. 1-30
Author(s):  
Jason Mayernick
Keyword(s):  
New York ◽  
Public Schools ◽  
Research Question ◽  
Community Outreach ◽  
Historical Study ◽  
Educational History ◽  
School Work ◽  
And Bisexual ◽  
Gay Teachers ◽  
Lgb Students

Background/Context This study deals with an intersection of educational history, queer history, and labor history involving the activities of lesbian, gay, and bisexual (LGB) teachers. The history of LGBT teachers, particularly before the 1990s, has been addressed by only a handful of historians. The prior research most relevant to this study is Jackie Blount's Fit to Teach: Same-Sex Desire, Gender, and School Work in the Twentieth Century (2006) and Karen Graves's And They Were Wonderful Teachers (2009). Purpose/Objective/Research Question/Focus of Study This study focuses on the activities of the Gay Teachers Association of New York City (GTA) between 1974 and 1985 as they related to teachers’ job security and the safety of LGB students in NYC public schools. It aims to illustrate the sense of responsibility toward LGB students developed by members of the GTA and how they acted on that responsibility. Research Design This is a historical study, relying primarily on archival research and secondarily on interviews conducted by the author. Conclusions/Recommendations The teachers of the GTA developed a comprehensive concept of their responsibility as LGB educators. They came to believe that they had a particular responsibility to LGB students. Finally, GTA members actively pursued equity for LGB students in New York City's public schools through counseling, community outreach, political lobbying, and public debate.

Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

2015 ◽  
Vol 22 (2) ◽  
pp. 64-76 ◽  
Author(s):  
Catherine J. Crowley ◽  
Kristin Guest ◽  
Kenay Sudler
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Cultural Competence ◽  
York City ◽  
Cultural Sensitivity ◽  
Graduate Program ◽  
Language Disorder ◽  
New York State ◽  
Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

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