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Does Regulating Entry Requirements Lead to More Effective Principals?

Anecdotal evidence points to the importance of school principals, but the limited existing research has neither provided consistent results nor indicated any set of essential characteristics of effective principals. This paper exploits extensive student-level panel data across six states to investigate both variations in principal performance and the relationship between effectiveness and key certification factors. While principal effectiveness varies widely across states, there is little indication that regulation of the background and training of principals yields consistently effective performance. Having prior teaching or management experience is not related to our estimates of principal value-added.

Leadership; Principals; School/Teacher Effectiveness; Certification/Licensure; Longitudinal Studies
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EdWorkingPaper suggested citation:

Austin, Wes, Bengie Chen, Dan Goldhaber, Eric A. Hanushek, Kris Holden, Cory Koedel, Helen F. Ladd, Jin Luo, Eric Parsons, Gregory Phelan, Steven G. Rivkin, Tim Sass, and Mavzuna Tureava. (). Does Regulating Entry Requirements Lead to More Effective Principals? . (EdWorkingPaper: 23-758). Retrieved from Annenberg Institute at Brown University:

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