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Download full textBrendan Bartanen; Aliza N. Husain; David D. Liebowitz; Laura K. Rogers – Annenberg Institute for School Reform at Brown University, 2024
Despite increasing recognition of the importance of high-quality school leadership, we know remarkably little about principal skill development. Using administrative data from Tennessee, Oregon, and New York City, we estimate the returns to principal experience as measured by student outcomes, teacher hiring and retention patterns, and teacher and…
Descriptors: Principals, School Administration, Leadership, Skill Development
Peer reviewed
Direct linkBrendan Bartanen; Aliza N. Husain; David D. Liebowitz; Laura K. Rogers – American Educational Research Journal, 2024
Despite increasing recognition of the importance of high-quality school leadership, we know remarkably little about principal skill development. Using administrative data from Tennessee, Oregon, and New York City, we estimate the returns to principal experience as measured by student outcomes, teacher hiring and retention patterns, and teacher and…
Descriptors: Principals, School Administration, Leadership, Skill Development
Brendan Bartanen; Aliza N. Husain; David D. Liebowitz; Laura K. Rogers – Annenberg Institute for School Reform at Brown University, 2024
Despite increasing recognition of the importance of high-quality school leadership, we know remarkably little about principal skill development. Using administrative data from Tennessee, Oregon, and New York City, we estimate the returns to principal experience as measured by student outcomes, teacher hiring and retention patterns, and teacher and…
Descriptors: Principals, Leadership Qualities, Skill Development, Employment Experience
Brendan Bartanen; Courtney Bell; Jessalynn James; Eric S. Taylor; James H. Wyckoff – Annenberg Institute for School Reform at Brown University, 2023
Novice teachers improve substantially in their first years on the job, but we know remarkably little about the nature of this skill development. Using data from Tennessee, we leverage a feature of the classroom observation protocol that asks school administrators to identify an item on which the teacher should focus their improvement efforts. This…
Descriptors: Beginning Teachers, Skill Development, Administrator Surveys, Administrator Attitudes
Shirley H. Xu; Francisco A. Santelli; Jason A. Grissom; Brendan Bartanen; Susan K. Patrick – American Educational Research Journal, 2024
Teachers of color often work in schools with few colleagues from the same racial or ethnic background. This racial isolation may affect their work experiences and important job outcomes, including retention. Using longitudinal administrative and survey data, we investigate the degree to which Tennessee teachers who are more racially isolated are…
Descriptors: Faculty Mobility, Teaching Experience, Teaching Conditions, Professional Isolation
Shirley H. Xu; Francisco Arturo Santelli; Jason A. Grissom; Brendan Bartanen; Susan Kemper Patrick – Annenberg Institute for School Reform at Brown University, 2024
Teachers of color often work in schools with few colleagues from the same racial or ethnic background. This "racial isolation" may affect their work experiences and important job outcomes, including retention. Using longitudinal administrative and survey data, we investigate the degree to which Tennessee teachers who are more racially…
Descriptors: Faculty Mobility, Employment Experience, Teacher Attitudes, Racism
Brendan Bartanen; Jason A. Grissom – Annenberg Institute for School Reform at Brown University, 2019
Exploiting variation from principal and teacher transitions over long administrative data panels in Missouri and Tennessee, we estimate the effects of principal race on the hiring and turnover of racially diverse teachers. Evidence from the two states is strikingly similar. Black principals increase the probability that a newly hired teacher is…
Descriptors: Principals, Race, Administrator Characteristics, Teacher Persistence
Brendan Bartanen – Annenberg Institute for School Reform at Brown University, 2019
Using statewide data from Tennessee over more than a decade, this paper estimates the job performance returns to principal experience as measured by student, teacher, and principal outcomes. I find that principals improve substantially over time, evidenced by higher student achievement, higher ratings from supervisors, and lower rates of teacher…
Descriptors: Principals, Administrator Effectiveness, Academic Achievement, Supervisors
