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Although cross-national evidence suggests that decentralization of educational governance is positively related to student achievement, related research often fails to recognize the separate roles and influences of governments, school boards, principals, and teachers. We use data from the 2015 Programme for International Student Assessment to examine school leaders' perceptions of governance arrangements across 68 countries and to assess whether differences in perceived governance patterns are significantly related to differences in student achievement. We find that although school governance arrangements vary substantially across countries, increases in teacher decision-making responsibilities are consistently and positively related to student achievement in math, reading, and science, all else equal. Furthermore, controlling for school principals' leadership style does not fundamentally change the positive and significant relationships between teacher decision making and student achievement, suggesting that the impact of teachers may be independent of school principals' attitudes and actions. [ABSTRACT FROM AUTHOR]

Background: The growing interest in principal effectiveness as a means of improving teaching and student learning has led to a focus on the quality of principal preparation programs (PPPs) with calls for the adoption of PPP accountability systems similar to those of teacher preparation programs. Objective: The purpose of the present study is to examine the impact of the National Institute for School Leadership's Executive Development Program (NISL-EDP) on student achievement in a large school district in the Midwestern United States. Method: The sample included elementary and middle school students whose principals participated in the NISL-EDP compared with students in schools with non-EDP trained principals. Using propensity score matching, findings are reported from the analysis of standardized student achievement scores on the state test, the Wisconsin Knowledge and Concepts Examination. Results: Overall, in terms of state reading and mathematics achievement tests, the control students scored higher in Spring 2014 relative to their NISL counterparts. Conclusions: With respect to researchers and policymakers, the approach used to evaluating PPP effectiveness and principal effectiveness is informative and could be used as part of larger accountability systems. Student test scores do not, however, fully capture principal effectiveness and alone should not be used in making high-stakes decisions pertaining to programs or individuals. [ABSTRACT FROM AUTHOR]

This paper presents a research protocol for three longitudinal, multisite cluster-randomized controlled trials of the National Institute for School Leadership’s Executive Development Program. This program is a comprehensive professional development initiative designed to improve leadership knowledge and skills of school principals across the United States. Through classroom instruction, simulations, interactive online sharing of ideas, and other resources, this program provides for a yearlong, cohort-based professional development program. To measure the effects of the program and coaching, longitudinal, multisite cluster-randomized trials (MSCRT) will be conducted in three states involving 270 schools to estimate the impact of principal access to the program and coaching on such relevant outcomes as student achievement, principal leadership skills, school climate, and teaching conditions. [ABSTRACT FROM AUTHOR]