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On-time high school graduation is an important topic in educational research, policy, and practice. However, no comprehensive meta-analyses had been conducted on this topic. The current meta-analysis reviewed 47 articles published from 1985 to April 2022 and aggregated the effect in four dimensions: student background, family support, school program and support, and school climate, with a focus on school-related practices, policies, and programs. Twelve factors along various dimensions had statistically significant positive or negative effects on on-time graduation. Implications of these findings are discussed.

The goal of this study was to estimate the relationships among principal leadership, teacher-related factors (e.g. job satisfaction, self-efficacy of teaching, and collaboration), and student achievement in science. With the United States sample of Programme for International Student Assessment (PISA) 2015 data, we used a series of two-level structural equation models to examine the direct, indirect, and moderated effect of principal leadership. The results revealed that (a) teachers' rating of principal leadership had a direct and positive relationship with student science achievement, (b) teachers' job satisfaction and collaboration were positively associated with principal leadership but did not mediate the relationship between principal leadership and student science achievement, and (c) principal leadership's direct effect on science achievement was moderated by school size. Implications are discussed.

In this study, we designed an educational experiment to evaluate the High Impact Leadership for School Renewal project's impact on principal leadership, school leadership, and student achievement. Principals in the experimental group reported statistically significantly greater improvement in principal leadership than their counterparts in the control group (Hedge's g of 0.73), but teachers in the experimental and control groups showed no difference in their ratings of principal leadership. Teachers in the experimental group reported statistically significantly more improvement in school leadership than their counterparts in the control group (Hedge's g of 0.53 on the scale of Orientation to School Renewal and 0.58 on the scale of Learning-Centered School Leadership), but principals in the two groups reported no difference in the growth in school leadership. Schools in the experimental group showed statistically significantly larger annual growth in English language arts proficiency rate (2.05 percentage points more annually). The implications of the findings were discussed in the context of leadership development programs for school improvement. [ABSTRACT FROM AUTHOR]

Despite the appeal of promoting and forming collaborative relationships between schools, empirical evidence for an association between school-to-school collaboration and school outcomes is still somewhat lacking. This study utilized data from 76 schools nested within 56 districts in the United States to examine the association between a school's reciprocal relationships and school outcomes by employing social network analysis and hierarchical linear modeling (HLM). After controlling for school and district demographic characteristics, we found the indices of reciprocal collaboration are associated with the school's 2018 student proficiency level in both math and reading and the growth in proficiency level between 2017 and 2018. The implications and limitations were discussed. [ABSTRACT FROM AUTHOR]