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A difference-in-differences design with school fixed effects estimates how cumulative program exposure relates to climate measured by teacher survey composites and to achievement outcomes including language arts and math scores, chronic absence, suspensions, and graduation rates.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/priming-the-leadership-pipeline-school-performance-and-climate-under-an-urban-school-leadership-residency-program/602024/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/priming-the-leadership-pipeline-school-performance-and-climate-under-an-urban-school-leadership-residency-program/602024.png","ImageObject",300,407,{"name":42,"@type":43},"acoobca","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the purpose of the study?","Question",{"text":62,"@type":63},"The study examines how school climate and student achievement trends change under an urban school leadership residency program.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How are the residency roles structured in the program?",{"text":67,"@type":63},"Residencies are two years and include at least 370 hours of professional development plus on-the-job training, with aspiring principals placed in assistant-level administrative roles or teacher leadership roles.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the study measure school climate and student performance?",{"text":71,"@type":63},"School climate is measured using teacher survey composites by school and semester. 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Steele 1, Elizabeth D. Steiner2, and Laura S. Hamilton2  \nAbstract  \nPurpose: This study examines school climate and student achievement trends under an ambitious school leadership residency program in an urban school district. The 2-year leadership residencies were intensive, combining at least 370 hours of professional development with on-the-job training, in which aspiring school principals held either assistant-level administrative or teacher leadership roles. Research Design: Using a differencein-differences framework with school fixed effects, we estimate the relationship between schools’ cumulative exposure to program residents and measures of school climate and student performance. We measure school climate using school-by-semester teacher survey composites. Student performance is captured using school-by-year data on language arts and math scale scores, chronic absence rates, suspension rates, and graduation rates. Findings: In models that allow average time trends to vary between the state and the treatment city, an additional resident-by-  \n1 American University School of Education, Washington, DC, USA 2RAND Corporation, Pittsburgh, PA, USA  \nCorresponding Author:  \nJennifer L. Steele, American University School of Education, 4400 Massachusetts Avenue Northwest, Spring Valley Building, 4th Floor, Washington, DC 20016-8030, USA.  \nEmail: [steele@american.edu](steele@american.edu)  \nyear in an administrative role in high schools is linked to an additional 15% of a school-level standard deviation in math scale scores and an additional 3.6 percentage points in graduation rates, but also to an additional 10 percentage points in suspension rates. Results are sensitive to model specification, school level, and to residents’ placement in administrative or teacher leader roles. Implications: Due to the contracting nature of the district, only one of 30 entering residents became a school principal within 3 years of program inception. In some models, the estimates suggest potential for aspiring leaders to effect change from nonprincipal administrative roles. Potential for teacher leadership roles is less clear.  \nKeywords  \nurban education, principal preparation, instructional leadership, teacher leadership, school climate, student achievement  \nIntroduction  \nThe question of how to improve struggling schools lies at the heart of national concerns about public education quality. Policy responses to that question often emphasize the cultivation of strong school leadership. Under the 2001 No Child Left Behind Act, schools that failed to make Adequate Yearly Progress over 5 consecutive years were required to choose among several restructuring options, all of which entailed the appointment of new leadership (Hassel et al., 2006). A 2008 practice guide by the U.S. Department of Education’s What Works Clearinghouse identified the signaling of change through strong leadership as its first of four evidence-based recommendations for turning around low-performing schools (Herman et al., 2008) .  \nEmpirical evidence suggests that principals exert measurable influenceson school effectiveness as measured by standardized test scores. In a research synthesis, Leithwood et al. (2004), argued that school leadership explained 3% to 5% of variation in student learning between schools, or about a quarter of the variance attributable to school-based variables. More recent studies have attempted to directly estimate the magnitude of school leader eff","cbCaifgWLwTm7qbg","https://ap.wps.com/l/cbCaifgWLwTm7qbg","pdf",962902,36,"English","# Abstract\n## Purpose\n## Research Design\n## Findings\n# Introduction","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study examines how school climate and student achievement trends change under an urban school leadership residency program.\"},{\"question\":\"How are the residency roles structured in the program?\",\"answer\":\"Residencies are two years and include at least 370 hours of professional development plus on-the-job training, with aspiring principals placed in assistant-level administrative roles or teacher leadership roles.\"},{\"question\":\"How does the study measure school climate and student performance?\",\"answer\":\"School climate is measured using teacher survey composites by school and semester. Student performance uses school-by-year outcomes including language arts and math scale scores, chronic absence, suspension, and graduation rates.\"}]","Priming the Leadership Pipeline: School Performance and Climate Under an Urban School Leadership Residency Program | PDF",1792093888,91]