[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589900-105":59,"doc-detail-589900-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","principal-quality-distribution-aera-open-april-june-2019-vol-5-no-2","Principal Quality Distribution - AERA Open April-June 2019 Vol. 5 No. 2","","Studies document inequitable teacher quality across schools, but this article examines the distribution of principal quality instead. Using administrative data from Tennessee, it compares multiple quality proxies—experience, leader survey assessments, and rubric-based ratings by principals’ supervisors—across measures of school advantage. Schools serving larger shares of low-income students, students of color, and low-achieving students are led by less qualified, less effective principals across urban, suburban, and rural areas.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/principal-quality-distribution-aera-open-april-june-2019-vol-5-no-2/589900/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/principal-quality-distribution-aera-open-april-june-2019-vol-5-no-2/589900.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data and setting are used to study principal quality distribution?","Question",{"text":112,"@type":113},"The study uses administrative data from Tennessee to compare principal quality across schools with different levels of advantage.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which principal-quality indicators are analyzed in the article?",{"text":117,"@type":113},"It evaluates several proxies, including experience, leaders’ survey assessment of teachers, and rubric-based practice ratings assigned by principals’ supervisors.",{"name":119,"@type":110,"acceptedAnswer":120},"How does principal quality differ between schools serving more disadvantaged student populations and those serving fewer?",{"text":121,"@type":113},"Across nearly every quality measure, schools with larger fractions of low-income students, students of color, and low-achieving students are led by less qualified and less effective principals.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589900,1792165744,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nApril-June 2019, Vol. 5, No. 2, pp. 1–21 DOI: 10. 1177/2332858419850094  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nPrincipal Sorting and the Distribution of Principal Quality  \nJason A. Grissom  \nVanderbilt University  \nBrendan Bartanen  \nTexas A&M University  \nHajime Mitani  \nRowan University  \nNumerous studies document the inequitable distribution of teacher quality across schools. We focus instead on the distribution of principal quality, examining how multiple proxies for quality, including experience, teachers’survey assessments of leaders, and rubric-based practice ratings assigned by principals’supervisors, vary by measures of school advantage, using administrative data from Tennessee. By virtually every quality measure, we find that schools serving larger fractions of low-income students, students of color, and low-achieving students are led by less qualified, less effective principals. These patterns persist across urban, suburban, and rural settings. Both differential hiring/placement and differential turnover patterns by principal quality across school characteristics contribute to these patterns. Simulation evidence suggests that hiring and turnover vary in relative importance to principal sorting patterns according to the measure of quality examined and that differential principal improvement across contexts may matter as well. Complementary analyses of national survey data corroborate our main results.  \nKeywords: descriptive analysis, disparities, educational policy, equity, leadership, principals, secondary data analysis  \nThe quality of a school’s leadership is a key determinant of its performance and the opportunities it provides. Aside from higher test scores (Branch, Hanushek, & Rivkin, 2012; Coelli & Green, 2012; Grissom, Kalogrides, & Loeb, 2015), effective principals have been linked to stronger teacher instructional practices, greater teacher morale and satisfaction, reduced teacher turnover, more positive learning climates, higher quality of professional development and coherence of programs, and more positive parental assessments (e.g., Boyd, Lankford, Loeb, & Wyckoff, 2011; Brewer, 1993; Grissom, 2011; Grissom & Loeb, 2011; Ladd, 2011; Sebastian & Allensworth, 2012) . Recognition of the link between how effective the school’s principal is and school outcomes has led state policymakers to target principal performance in a spate of recent reform efforts, including changes to preparation, licensure requirements, and evaluation (Cheney & Davis, 2011; Clifford & Ross, 2011; Cosner, Tozer, Zavitkovsky, & Whalen, 2015) . It has also increased federal attention to principal quality, evidenced most recently in the Every Student Succeeds Act’s highlighting of leadership as a school improvement target toward which states and districts could direct federal funds (Herman et al., 2017) .  \nWith the observation that high-quality principals matter for school success comes concern that principal quality isnot allocated equitably across schools. This concern stems from the robust conclusion from teacher labor market studies that less qualified, lower performing teachers are systematically found in the schools with the largest numbers of historically marginalized students (e.g., Clotfelter, Ladd, & Vigdor, 2005; Hanushek, Kain, & Rivkin, 2004; Lankford, Loeb, & Wyckoff, 2002) . Studies generally assert that because facilities, resources, and other aspects of working conditions are poorer (see Simon & Johnson, 2015), teaching positions in those schools are less desirable, resulting in greater difficulties recruiting qualified teachers, higher turnover, and systematic migration of high-quality teachers toward higher achieving schools (Boyd et al., 2005; Guarino, Santibañez, & Daley, 2006), though it is possible that race ","cbCaii2CmjAniEzV","https://ap.wps.com/l/cbCaii2CmjAniEzV","pdf",954338,21,"English","# Introduction\n## Principal quality distribution and school advantage\n## Evidence across quality measures and settings\n## Interpretation and implications","[{\"question\":\"What data and setting are used to study principal quality distribution?\",\"answer\":\"The study uses administrative data from Tennessee to compare principal quality across schools with different levels of advantage.\"},{\"question\":\"Which principal-quality indicators are analyzed in the article?\",\"answer\":\"It evaluates several proxies, including experience, leaders’ survey assessment of teachers, and rubric-based practice ratings assigned by principals’ supervisors.\"},{\"question\":\"How does principal quality differ between schools serving more disadvantaged student populations and those serving fewer?\",\"answer\":\"Across nearly every quality measure, schools with larger fractions of low-income students, students of color, and low-achieving students are led by less qualified and less effective principals.\"}]","Principal Quality Distribution - AERA Open April-June 2019 Vol. 5 No. 2 | PDF",1792068360,53]