Leadership Effects: School Principals and Student Outcomes.

By Michael Bernard Coelli, D. Green. 2012

291 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/14ff0631aa8524f2fb916cf9740c25e9f845a8f7

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In Education

Citations in the corpus

How important are school principals in the production of student achievement (2014, methodology): “Therefore, despite recent work regarding teacher and principal cheating, principal cheating on these exams seems unlikely, mainly due to the fact that principal compensation and school resources are set according to guidelines that are not based on student outcomes (Coelli and Green 2012).”
Exploring the Causal Impact of the McREL Balanced Leadership Program on Leadership, Principal Efficacy, Instructional Climate, Educator Turnover, and Student Achievement (2015, background): “…the instructional climate of the school and student achievement (Branch et al., 2012; Bryk, Bender Sebring, Allensworth, Luppescu, & Easton, 2010; Coelli & Green, 2012; Goddard et al., 2001; Grissom et al., 2012; Robinson et al., 2008; Waters et al., 2003), improvements in both leadership…”
The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature (2019, background): “Coelli and Green (2012) find that principals influence graduation rates and English test score outcomes more the longer they remain in their schools.”
Effective Instructional Time Use for School Leaders (2013, background): “…principal effectiveness across schools highlights the importance of identifying the behavioral factors that lead some principals to be more effective than others (e.g., Blank, 1987; Branch, Hanushek, & Rivkin, 2012; Brewer, 1993; Coelli & Green, 2012; Grissom, Kalogrides, & Loeb, 2012; Heck, 1992).”