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|NCES 2023055||Overview of the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017): Technical Report
This technical report provides general information about the study and the data files and technical documentation that are available. Information was collected from students, their parents or guardians, their teachers, and their school administrators. The data collection included direct and indirect assessments of middle grades students’ mathematics, reading, and executive function, as well as indirect assessments of socioemotional development in 2018 and again in 2020. MGLS:2017 field staff provided additional information about the school environment through an observational checklist.
|WWC QRNY0210||WWC Quick Review of the Report "The New York City
Aspiring Principals Program: A School-Level Evaluation"
The study examined whether schools with novice principals trained through the Aspiring Principals Program had higher student achievement than schools led by other novice principals.
The study included schools in New York City led by principals who were hired in 2004 or 2005 and had served as principal for three consecutive years. The analysis included 86 schools that were assigned a principal trained through the program and 319 schools whose principals did not participate in the program.
The study measured the effect of having a principal who participated in the Aspiring Principals Program by comparing the change in achievement of schools where a participating principal was placed to the change in achievement of comparison schools—in which a non-participating principal was placed—controlling for school characteristics.
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