Principal turnover and student achievement
Ashley Miller ()
Economics of Education Review, 2013, vol. 36, issue C, 60-72
Principals have important management roles, including responsibilities for teachers, curricula and budgets. Schools change principals frequently; about 20% of public school principals in the United States leave their positions each year. Despite the significance of principals and the regularity of principal departures, little is known about how turnover affects schools. Using twelve years of administrative data from North Carolina public schools, this paper explores the relationship between principal turnover and student achievement. Principal departures follow a downturn in student performance. Achievement continues to fall in the two years following the installation of a new principal and then rises over the next three years. Five years after a new principal is installed, average academic performance is no different than it was five years before the new principal took over. Increases in student achievement following a principal transition may reflect mean reversion rather than a positive effect of principal turnover.
Keywords: Student achievement; School leadership; Managerial turnover (search for similar items in EconPapers)
JEL-codes: I20 J63 (search for similar items in EconPapers)
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (10) Track citations by RSS feed
Downloads: (external link)
Full text for ScienceDirect subscribers only
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:36:y:2013:i:c:p:60-72
Access Statistics for this article
Economics of Education Review is currently edited by E. Cohn
More articles in Economics of Education Review from Elsevier
Bibliographic data for series maintained by Dana Niculescu ().