Chock Full of Data: How School Districts are Building Leader Tracking Systems to Support Pipelines

Education and Literacy

Chock Full of Data: How School Districts are Building Leader Tracking Systems to Support Pipelines

At one time, finding an assistant principal for a public school in Denver entailed a search through “a gajillion résumés,” in the words of one local school district administrator. Even then, some ideal candidates likely fell through the cracks. Those days are over, owing to the development by Denver Public Schools of a “leader tracking system,” a database of information about the training, qualifications and performance of principals and aspiring principals.
This Story From the Field examines how Denver and five other school districts have constructed and are using these systems as they seek to better train, hire and support school principals. All six districts are taking part in the Principal Pipeline Initiative, a Wallace Foundation-funded effort to help the school systems develop a large corps of strong school principals and generate lessons for the field.
In addition to aiding district officials in identifying strong principal and assistant principal candidates and matching them to the right schools, the leader tracking systems are helping in efforts to forecast job vacancies, pinpoint principal training topics and spot potential principal mentors. The districts are also beginning to use the systems to share aggregate information about the performance of principals with the preparation programs from which the principals graduated.
The publication makes clear that developing a leader tracking system takes time and effort. It describes, for example, how determining what information to collect, and then finding it, proved to be a key but time-consuming task, not least because essential data could be housed in different niches of the school bureaucracies.

July 2016

Geographic Focus: North America / United States (Southern) / Florida / Hillsborough County / Tampa;North America / United States (Southern) / North Carolina / Mecklenburg County / Charlotte;North America / United States (Northeastern) / New York / New York County / New York City;North America / United States (Western) / Colorado / Denver County / Denver;North America / United States (Southern) / Georgia / Gwinnett County;North America / United States (Southern) / Maryland / Prince George\'s County

Districts Taking Charge of the Principal Pipeline

Education and Literacy

Districts Taking Charge of the Principal Pipeline

Six urban school districts received support from The Wallace Foundation to address the critical challenge of supplying schools with effective principals. The experiences of these districts may point the way to steps other districts might take toward this same goal. Since 2011, the districts have participated in the Principal Pipeline Initiative, which set forth a comprehensive strategy for strengthening school leadership in four interrelated domains of district policy and practice:

  1. Leader standards to which sites align job descriptions, preparation, selection, evaluation, and support.
  2. Preservice preparation that includes selective admissions to high-quality programs.
  3. Selective hiring, and placement based on a match between the candidate and the school.
  4. On-the-job evaluation and support addressing the capacity to improve teaching and learning, with support focused on needs identified by evaluation.

The initiative also brought the expectation that district policies and practices related to school leaders would build the district's capacity to advance its educational priorities.

The evaluation of the Principal Pipeline Initiative has a dual purpose: to analyze the processes of implementing the required components in the participating districts from 2011 through 2015; and then to assess the results achieved in schools led by principals whose experiences in standards-based preparation, hiring, evaluation, and support have been consistent with the initiative's requirements. This report addresses implementation of all components of the initiative as of 2014, viewing implementation in the context of districts' aims, constraints, and capacity.

January 2015

Geographic Focus: North America-United States (Western)-Colorado-Denver County-Denver;North America-United States (Southern)-North Carolina-Mecklenburg County-Charlotte;North America-United States (Southern)-Maryland-Prince George;North America-United States (Southern)-Georgia-Gwinnett County;North America-United States (Southern)-Florida-Hillsborough County;North America-United States (Northeastern)-New York-New York County-New York City

A Library They Deserve: The Baltimore Elementary and Middle School Library Project

Education and Literacy

A Library They Deserve: The Baltimore Elementary and Middle School Library Project

The Harry and Jeanette Weinberg Foundation has partnered with Baltimore Education Research Consortium (BERC) to complete a series of reports examining the implementation and impact of the Baltimore Elementary and Middle School Library Project (Library Project). This report on the first year of the project examines the experiences of the principals, librarians, teachers, and students at the three schools that received new libraries. Also, teachers' and students' perceptions of their school library were compared across the Library Project and comparison schools. Findings of the report include: (1) all three schools with a new library viewed them as inviting, attractive, and well-resourced spaces; (2) a knowledgeable, skilled, and motivated library staff is essential to maximizing the potential of these new libraries; (3) librarians and teachers need additional professional development to best integrate the library technology into instruction; and (4) the community partnerships initiated through this project are adding significant resources to the education of students in these schools. The implications for the school district and future efforts are discussed.

Geographic Focus: North America-United States (Southern)-Maryland-Baltimore

By Design Not Default: Optimizing District Spending on Small High Schools

Education and Literacy

By Design Not Default: Optimizing District Spending on Small High Schools

Analyzes small school design elements driving extra per-student spending, needed start-up and ramp-up investments, and impact on facility use and enrollment projections. Offers a tool for quantifying resource use and suggestions for effective allocation.

Geographic Focus: North America-United States (Southern)-Maryland-Baltimore, North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston, North America-United States (Midwestern)-Illinois-Cook County-Chicago, North America-United States (Midwestern)-Illinois, North America-United States (Southern)-Maryland, North America-United States (Northeastern)-Massachusetts

Blurring Boundaries: Transforming Place, Policies, and Partnerships for Postsecondary Education Attainment in Metropolitan Areas

Education and Literacy;Race and Ethnicity

Blurring Boundaries: Transforming Place, Policies, and Partnerships for Postsecondary Education Attainment in Metropolitan Areas

By 2020, more than six out of 10 U.S. jobs will require postsecondary training. Despite a slight increase in college attainment nationally in recent years, the fastest-growing minority groups are being left behind. Only 25 and 18 percent of Blacks and Hispanics, respectively, hold at least an associate's degree, compared with 39 percent of Whites. Without substantial increases in educational attainment, particularly for our nation's already underserved groups, the United States will have a difficult time developing a robust economy.

Home to 65 percent of Americans, and a majority of all African Americans and Hispanics (74 and 79 percent, respectively), the 100 largest metropolitan statistical areas (MSAs) can play a strong role in developing this nation's workforce. In fact, to reach a national attainment target that meets our workforce needs, more than half of college degrees could be generated from the these cities. The majority of degrees needed among African-American and Hispanic adults could also be produced in MSAs.

Clearly, investing in and organizing around the potential of metropolitan areas is critical, and the stakes have never been higher. Yet the current funding climate requires strategic public and private partnerships to invest in education innovation and human capital development in order to have the most robust impact on sustainable national growth. For this study, the Institute for Higher Education (IHEP) sought to follow up on its previous work examining MSA educational attainment rates by further exploring policies that either inhibit or facilitate degree production, and identifying metropolitan-level, cross-section collaborations that help local leaders contribute to national completion goals.

Geographic Focus: North America-United States (Southern)-District of Columbia-Washington;North America-United States (Southern)-Maryland-Baltimore;North America-United States (Southern)-Tennessee-Shelby County-Memphis;North America-United States (Western)-Nebraska-Douglas County-Omaha

Cultivating Talent through a Principal Pipeline

Education and Literacy;Employment and Labor

Cultivating Talent through a Principal Pipeline

This report, the second in a series, describes early results of Wallace's Principal Pipeline Initiative, a multi-year effort to improve school leadership in six urban school districts. The report describes changes in the six districts' practices to recruit, train and support new principals. It also offers early lessons for other districts considering changes to their own principal pipelines.

Geographic Focus: North America-United States (Western)-Colorado-Denver County-Denver;North America-United States (Southern)-North Carolina-Mecklenburg County-Charlotte;North America-United States (Southern)-Maryland-Prince George;North America-United States (Southern)-Georgia-Gwinnett County;North America-United States (Southern)-Florida-Hillsborough County;North America-United States (Northeastern)-New York-New York County-New York City

Productivity Push, The

Education and Literacy

Productivity Push, The

Profiles Arizona's efforts to raise higher education productivity -- delivering quality education to more students at lower cost -- via partnerships between community colleges and state universities. Lists initiatives in other grantee states.

Geographic Focus: North America-United States (Southwestern)-Arizona;North America-United States (Midwestern)-Indiana;North America-United States (Southern)-Maryland;North America-United States (Western)-Montana;North America-United States (Midwestern)-Ohio;North America-United States (Southern)-Tennessee;North America-United States (Southwestern)-Texas

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