TY - JOUR
T1 - Principals and student outcomes
T2 - Evidence from U.S. high schools
AU - Brewer, Dominic J.
N1 - Funding Information:
Acknowledgements-I ami ndebted to Ronald Ehrenberg. David Monk. and Dan Goldhnher for helpful comments. This paper has heen prepared as part of the research program of the Finance Center of the Consortium for Policy Research in Education (CPRE). a consortium of the University of Southern California. Rutgers University, Cornell University. Harvard University. Michigan State University. Stanford University and the University of Wisconsin-Madison. The work was partially supported by grant no. RI 17XGlOO39 from the U.S. Department of Education. Office of Educational Research and Improvement. The views expressed are those of the author and are not necessarily shared by USC. CPRE or its partners. or the U.S. Department of Education. An earlier version of this paper was presented at the American Education Finance Association Conference. New Orleans. LA. 19-22 March 1992. I am grateful to participants at this conference. especially Betty Malen. for their suggestions. None of the above. however. are responsible for any error\ that remain.
PY - 1993/12
Y1 - 1993/12
N2 - This paper presents an empirical analysis of the effects of principals on public high school students' academic achievement, using High School and Beyond. Despite policy relevance, previous qualitative and quantitative research provides little systematic evidence on principal effects, at least for high schools. Principal characteristics and variables designed to capture less tangible aspects of the principal's role are included in educational production functions. The results suggest principals do have a measurable impact on student achievement, through the selection of teachers and setting of academically oriented school goals.
AB - This paper presents an empirical analysis of the effects of principals on public high school students' academic achievement, using High School and Beyond. Despite policy relevance, previous qualitative and quantitative research provides little systematic evidence on principal effects, at least for high schools. Principal characteristics and variables designed to capture less tangible aspects of the principal's role are included in educational production functions. The results suggest principals do have a measurable impact on student achievement, through the selection of teachers and setting of academically oriented school goals.
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U2 - 10.1016/0272-7757(93)90062-L
DO - 10.1016/0272-7757(93)90062-L
M3 - Article
AN - SCOPUS:38249000948
SN - 0272-7757
VL - 12
SP - 281
EP - 292
JO - Economics of Education Review
JF - Economics of Education Review
IS - 4
ER -