Gateways to the Principalship: State Power to Improve the Quality of School Leaders

Posted on February 02, 2012

An ACT study found that only one-third to one-half of the nation’s 11th graders are proficient in the content and skills that the English/language arts and mathematics Common Core standards identify as necessary for good jobs or success in college courses. Within English/language arts, shop only 38 percent of 11th graders hit the proficient range in reading, cheap and just over half reached it in writing and in language. Only three in 10 could fully comprehend complex texts, and little more demonstrated strength in language and vocabulary. One-third of students showed proficiency in mathematical practices, such as abstract reasoning, modeling with math, and persevering to solve mathematical problems.

Source: ACT

Read the entire report HERE>

A new report from the Center for American Progress analyzed state policies and requirements for principal preparation, visit this site approval, and certification in a sample of 16 states and found eight of them are “lagging” and eight are “leading” in their efforts to ensure that schools are led by effective leaders. The report found that a growing research base defines the dispositions, skills, and knowledge needed for effective school leadership today, but few educators are being measured against these criteria prior to becoming principals. According to the authors, because states play a critical role in determining who leads schools, it is imperative that they make improvements in principal preparation programs and principal licensures to guarantee that each and every school is led by a high-quality principal.

Source: Center for American Progress

Read more HERE>