Student Achievement Differences as a Function of Principal Longevity

Abstract

In this study, differences in reading and mathematics performances based on principal longevity at the same campus were examined. Data were obtained from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K) surveys in which information was collected from parents, teachers, and principals. Data were collected from 9,196 campuses across the United States. For purposes of this investigation, information from only the principal component of the ECLS-K was analyzed. For both reading and mathematics, inferential analyses revealed the presence of statistically significant differences based on principal tenure. Students at campuses where principals had six or more years of experience at that campus had statistically significantly higher average reading and mathematics performance than at campuses where principals had less than six years of experience at that campus. School district officials responsible for principal assignment and transfer may consider these findings when making decisions about changing principal’s placement.