School-Leadership-Interventions-ESSA-Evidence-Review
0421PL
0321PL
Value-Added Measures in Teacher Evaluation
February 18, 2015; revised July 2019 To determine the efficacy of the use of data from student test scores, particularly in the form of Value-Added Measures (VAMs), to evaluate and make key personnel decisions about classroom teachers. Currently, a number of states are either adopting or have adopted new or revamped teacher evaluation systems, which […]
School Facilities
To express the association’s concern regarding the state of the nation’s school facilities and offer recommendations for modernizing all schools to provide safe and accessible 21st-century learning environments. NASSP wants to ensure that schools offer a welcoming and engaging environment designed for 21st-century learning. This includes flexible spaces for personalized learning and small group work; […]
Drug, Alcohol and Other Substance Abuse Disorders
To address the direct and indirect impacts drug, alcohol, and other substance use disorders have on students, and to provide recommendations to school leaders on how to support students dealing with these issues. In 2017, President Trump declared the opioid crisis a national public health emergency. This occurred in response to over 42,000 deaths from […]
The Evolving Relationship: Principals and Their Supervisors
There’s a lot of dialogue these days about how principals supervise their staff. But what about how principals are supervised? To find out more about that topic, we convened a roundtable in November with three practitioners and experts in the field: Jill Baker, deputy superintendent of schools for the Long Beach Unified School District (LBUSD) […]
Culturally Responsive Schools
To highlight the changing demographics of the K–12 student population and offer recommendations for policymakers and school leaders on how to create culturally responsive schools that will allow each student to succeed. Students of color (black, Hispanic, Asian/Pacific Islander, or American Indian/Alaska Native) made up 47 percent of public school students nationwide in 2014, and […]
Educator Diversity
To highlight the lack of racial and ethnic diversity in the educator workforce in many schools across the country, and offer policy recommendations on how to recruit, prepare, support, retain, and encourage individuals from diverse populations to enter the teaching and school leadership professions. In the 2015–16 school year, only 20 percent of public school […]
Supporting Principals as Leaders of Special Education
Purpose: To highlight the important role of principals in implementing inclusive and effective special education services and to offer policy recommendations to support additional training and ongoing professional learning for school leaders. In 2018–19, 14% of all public school students (7.1 million) ages 3–21 received special education services under the Individuals with Disabilities Education Act […]