8.4.1 Academic Impact
Our study did not include an analysis of student achievement trends on the K-PREP assessment, as the timeframe for the introduction of the assistant principal role had only been a short two years. Such an analysis seemed premature to render a true finding on the quantitative relationship between the work of the assistant principal and student achievement based on assessment results. However, we did gather evidence about the work of the assistant principal and its perceived impact on student achievement.
Moreover, we asked about other areas of instructional leadership and student support that have been affirmatively linked as having a causal relationship with student learning gains. Through this indirect evidence, we are able to glean some information about how the assistant principal role may be driving student achievement.
First, our survey respondents indicated that student achievement was among the areas where assistant principals were perceived to be making an impact on the school. Specifically, the
assistant principal’s frequency of engaging specifically in creating the master schedule, reviewing student data and setting goals, and determining student discipline consequences explained nearly 20 percent of the change in perception of the assistant principal’s impact on student achievement as reported by the administrative team - principal, assistant principal, counselor, and goal clarity coach. This model validates the overall feedback that the work of the assistant principal was thought to have a relatively greater impact on student progress monitoring, teacher collaboration, and consistent rule enforcement. All these areas have a proven impact on student academic achievement as measured by results on state assessments (Knapp, Copeland, &
Talbert, 2003; Murphy, Elliot, Goldring, Porter 2006; Robinson, Lloyd, & Rowe, 2008; Waters, Marzano, & McNulty, 2003). Thus, this early evidence portends of future gains on state assessments as a result of the elementary assistant principal role.
8.4.2 Non-Academic Impact
Unlike our indirect approach to evaluating the impact of the assistant principal on student achievement, with regard to non-academic factors, we used actual data on suspension and attendance, as well reviewing data from our survey in the fall 2014. In using these multiple sources, we were able to uncover some evidence of the impact of the assistant principal role on classroom disruption and student attendance, as the logic model indicated were primary outcomes expected from the role of the assistant principal.
First, we reviewed the perception data regarding the assistant principal’s impact on classroom disruption. Respondents to our survey rated consistent rule enforcement as one of the areas where the relative impact of the assistant principal role was the greatest. Moreover, our regression analysis found that nearly 38 percent of variation in the respondent’s perception of the assistant principal’s impact on consistent rule enforcement could be explained by their perceptions regarding the frequency of assistant principal engagement in behavior interventions, parent contact, creating the master schedule, staff
hiring, management of support staff, and maintenance of school policies. Thus, to the extent that consistent rule enforcement leads to decreased classroom disruption and greater student engagement (Cohen, McCabe, Michelli, &
Pickeral, 2009; Robinson, Lloyd, & Row, 2008), we have found evidence that the assistant principal is having a positive impact as intended.
Moreover, we have reviewed the data on suspensions and also found that the assistant principal’s frequency and percent of time spent on student interactions leads to an increased rate of suspensions. This validates and confirms our findings from the perception data. As assistant principals engage in student behavior activities, there is a positive, small correlation with the rate of suspension. This reality is being perceived by teachers and administrators alike. Though not a direct measure of classroom disruption, this evidence does seem to provide some indication of the downstream effect of such.
Next, we considered the perception data on student tardiness and student attendance. The responses from teachers and the administrative team indicated that these were areas where the role of the assistant principal had the least impact.
Moreover, our conversations in focus groups and interviews also indicated that assistant principals were not directly involved in attendance monitoring and that principals did not feel that managing attendance was an assistant principal duty. However, to the extent that principals are engaged in elements of student support, they may have an indirect impact on student attendance and tardiness. For example, increased SEL learning is associated with lower rates of student absenteeism (Zins, Bloodworth, Weissberg, &
Walberg, 2007; Van Velsor, 2009). These
mediating factors may explain some of the mixed results from our review of actual attendance data.
Our findings were that the assistant principal’s engagement in work activities in the school operations and student support scales was associated with higher attendance rates generally, though the correlations were weak. However, the work of the assistant principal in those areas was also associated with higher rates of students with chronic absenteeism (absent more than 25 days).
The number of students deemed chronically absent had a strong correlation with the percent of students in the school who were receiving free or reduced lunch. It is probable that those higher poverty schools purposefully engaged assistant principals in working with chronically absent students as a strategy to try to manage a persistent problem. It is likely that the assistant principal’s work may not have had time to produce a reduction in the number of chronically absent students in high needs schools, or it may be that a different support structure or other personnel would be better suited to make an impact in this area.
Overall, there is some directional evidence to support the notion that role of the assistant principal is having a positive impact on academic and non-academic outcomes. The impact on academic outcomes is evidenced by perception data in which respondents report that the assistant principal is primarily involved in instructional leadership activities and student behavior support.
The impact on non-academic factors, however, is limited by the assistant principal’s ability to influence the work of the counselor to focus more broadly on SEL for all students (Van Velsor, 2009).
In addition, the lack of direct involvement by the assistant principal in attendance management is another limitation to their impact on this area.
9 Recommendations
Our analysis of interview, survey, and focus group data, as well as our review of the literature has led us to several recommendations for JCPS’ subsequent structure and continued implementation of the elementary assistant principal role. Overall, our findings suggest that JCPS is faced with a decision with regard to the assistant principal role – either update the practice surrounding the assistant principal role so the logic model can be fully realized or continue with the current implementation and practice regarding assistant principal role with an updated logic model to reflect that decision. Regardless of which choice JCPS makes regarding its logic model, two other recommendations are also included with regard to communication and the goal clarity coach role.