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About Us
Results
New Leaders for New Schools is committed to using data to drive organizational learning, assess programmatic impact, and as a source of accountability in working toward our goals and mission. Since the program's inception in 2001, we have been collecting data on the implementation of our model and its impact, as well as gathering formative information about our program and participants. From collecting survey data from our participants and staff, to conducting focus groups, to formally enlisting the RAND Corporation to conduct a comprehensive, five-year evaluation testing the impact of our model, we are constantly looking to test theories and analyze information to improve our work and our impact on the students we serve. The following summary provides a snapshot of current data about New Leaders participants and programs across our national community.
In 2001, we trained and supported 13 aspiring principals in Chicago, New York City, and the San Francisco Bay Area. In just seven years, the program has grown to train and support a total of approximately 427 school leaders across nine cities.
At the current pace of growth, we are on target to meet our goal of training and supporting 700 school leaders across the country, impacting more than 350,000 students each year by the year 2009.
Diverse and highly-qualified school leaders
Through a wide variety of recruiting strategies and a highly rigorous admissions process, New Leaders for New Schools has screened over 6680 applicants to identify a diverse set of approximately 430 outstanding schools leaders. This represents a selectivity rate of less than 7%.
Impact on Student Achievement
Across the 2004-05 and 2005-06 academic years, 100% of schools led by New Leaders principals for at least two consecutive years achieved notable increases in student achievement, with 83% achieving double-digit gains. Average achievement gains ranged from 14 to 22 percentage points by city over the two year period.
Dramatic gains are being seen in schools across the New Leader community.
Examples include the following:
- North Star Academy in Newark, NJ, has consistently demonstrated remarkable improvements and high levels of proficiency. The school is one of 4 schools nationwide named for the 2007-2008 Education Trust "Dispelling the Myth" award--demonstrating that urban students can achieve excellence. In the 2006-2007 year, the school was selected for the USDOE Title 1 Distinguished School in New Jersey, which is awarded to 2 schools per state. North Star's college acceptance and placement rates are the highest among ALL high schools in New Jersey, regardless of income level.
- In Washington, D.C., Tyler Elementary School was one of the city's worst before a New Leader principal took over, leading the school to gains of more than 20 points across both reading and math- 41 points across the two subjects combined since 2006.
- Two schools in Baltimore, Thomas G. Hayes and Fort Worthington Elementary, posted 2007 average gains in both math and reading of over 10%, averaging over 30% across both subjects. Each school's combined average annual gain was three times that of the city of Baltimore's average combined gain.
- In the Bay Area, three schools posted gains of over 30 points in reading and math for the 2007 school year. Acorn Woodland Elementary saw gains of 35 points, and Capitol Heights Academy and Monarch Academy continued their notable trend of achieving dramatic gains two years in a row-posting two-year gains of 58 points and 69 points across reading and math during a two-year period.
- 6 of Chicago's New Leaders have consistently posted strong gains of over 20 points per year in reading and math or have already achieved over 90% of their students scoring at proficiency or above. In particular, Dodge Renaissance Academy, previously one of the lowest performing schools in Chicago, was transformed by a New Leaders principal and saw the largest one-year test score gains in the state in 2006. With a 33 percent math gain in two years, the school has doubled its math proficiency rate from 33.6% in 2004 to 66.9% in 2006. Similarly, English language arts scores have nearly doubled in two years with a 26% total gain (from 30.4% in 2004 to 56.8% in 2006).
- In Memphis, two New Leaders posted gains of more than 20 points across reading and math. Ida B. Wells Academy had an 18 point increase in math scores, and Caldwell Elementary had a 15 point increase in reading scores.
Placement in School Leadership Positions
Over our first six years, 93% of our New Leaders have held school leadership positions, including 71% as principals and 22% as assistant principals. These hiring rates exceed those of many districts' internal programs.
During the 2007-08 school year, New Leaders principals serve in a variety of school settings:
Approximately one-third of New Leaders principals serve in elementary schools, while 16% serve in middle schools and just over 20% lead high schools. Another one-fifth of principals currently lead K-8 schools in our 9 partner cities.
New Leaders principals also serve in both charter and traditional district schools, with one-quarter of our principals currently leading charter schools and three-quarters leading district schools.
Nationally, 35% of New Leaders principals serve in start-up schools, while 65% lead existing schools.
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