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About Us
Results
New Leaders for New Schools is committed to using data to drive organizational learning and to assess programmatic impact. Since the program's inception in 2001, we have been collecting data on the impact of our work. From gathering survey data and conducting analyses of publicly available achievement data across all of our partner districts, to enlisting the RAND Corporation to conduct a multi-year evaluation on the impact of our model, we are constantly looking to 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.
New Leaders Growth
In 2001, we trained and supported 13 aspiring principals in Chicago, New York City, and the San Francisco Bay Area. In just 9 years, the program has grown to train and support over 640 New Leaders across 12 urban centers.
Total Trained New Leaders
Diverse and Highly-Qualified School Leaders
For the past nine cohorts, we screened over 10,000 applicants to identify a diverse set of over 640 outstanding school leaders, yielding a selectivity rate of less than 7%.
New Leaders Results: Transforming Urban Schools
Over the past 10 years, the New Leaders for New Schools program has built a cadre of principals who play a key role in efforts to help lead schools to brighter futures. In the past two years, New Leaders has focused on learning from those principals who make breakthrough gains, allowing us to share out what is working across the country with other principals, to inform our program training model, and to increase the numbers of principals who are able to turn the complex work of changing a school in to breakthrough success for children. Early results indicate that many are succeeding in this work:
- In 2009, 2+ New Leaders principals in K-8 schools were twice as likely as other principals to lead breakthrough gains in student proficiency scores in their schools. ¹
- Cumulative impact of New Leaders over time: Preliminary results indicate that students in elementary and middle schools led by New Leaders principals for at least three years are academically outpacing their peers by statistically significant margins. ²
- New Leaders are turning around our urban “dropout factories,” graduating students at higher rates and increasing the percent of graduates by wider margins than other schools. ³
As we continue to drive and improve these results, our learning agenda increases our capacity to offer deep, new, and useful insights to inform program improvements, and to share what we are learning with the field. For more information, please refer to our latest Principal Effectiveness report.
School Leadership Positions across All Settings
Over our first eight years, 95% of our New Leaders have held school leadership positions, including 73% as principals and 22% as assistant principals.
New Leaders serve in varied school settings. In 2009-10, 34% serve in elementary schools, 13% in middle schools, and 20% in high schools. Other New Leaders serve in a range of grade configured schools, with 23% in K-8 schools, 8% in middle/high schools, and 1% in K-12 schools.
New Leaders serve in both charter and traditional district schools. Roughly 77% serve in traditional district schools, and 23% serve in public charter schools.
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¹ Includes all K-8 schools with available gains data as of August 2009 for the 2008-09 school year. “Breakthrough” is defined as 20 or more points in the percentage of students who reach proficiency—or, in schools that have reached proficiency, gains of 20 or more points in the proportion of students scoring at advanced levels. This calculation takes into account our proportional representation in a district. For example, if we are 10% of a district’s principals but get 20% of their breakthrough gains, we are twice as likely as others to get breakthrough gains. The calculation excludes NYC because the sheer numbers of non-New Leaders-led schools in NYC masks the New Leaders-led school impact. Still, within the city of New York, 61% of 2+ New Leaders principals in K-8 schools had breakthrough gains compared to 37% in the district.
² Unlike publicly available school-level data, this analysis is from student-level data from the 2007-08 school year, the most recent student-level data set available, that provides a cumulative measure of New Leaders’ students’ growth rates to comparable students’ growth across different cities and thus includes the impact of first year principals on student achievement.
³ Includes schools with available data through summer 2008, the most recent data set available.
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