Partnership for Leaders in Education
UVA-PLE - Research & Resources
Research & Resources
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Take a Deep Dive Into How UVA-PLE Has Benefitted Other Communities
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Evidence of Impact
Evidence That In-Service Professional Learning for Educational Leaders Matters
Educator leadership requires continuous development, including extended professional learning opportunities for principals and district leaders in the field. This article summarizes a comparative interrupted time series of publicly available student achievement data from New Mexico to analyze the impact of UVA-PLE, in which we found positive impacts on student achievement in math and for English learners in English language arts. Implications for educator preparation and in-service programs are considered.
Assessing School Turnaround: Evidence from Ohio
While NCLB and the School Improvement Grant (SIG) program have devoted significant time and attention to turnaround, very little empirical evidence substantiates whether and how these efforts work. This study employs a comparative interrupted time series (CITS) to examine a sample of 20 Ohio schools that participated in a school turnaround program (UVA-PLE) and finds participating schools experienced meaningful improvements in student achievement after completing the two-year program, which persisted and grew in the two years subsequent to the completion of the program.
Missouri and Ohio Schools Make Significant Improvement Through UVA Turnaround Program
This study follows 34 elementary and middle schools in Missouri and Ohio throughout the course of their participation in the University of Virginia School Turnaround Specialist Program (STSP). Our evaluation of the STSP employs a triple differences model, comparing participating schools to nonparticipating schools within the same district as well as comparable schools in different districts. On average, participating schools experienced statistically significant improvements in student achievement after completing the two-year STSP.
School Leadership Interventions Under the Every Student Succeeds Act: Evidence Review
The RAND Corporation conducted a synthesis of the evidence base to better inform the use of school leadership interventions under ESSA. RAND Corporation's review of evidence uncovered two school leadership intervention reform models — the KIPP model and the UVA-PLE Model – with significant evidence of impact on school performance.
Using External Providers to Improve Schools
Whether they’re seeking to improve instruction, revamp their curricula, or provide more social-emotional support, schools with limited staff time and resources often turn to outside experts for help. This article analyzes how these organizations — also known as external providers — differ considerably with respect to the services they provide, how they provide them, and the extent to which they have evidence that their services are effective. - Case Studies & News
- Research that Supports PLE Framework
- Resources
Evidence That In-Service Professional Learning for Educational Leaders Matters
Educator leadership requires continuous development, including extended professional learning opportunities for principals and district leaders in the field. This article summarizes a comparative interrupted time series of publicly available student achievement data from New Mexico to analyze the impact of UVA-PLE, in which we found positive impacts on student achievement in math and for English learners in English language arts. Implications for educator preparation and in-service programs are considered.
Assessing School Turnaround: Evidence from Ohio
While NCLB and the School Improvement Grant (SIG) program have devoted significant time and attention to turnaround, very little empirical evidence substantiates whether and how these efforts work. This study employs a comparative interrupted time series (CITS) to examine a sample of 20 Ohio schools that participated in a school turnaround program (UVA-PLE) and finds participating schools experienced meaningful improvements in student achievement after completing the two-year program, which persisted and grew in the two years subsequent to the completion of the program.
Missouri and Ohio Schools Make Significant Improvement Through UVA Turnaround Program
This study follows 34 elementary and middle schools in Missouri and Ohio throughout the course of their participation in the University of Virginia School Turnaround Specialist Program (STSP). Our evaluation of the STSP employs a triple differences model, comparing participating schools to nonparticipating schools within the same district as well as comparable schools in different districts. On average, participating schools experienced statistically significant improvements in student achievement after completing the two-year STSP.
School Leadership Interventions Under the Every Student Succeeds Act: Evidence Review
The RAND Corporation conducted a synthesis of the evidence base to better inform the use of school leadership interventions under ESSA. RAND Corporation's review of evidence uncovered two school leadership intervention reform models — the KIPP model and the UVA-PLE Model – with significant evidence of impact on school performance.
Using External Providers to Improve Schools
Whether they’re seeking to improve instruction, revamp their curricula, or provide more social-emotional support, schools with limited staff time and resources often turn to outside experts for help. This article analyzes how these organizations — also known as external providers — differ considerably with respect to the services they provide, how they provide them, and the extent to which they have evidence that their services are effective.