Management and Student Achievement: Evidence from a Randomized Field Experiment

66 Pages Posted: 24 May 2017

See all articles by Roland G. Fryer

Roland G. Fryer

Harvard University - Department of Economics; National Bureau of Economic Research (NBER); American Bar Foundation; University of Chicago

Date Written: May 2017

Abstract

This study examines the impact on student achievement of implementing management training for principals in traditional public schools in Houston, Texas, using a school-level randomized field experiment. Across two years, principals were provided 300 hours of training on lesson planning, data-driven instruction, and teacher observation and coaching. The findings show that offering management training to principals significantly increases student achievement in all subjects in year one and has an insignificant effect in year two. We argue that the results in year two are driven by principal turnover, coupled with the cumulative nature of the training. Schools with principals who are predicted to remain in their positions for both years of the experiment demonstrate large treatment effects in both years – particularly those with principals who are also predicted to implement the training with high fidelity – while those with principals that are predicted to leave have statistically insignificant effects in each year of treatment.

Suggested Citation

Fryer, Roland G., Management and Student Achievement: Evidence from a Randomized Field Experiment (May 2017). NBER Working Paper No. w23437. Available at SSRN: https://ssrn.com/abstract=2971836

Roland G. Fryer (Contact Author)

Harvard University - Department of Economics ( email )

Littauer Center
Cambridge, MA 02138
United States

National Bureau of Economic Research (NBER)

1050 Massachusetts Avenue
Cambridge, MA 02138
United States

American Bar Foundation

750 N. Lake Shore Drive
Chicago, IL 60611
United States

University of Chicago ( email )

1101 East 58th Street
Chicago, IL 60637
United States

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