Principal Learning Opportunities and School Outcomes: Evidence From California

Preparation and professional development can help principals be more effective leaders, but little research has examined what specific approaches are most useful. A Learning Policy Institute study of 462 California principals and the teachers and students in their schools shows that high-quality preservice preparation for principals is associated with stronger teacher retention, and that overall access to professional development — as well as specific learning about instructional leadership — is strongly associated with student achievement gains in both mathematics and English language arts. Underrepresented students of color benefit the most from their principals’ opportunities to learn, as do the students of early-career professionals.