Resources

CPRE : Consortium for Policy Research in Education

Journal Article

An Examination of the Benefits, Limitations, and Challenges of Conducting Randomized Experiments With Principals

The past decade has seen considerable debate about how to best evaluate the efficacy of educational improvement initiatives, and members of the educational leadership research community have entered the debate with great energy. Throughout this debate, the use of randomized experiments has been a particularly contentious subject. A recent article appearing in Educational Administration Quarterly presents a case study of an experimental evaluation of a professional development program for 48 principals in an urban district. The case study, conducted by authors Eric Camburn (University of Wisconsin-Madison), Ellen Goldring (Vanderbilt University), James Sebastian (University of Missouri), Henry May (University of Delaware), and Jason Huff (New Leaders for New Schools), examined the potential benefits, limitations, and challenges involved in using experiments to evaluate professional development for principals.
 
 

Authors

Eric Camburn (University of Wisconsin-Madison), Ellen Goldring (Vanderbilt University), James Sebastian (University of Missouri), Henry May (University of Delaware), and Jason Huff (New Leaders for New Scho

Publication Date

December 2015

Publisher

Educational Administration Quarterly