Differences in Student Achievement as a Function of Principal Experience: A National Analysis

Examined in this study was the effect of principal experience on student achievement in reading, mathematics, and science in the United States. Data on years of principal experience and reading, mathematics and science performance from the Early Childhood Longitudinal StudyKindergarten Class of 2010-11 (ECLS-K) were analyzed. Students in schools with experienced principals, principals with 10 or more years of experience, had a statistically significant higher proficiency in reading, mathematics, and science than those students who attended schools with beginning principals with 3 years or less of experience. Implications of the findings are discussed and suggestions for further research are made.