An NBER Working Paper examines the impact of implementing management training for head teachers on pupil achievement. The management training focused on lesson planning, data-driven teaching and teacher observation and coaching (approximately 300 hours over two years). Using a school-level randomised experiment, 58 schools in Houston, Texas, were randomised to receive either the training intervention or to serve as a business-as-usual control group.
The study found that offering management training to head teachers led to increased test scores across low-stakes tests in a range of subjects in year one (effect size = +0.19). For high-stakes test scores in maths and reading, the effect size was lower (+0.10). However, the training intervention had no impact on high-stakes tests in year two.
The training was most beneficial for head teachers who were less experienced, had better maths skills, had more internal locus of control, had higher levels of “grit” and remained in the school for both years of the study.
The intervention showed most impact on teachers in the schools who were more experienced and more educated. The intervention showed most impact for pupils who were new to the school, white or Hispanic and economically well-off.
Source: Management and student achievement: Evidence from a randomized field experiment (May 2017), NBER Working Paper No. 23437, National Bureau of Economic Research