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Most Recent Reports:

The Impact of the NISL Executive Development Program on School Performance in Massachusetts: Round 2 Results, July, 2011
John A. Nunnery, Ed.D. Old Dominion University
Steven M. Ross, Ph.D., Johns Hopkins University
Shanan Chappell, Ph.D., Shana Pribesh, Ph.D.
Elizabeth Hoag-Carhart, Old Dominion University

A rigorous, quasi-experimental research study evaluated 38 elementary and middle schools in Massachusetts that were led by NISL trained principals. “The results indicated that the NISL-led schools achieved statistically significantly higher student achievement in both mathematics and ELA versus the comparison group. The effect size was .14 in math and .11 in ELA. This translates into an average of more than a month of additional learning for all students in the 38 schools versus what would have been expected without the NISL EDP intervention.”

Effects of the National Institute for School Leadership’s Executive Development Program on School Performance in Pennsylvania: 2006-2010 Pilot Cohort Results, March, 2011
John A. Nunnery, Ed.D.
Cherng-Jyh Yen, Ph.D.
Old Dominion University
Steven M. Ross, Ph.D.
Johns Hopkins University

A scientifically rigorous study compared student achievement gains in 101 schools with NISL-trained principals with those of comparison schools that were matched in initial performance and demographic factors. Statistically significant student achievement gains were found in both English language arts and mathematics at all school levels. Proficiency in math at the high school level, a particularly hard-to-impact segment, grew an astounding 9.48%. The researchers concluded: “The results of this study represent highly promising evidence that the NISL Executive Development Program for School Leaders results in statistically significant, substantial, and sustained improvements in student performance in reading and mathematics, particularly in the challenging context of secondary schools. This is particularly noteworthy given that the program is highly cost-effective”.