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Principals' Management Strategies in High-Performing Schools

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  • Natalya Derbyshire
  • Мarina Pinskaya

Abstract

Natalya Derbyshire - Analyst at the Center of Social and Economic School Development, Institute of Education, National Research University Higher School of Economics. E-mail: NatalyaDerbyshire@gmail.com Marina Pinskaya - Candidate of Sciences in Pedagogy, Leading Research Fellow at the Center of Social and Economic School Development, Institute of Education, National Research University Higher School of Economics. E-mail: m-pinskaya@yandex.ru. Address: 20 Myasnitskaya str., 101000 Moscow, Russian Federation. The article evaluates the effectiveness of schools with regard to their contextual characteristics. We use the data from the 2012/2013 Monitoring of Education Markets and Organizations, namely the results of a survey among the principals of 979 schools. A multiple linear regression analysis was performed to reveal the factors promoting differentiation of the average USE (Unified State Exam) score across the schools. The analysis results were used to develop an academic achievement contextualization model allowing the evaluation of school performance in the context of individual characteristics. We identified a group of schools that may be regarded as high-performing, i. e. showing ultimate performance under the existing conditions, and analyzed the management strategies of the school principals. These strategies turned out to be mostly based on attracting human resources: teachers, students and their parents. High-performing schools implement a consistent selection policy. They enroll children from families with a higher socioeconomic status, which gives them a head start in terms of academic attainment. Such schools also attract committed parents who will encourage their children towards higher achievements.

Suggested Citation

  • Natalya Derbyshire & Мarina Pinskaya, 2016. "Principals' Management Strategies in High-Performing Schools," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 110-129.
    • Handle: RePEc:nos:voprob:2016:i:3:p:110-129
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    References listed on IDEAS

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    1. Gordey Yastrebov & Alexey Bessudnov & Мarina Pinskaya & Sergey Kosaretsky, 2013. "The Issue of Educational Results' Contextualization: Schools, Their Social Structure and a Territory Deprivation Level," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 188-246.
    2. Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
    3. Ludger Wößmann, 2005. "Educational production in Europe [‘Does class size matter?’]," Economic Policy, CEPR, CESifo, Sciences Po;CES;MSH, vol. 20(43), pages 446-504.
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