The Lasting Impacts of Middle School Principals

Using rich Texas administrative data, we estimate the impact of middle school principals on post-secondary schooling, employment, and criminal justice outcomes. The results highlight the importance of school leadership, though striking differences emerge in the relative importance of different skill dimensions to different outcomes. The estimates reveal large and highly significant effects of principal value-added to cognitive skills on the productive activities of schooling and work but much weaker effects of value-added to noncognitive skills on these outcomes. In contrast, there is little or no evidence that middle school principals affect the probability a male is arrested and has a guilty disposition by raising cognitive skills but strong evidence that they affect these outcomes through their impacts on noncognitive skills, especially those related to the probability of an out-of-school suspension. In addition, the principal effects on the probability of engagement in the criminal justice system are much larger for Black than for nonBlack males, corresponding to race differences in engagement with the criminal justice system.

• Publication year

  2024

• Venue

  Social Science Research Network

• Publication date

  2024-07-01

• Fields of study

  Not labeled

• Identifiers
  DOI 10.3386/w32642
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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