Supporting Tomorrow's New Leaders
A Report on the Impact of Our Work in NYC Schools
The Situation
Kimberly Sollers
New Leaders Alum, 2008
We live in a deeply inequitable society, where too many systems—including our schools—uphold structural racism, deepening racial, ethnic, and socioeconomic inequities.
Today, a quality K-12 education is not equally accessible to all students. Disparities within the education system limit access to resources, opportunities, and supports. As a result, far too many students of color and students from communities with lower incomes do not receive the education that they deserve, resulting in lost potential in academic outcomes, high school and college graduation, and lifelong success.
The data also paints a clear picture of just how much representation and diversity matter in education leadership. 53% of all U.S. public school students are students of color, yet only:
18% of public school teachers are teachers of color 11% of all US principals are Black and 9% are Hispanic 8% of US superintendents identify as leaders of color
These inequities do not have to be the reality.
Our Solution
Leroy Gaines New Leaders Alum, 2010
A quality K 12 education can, and should, be accessible to all children in the US.
At New Leaders, we know the solution to disrupting systemic inequities is to build the capacity of diverse, equity minded school leaders who are committed to the success of every child.
The leaders we develop serve as an example of what is possible. They support students in fully realizing their futures as the next generation of great thinkers, innovators, and advocates in service of a stronger, more equitable, and more just society.
Our Impact
Isamar Vargas New Leaders Alum, 2011
Our approach works. The impact of our leadership development programs contributes to better outcomes for schools, students, and society. Multiple independent evaluations have proven that in schools led by a New Leaders principal:
Students perform better in reading and math
Students have better attendance rates
Students gain additional months of learning
Principals themselves stay in their roles longer
Rodney Rowan New Leaders Alum, 2012
Our Results
The impact of our leadership development programs contributes to better outcomes for schools, students, and society. According to multiple independent reports, including from the RAND Corporation, New Leaders has the strongest evidence base of any education leadership program in the country.
Edward Morris Jr. New Leaders Alum, 2008
Our Outcomes in New York City
Patricia Otway Drummond New Leaders Alum, 2011
New Leaders has proudly served NYC leaders since 2001, guiding 13 cohorts through our signature Aspiring Principals program and 8 cohorts of Emerging Leaders. More than 250 New Leaders have been trained in NYC cohorts through these two programs, including 40 principals, 20 assistant principals and 21 system leaders currently serving the district. Over the course of our history, 222 New York City schools have been or are currently led by New Leader Principals and/or Assistant Principals. In total, our direct programming has supported more than 350 New York City schools.
Between 2006-09, New Leader K-8 schools gained 22 percentage points in average ELA proficiency, while NYC K 8 schools overall gained 18 percentage points. Over the same time period, New Leader K-8 schools gained 35 percentage points in average math proficiency, while NYC K-8 schools overall gained 25 percentage points.
Between 2010 12, New Leader K 8 schools gained 9 percentage points in average ELA proficiency, while NYC K-8 schools overall gained 5 percentage points. Over the same time period, New Leader K 8 schools gained 12 percentage points in average math proficiency, NYC K-8 schools overall gained 6 percentage points..
Since 2013, 35% of New Leaders alum in NYC outpaced their peers in ELA proficiency gains over their school tenure. Since 2013, 51% of New Leaders alum in NYC outpaced their peers in math proficiency gains over their school tenure.
Based on May 2018 data, 84% of New York-trained endorsed Aspiring Principals who became principals remain for three or more years in the principalship. More than 60% remain in the principalship for five or more years.
Based on May 2018 data, 74% of New York-trained endorsed Aspiring Principals are placed as principals anywhere in the country within two years of completing the program. Also, 79% of 2017-2018 New York-trained Emerging Leaders led gains of at least five points across the classrooms they influenced. An estimated 44,700 students were impacted by our work in New York City in 2017 2018.
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