With the introduction of S 2896, the “Principal Recruitment and Retention Act,” Senators Al Franken (D-MN) and Orrin Hatch (R-UT) hope to close the achievement gap by assuring that high need schools have highly qualified principals who can improve instruction, assessments and the use of data, and can recruit and retain effective teachers. Representatives Susan Davis (D-CA 53rd) and Todd Platts (R-PA 19th) introduced a companion bill in the House (HR 4354).
Research shows that school leadership is second only to teacher quality among school-related factors in its impact on student learning – that’s why the Minnesota School Boards Association and NSBA are on the record supporting the legislation. The bill creates a grant program for school districts (and to other entities, such as non-profits and universities, that establish partnerships with school districts) for high-quality training programs that prepare principals to improve student academic achievement in high-need schools. Each grantee will recruit, train and support aspiring and/or current principals who commit to serving at least four years in high-need schools.
However, “We cannot expect schools to go it alone,” Senator Franken stated on the Senate floor. “We also need to improve social services in low-income communities to help students address the numerous challenges they face outside of the classroom that make it difficult to learn. At the same time, we cannot absolve schools of their responsibility to improve considerably.”
BoardBuzz wonders What is the balance of school and community responsibility for academic success? And aren’t school board members part of both groups? As school and community leaders, school board members are uniquely positioned to foster healthy schools and communities for the benefit of all.
