"RAND Education."

Includes bibliographical references.

Introduction -- Data Sources and Analytic Approach -- District Context and Pittsburgh Principal Incentive Program Theory of Action -- Capacity-Building Interventions -- Principals’ Leadership Practices, Principals’ Skills, and School- and Classroom-Level Responses to the Pittsburgh Principal Incentive Program -- Principals’ Performance on Rubric and Achievement Measures -- Student Achievement Trends -- Key Findings and Recommendations.

In 2007, the Pittsburgh Public Schools (PPS) received funding from the U.S. Department of Education’s Teacher Incentive Fund (TIF) program to implement the Pittsburgh Urban Leadership System for Excellence (PULSE), a set of reforms designed to improve the quality of school leadership throughout the district. A major component of PULSE is the Pittsburgh Principal Incentive Program (PPIP), a system of support, performance-based evaluation, and compensation with two major components: (1) an annual opportunity for a permanent salary increase of up to $2,000 based primarily on principals’ performance on a rubric that is administered by assistant superintendents and that measures practices in several areas and (2) an annual bonus of up to $10,000 based primarily on student achievement growth. The district also offered bonuses to principals who took positions in high-need schools. PPIP provided principals with several forms of support. This report examines implementation and outcomes from school years 2007–2008 through 2010–2011, with a focus on understanding how principals and other school staff have responded to the reforms, and on documenting the student achievement outcomes that accompanied program implementation.

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