School district investments in general skills: The case of principal residency programs

	Residents	Non-residents	Difference (Residents minus non-Residents)
Student Variables
Math z-score	−0.076 [0.062]	−0.010 [0.046]	−0.065
Reading z-score	−0.075 [0.057]	−0.022 [0.038]	−0.053
Black	0.487 [0.050]	0.370 [0.040]	0.117^*
Hispanic	0.367 [0.048]	0.452 [0.038]	−0.085
Other race	0.042 [0.010]	0.069 [0.017]	−0.027
Female	0.489 [0.004]	0.497 [0.003]	−0.007
Special Education	0.150 [0.005]	0.145 [0.004]	0.005
Grade Average Enrollment	61.599 [4.269]	70.345 [3.695]	−8.746
Principal variables
Asian	0.000 [0.000]	0.014 [0.014]	−0.014
Black	0.015 [0.015]	0.010 [0.010]	0.005
Hispanic	0.425 [0.062]	0.350 [0.044]	0.075
Multiple race	0.143 [0.044]	0.167 [0.041]	−0.024
Female	0.754 [0.052]	0.587 [0.050]	0.167^**
Birth Year	1977.436 [0.717]	1971.143 [0.579]	6.293^***
Proportion with the job title: acting	0.034 [0.020]	0.049 [0.021]	−0.015
Proportion with the job title: interim	0.524 [0.064]	0.671 [0.047]	−0.147^*
Proportion with the job title: contract	0.441 [0.064]	0.280 [0.044]	0.161^**
Number of observations	23,356	41,465

TWFE event-study estimates

		Levels		Gains

		Math	Reading	Math	Reading
Pre-period	Resident^*(t=−5)	0.0087 (0.0431)	0.0034 (0.0274)	0.0477^* (0.0270)	0.0285 (0.0175)
	Resident^*(t=−4)	0.0258 (0.0404)	0.0286 (0.0246)	0.0576^** (0.0284)	0.0459^** (0.0206)
	Resident^*(t=−3)	0.0154 (0.0213)	0.0244 (0.0217)	0.0322 (0.0266)	0.0230 (0.0171)
	Resident^*(t=−2)	0.0212 (0.0267)	0.0236 (0.0169)	0.0298 (0.0199)	0.0270 (0.0183)
Post-period	Reference period (t=−1)
	Resident^*(t=0) (dropped)
	Resident^*(t=1)	0.0541^** (0.0267)	0.0501^** (0.0201)	0.0779^*** (0.0215)	0.0528^*** (0.0172)
	Resident^*(t=2)	0.0782^* (0.0411)	0.0584^** (0.0241)	0.0759^*** (0.0255)	0.0357^*** (0.0154)
	Sample Size	440968	440968	352705	351864

Gardner (2022) two-stage event-study estimates (controlling for period before)

		Levels		Gains

		Math	Reading	Math	Reading
Pre-period	Resident^*(t=−5)	−0.0052 (0.0154)	−0.0121 (0.0105)	0.0090 (0.0086)	0.0005 (0.0057)
	Resident^*(t=−4)	0.0098 (0.0135)	0.0094 (0.0087)	0.0179^* (0.0105)	0.0159^* (0.0073)
	Resident^*(t=−3)	−0.0017 (0.0097)	0.0034 (0.0097)	−0.0075 (0.0104)	−0.0074 (0.0073)
	Resident^*(t=−2)	0.0045 (0.0147)	0.0043 (0.0097)	−0.0095 (0.0101)	−0.0014 (0.0078)
Post-period	Reference period (t=−1)
	Resident^*(t=0) (dropped)
	Resident^*(t=1)	0.0435 (0.0321)	0.0333 (0.0252)	0.0433^*** (0.0157)	0.0258^** (0.0126)
	Resident^*(t=2)	0.0687 (0.0436)	0.0438 (0.0287)	0.0418^** (0.0197)	0.0097 (0.0114)
	Sample Size	440968	440968	352705	351864

Gardner (2022) two-stage event-study estimates

		Levels		Gains

		Math	Reading	Math	Reading
Pre-period	Resident^*(t=−5)	−0.0048 (0.0155)	−0.0116 (0.0106)	0.0101 (0.0086)	0.0001 (0.0057)
	Resident^*(t=−4)	0.0108 (0.0142)	0.0109 (0.0090)	0.0210^* (0.0108)	0.0183^** (0.0085)
	Resident^*(t=−3)	−0.00004 (0.0102)	0.0061 (0.0083)	−0.0021 (0.0104)	−0.0033 (0.0074)
	Resident^*(t=−2)	0.0070 (0.0131)	0.0084 (0.0091)	−0.0013 (0.0099)	0.0048 (0.0083)
Post-period	Reference period (t=−1)
	Resident^*(t=0) (dropped)
	Resident^*(t=1)	0.0451 (0.0305)	0.0374 (0.0240)	0.0516^*** (0.0153)	0.0321^*** (0.0122)
	Resident^*(t=2)	0.0714^* (0.0427)	0.0481^* (0.0277)	0.0503^** (0.0195)	0.0165 (0.0111)
	Sample Size	440968	440968	352705	351864

Gardner (2022) two-stage event-study estimates (principal remains there 3 years)

		Levels		Gains

		Math	Reading	Math	Reading
Pre-period	Resident^*(t=−5)	0.0076 (0.0198)	0.0011 (0.0126)	0.0117 (0.0119)	0.0005 (0.0069)
	Resident^*(t=−4)	0.0074 (0.0157)	0.0019 (0.0098)	0.0116 (0.0106)	0.0049 (0.0067)
	Resident^*(t=−3)	−0.0085 (0.0139)	0.0038 (0.0119)	−0.0011 (0.0129)	0.0053 (0.0096)
	Resident^*(t=−2)	0.0071 (0.0183)	0.0031 (0.0129)	−0.0031 (0.0139)	0.0025 (0.0127)
Post-period	Reference period (t=−1)
	Resident^*(t=0) (dropped)
	Resident^*(t=1)	0.0466 (0.0520)	0.0616 (0.0413)	0.0519^* (0.0269)	0.0541^*** (0.0210)
	Resident^*(t=2)	0.1007 (0.0660)	0.0787^* (0.0467)	0.0654^** (0.0276)	0.0247 (0.0165)
	Sample Size	229918	229918	183850	183468

TWFE event-study estimates (school has 3 post-period years)

		Levels		Gains

		Math	Reading	Math	Reading
Pre-period	Resident^*(t=−5)	−0.0047 (0.0434)	0.0043 (0.0303)	0.0297 (0.0268)	0.0190 (0.0202)
	Resident^*(t=−4)	0.0028 (0.0399)	0.0151 (0.0269)	0.0386 (0.0262)	0.0304 (0.0201)
	Resident^*(t=−3)	0.0019 (0.0318)	0.0129 (0.0245)	0.0282 (0.0249)	0.0176 (0.0200)
	Resident^*(t=−2)	0.0090 (0.0241)	0.0148 (0.0186)	0.0207 (0.0242)	0.0216 (0.0231)
Post-period	Reference period (t=−1)
	Resident^*(t=0) (dropped)
	Resident^*(t=1)	0.0347 (0.0304)	0.0490^** (0.0239)	0.0606^** (0.0236)	0.0528^** (0.0212)
	Resident^*(t=2)	0.0667^* (0.0392)	0.0540^** (0.0243)	0.0630^** (0.0248)	0.0284^* (0.0168)
	Sample Size	385322	385322	308109	307332

Number of Residency-program Graduates by Cohort of Program Completion, and Number of First-year Elementary School Principals and Assistant Principals by Year and Residency-Program Participation Status

		First-year principals		First-year assistant principals

	Residency program graduates	Residency program participants	Non-participants	Residency program participants	Non-participants
2013	63
2014	65	5	36	18	70
2015	63	18	25	19	68
2016	39	18	23	17	40
2017	35	15	27	12	25
2018		14	15	6	28
Total	265	70	126	72	231

Resident-Versus Non-Resident-Principal Transition Rates, by Destination and Period Examined

	Transition in any year (2014–2017)			Transition following the 1st year
Any destination
Resident Principal	0.130^* (0.068)	0.110 (0.070)	0.071 (0.083)	−0.00017 (0.050)	0.0018 (0.052)	−0.028 (0.060)
Mean Turnover	0.30	0.30	0.30	0.10	0.10	0.10
Sample Size	184	184	184	184	184	184
Multinomial Logit Estimates (relative to no transition)
Transition within CPS
Resident Principal	2.65^*** (0.77)	2.65^*** (0.77)	3.30^** (1.38)	2.15^* (1.18)	2.40^** (1.18)	2.20 (1.80)
Transition out of CPS
Resident Principal	−0.10 (0.42)	−0.16 (0.44)	−0.55 (0.60)	−1.33 (0.86)	−1.36 (0.96)	−2.39^** (1.18)
Sample Size	184	184	184	184	184	184
Student Controls	N	Y	Y	N	Y	Y
Principal Controls	N	N	Y	N	N	Y

TWFE control coefficients

	Mathematics		Reading

	Levels	Gains	Levels	Gains
Student Black	−0.5523^***	−0.1834^***	−0.3968^***	−0.1482^***
Student Black	0.0346	0.0112	0.0368	0.0111
Student Hispanic	0.3420^***	−0.1112^***	−0.327^***	−0.1047^***
Student Hispanic	0.0261	0.0083	0.0297	0.0094
Student Other Race	0.0989^*	0.0532^**	−0.0816^***	−0.0061
Student Other Race	0.0569	0.0210	0.0279	0.0113
Student Female	−0.0434^***	−0.0061^***	0.1095^***	0.0312^***
Student Female	0.0051	0.0019	0.0046	0.0019
Student Special Education	−0.0975	−0.2951^***	−1.2028^***	−0.3671^***
Student Special Education	0.0175	0.0088	0.0145	0.0076
Sample Size	440968	352705	440968	351864

TWFE event-study estimates (principal remains there 3 years)

		Levels		Gains

		Math	Reading	Math	Reading
Pre-period	Resident^*(t=−5)	0.0178 (0.0602)	0.0055 (0.0395)	0.0436 (0.0396)	0.0113 (0.0277)
	Resident^*(t=−4)	0.0181 (0.0549)	0.0085 (0.0344)	0.0436 (0.0391)	0.0176 (0.0264)
	Resident^*(t=−3)	0.0021 (0.0446)	0.0114 (0.0341)	0.0291 (0.0365)	0.0185 (0.0303)
	Resident^*(t=−2)	0.0163 (0.0372)	0.0099 (0.0283)	0.0286 (0.0368)	0.0140 (0.0319)
Post-period	Reference period (t=−1)
	Resident^*(t=0) (dropped)
	Resident^*(t=1)	0.0526 (0.0426)	0.0622^* (0.0341)	0.0767^** (0.0350)	0.0614^** (0.0292)
	Resident^*(t=2)	0.1004^* (0.0561)	0.0777^* (0.0394)	0.0861^** (0.0331)	0.0331 (0.0246)
	Sample Size	229918	229918	183850	183468

Gardner (2022) two-stage event-study estimates (school has 3 post-period years)

		Levels		Gains

		Math	Reading	Math	Reading
Pre-period	Resident^*(t=−5)	−0.0035 (0.0153)	−0.0031 (0.0105)	0.0046 (0.0091)	0.0009 (0.0062)
	Resident^*(t=−4)	0.0021 (0.0129)	0.0057 (0.0089)	0.0131 (0.0091)	0.0114 (0.0073)
	Resident^*(t=−3)	−0.00007 (0.0115)	0.0028 (0.0093)	0.0041 (0.0108)	−0.0006 (0.0076)
	Resident^*(t=−2)	0.0072 (0.0141)	0.0053 (0.0101)	−0.0007 (0.0108)	0.0047 (0.0098)
Post-period	Reference period (t=−1)
	Resident^*(t=0) (dropped)
	Resident^*(t=1)	0.0417 (0.0363)	0.0502^* (0.0286)	0.0437^** (0.0183)	0.0416^*** (0.0147)
	Resident^*(t=2)	0.0721^* (0.0438)	0.0494^* (0.0291)	0.0439^** (0.0197)	0.0124 (0.0116)
	Sample Size	385322	385322	308109	307332

Gardner (2022) two-stage event-study estimates (school covariates)

		Enrollment	Black	Hispanic	Other	Female	Special Education
Pre-period	Resident^*(t=−5)	−0.2652 (0.7526)	0.0093^*** (0.0031)	−0.0054^* (0.0033)	0.0015 (0.0010)	0.0022 0.0022	0.0001 0.0019
	Resident^*(t=−4)	−0.0998 (0.4900)	0.0039^** (0.0019)	−0.0034 (0.0023)	0.0017 (0.0011)	−0.0004 0.0016	0.0004 0.0017
	Resident^*(t=−3)	−0.1110 (0.3483)	−0.0006 (0.0011)	−0.0015 (0.0011)	0.0006 (0.0007)	0.0015 0.0017	−0.0005 0.0013
	Resident^*(t=−2)	0.2523 (0.4461)	−0.0038^* (0.0022)	0.0029 (0.0023)	−0.0009 (0.0006)	0.0012 0.0018	−0.0007 0.0015
Pos	Reference period (t=−1)
	Resident^*(t=0) (dropped)
	Resident^*(t=1)	−1.1356 (1.2912)	−0.0155^** (0.0058)	0.0131^** (0.0066)	−0.0039 (0.0029)	0.0019 0.0045	−0.0047 0.0041
	Resident^*(t=2)	−2.1136 (1.1582)	−0.0152^* (0.0081)	0.0185^** (0.0091)	−0.0051 (0.0037)	0.0027 0.0055	−0.0052 0.0048
	Sample Size	440968	440968	440968	440968	440968	440968

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DOI: https://doi.org/10.2478/izajole-2023-0001 | Journal eISSN: 2193-8997

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Language: English

Submitted on: Feb 6, 2023

Published on: Nov 2, 2023

Published by: Sciendo

In partnership with: Paradigm Publishing Services

Publication frequency: 1 issue per year

Keywords:

school principal training,

principal labor markets,

general skill investment

Related subjects:

Business and economics,

Mathematics and statistics for economists,

Econometrics

© 2023 Minh Nguyen, Steven G. Rivkin, Lauren Sartain, Jeffrey C. Schiman, published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 12 (2023): Issue 1 (January 2023)