When Learning Counts: Rethinking Licenses for School Leaders

December 2005

This report asks two fundamental questions: do the licenses that states require of school principals encompass the knowledge and skills those principals need to promote student learning? If not, what kind of policy framework would help decisionmakers, educators, and others rethink principal licenses and the school leadership they support? To find the answers, Jacob Adams and Mike Copland examined licensure content for principals in all 50 states plus the District of Columbia.

Related Research: 
Publication Chapters