Results from the evaluation of the first year of the Wisconsin Urban Leadership Institute (WULI) demonstrate that participating principals in the five largest Wisconsin school districts learned critical strategies for promoting equity in their schools.

In this study, we find schools that improve their implementation of the teacher evaluation process realized improved student achievement results.

In this study, we find that a school’s approach to the teacher evaluation process determines how new teachers perceive their principal and school, and ultimately whether they ultimately decide to stay.