The authors reviewed and synthesized the peer-reviewed research from 2000 to 2021 that met criteria for addressing the features of principal preparation and development programs and their relationship to principal, teacher, and student outcomes.

To understand the extent to which principals have access to high-quality learning opportunities both nationwide and in some distinctive states, they analyzed survey data from representative national samples of principals affiliated with the National Association of Elementary School Principals and the National Association of Secondary School Principals as well as two statewide samples: one from California and one from North Carolina. 

Initially collected as part of other studies of principal development, these state-specific surveys provide recent, large-scale data that reflect principals’ access to preservice and in-service learning opportunities in two large, demographically diverse states with very different policy contexts.

They also examined recent trends in federal and state policy influencing principal learning opportunities and identified high-leverage policies, along with potential strategies for expanding their reach.