@article{pham_matthews_drake_2024, title={Beyond Prescriptive Reforms: An Examination of North Carolina's Flexible School Restart Program}, volume={1}, ISSN={["1935-1062"]}, url={https://doi.org/10.3102/01623737231218735}, DOI={10.3102/01623737231218735}, abstractNote={ Although multiple studies have examined the impact of school turnaround, less is known about reforms under the Every Student Succeeds Act (ESSA). To advance this literature, we examine North Carolina’s Restart (NCR) model. NCR aligns with ESSA by giving school leaders increased flexibility. Also, NCR differs from previous turnaround models by repackaging a traditionally sanction-based approach to instead motivate school leaders with increased autonomy. Using comparative interrupted time series models, we find positive NCR effects in math, but not in English Language Arts or on nontest-based student outcomes. Also, nearly a quarter of the positive NCR effect can be explained by decreased teacher and principal turnover. These results provide evidence to support current shifts toward reform models featuring local autonomy. }, journal={EDUCATIONAL EVALUATION AND POLICY ANALYSIS}, author={Pham, Lam D. and Matthews, Gage F. and Drake, Timothy A.}, year={2024}, month={Jan} }
 @article{drake_bastian_2024, title={The Geography of Principal Internships in North Carolina}, volume={10}, ISSN={["2332-8584"]}, url={https://doi.org/10.1177/23328584231219994}, DOI={10.1177/23328584231219994}, abstractNote={ Principal preparation programs play an important role in developing future school leaders’ skills and practices. Internships, or structured opportunities for future leaders to engage in the work of school leadership in hands-on, authentic ways, are among the most essential components of principal preparation. Using longitudinal data from 12 programs in North Carolina, this study extends research on internships by examining the pathways of interns from prior- to post-internship employment. We find that internships are highly localized around interns’ prior- and post-employment schools but not their preparation program, with wide variability in placements between programs. Interns’ demographics do not play a large role in shaping the geography of internship placements. However, we find that preparation program type is strongly related to the geography of internship placements, suggesting that differences in program structure may shape internship placements. We conclude by highlighting the limitations and discussing implications for future research. }, journal={AERA OPEN}, author={Drake, Timothy A. and Bastian, Kevin C.}, year={2024} }
 @article{drake_seaton_ivey_2023, title={Isolated or Integrated? Tracing the Principal Mentor-Intern Relationship across an Academic Year}, volume={13}, ISSN={["2227-7102"]}, DOI={10.3390/educsci13050442}, abstractNote={High-quality principal internships are defined, in part, by support from high-quality principal mentors. We traced the development and quality of principal mentor–intern relationships during an academic school year and found that mentors played a significant role in determining the extent to which interns were isolated or integrated into the school leadership team. Specifically, mentors influenced (1) the types of tasks and activities interns were allowed to engage in, (2) the level of autonomy interns were afforded, and (3) the support interns received. Importantly, interns’ own proactivity shaped each of these aspects of their internship experience.}, number={5}, journal={EDUCATION SCIENCES}, author={Drake, Timothy A. and Seaton, Lacey E. and Ivey, Laura}, year={2023}, month={Apr} }
 @article{bastian_drake_2023, title={School Leader Apprenticeships: Assessing the Characteristics of Interns, Internship Schools, and Mentor Principals}, volume={8}, ISSN={["1552-3519"]}, DOI={10.1177/0013161X231196502}, abstractNote={ Background: Recent empirical work shows that student teaching in a high-quality learning environment and with a highly effective cooperating teacher predicts the performance and retention of early-career teachers. Little is known about principal internships and their impacts on school leader outcomes. Purpose: To examine the characteristics of principal interns, internship schools, and mentor principals. Setting: Principal preparation programs and K-12 public schools in North Carolina. Sample: A total of 1,135 principal interns from 12 preparation programs in North Carolina over a 4-year period (2015–2016 to 2018–2019). Data: Preparation program data on principal interns and when/where their internship occurred and administrative data from the state of North Carolina, from 2011–2012 to 2018–2019, on all school personnel and schools. Research Methods: Descriptive statistics and multiple regression analyses to compare interns to noninterns, internship schools to noninternship schools, and mentor principals to nonmentor principals. Findings: We find that interns are more likely to be a person of color and have higher evaluation ratings and value-added estimates than teachers in their buildings. Internship schools have lower levels of quality than noninternship schools, particularly for interns of color. Mentor principals are slightly more effective than nonmentors. Conclusions: Our findings suggest that preparation programs and school districts could be working in closer partnership to make placements in high-quality learning environments and with more effective mentor principals. There is a need for future work to assess the geography of placements, the placement process, and the associations between placement schools and mentor principal characteristics and subsequent outcomes for principal interns. }, journal={EDUCATIONAL ADMINISTRATION QUARTERLY}, author={Bastian, Kevin C. and Drake, Timothy A.}, year={2023}, month={Aug} }
 @article{drake_little_cohen-vogel_gragson_cadilla_2023, title={What Shapes Principals' Early Education Leadership Practices? A Mixed-Methods Study of North Carolina School Leaders}, volume={11}, ISSN={["1744-5043"]}, DOI={10.1080/15700763.2023.2277270}, abstractNote={Principals can play an important role in the effectiveness of early education programs and early grade levels in their school. The purpose of this study is to describe the relationship between principals’ backgrounds and their self-assessed early education leadership practices. Using a mixed-methods approach that draws on surveys and interviews from school leaders in North Carolina, we found that principals often lacked experience or training in early education. We also identified factors (e.g., training in early education) that predicted higher self-assessed early education leadership practices. We conclude by discussing the implication of these findings for research, policy, and practice.}, journal={LEADERSHIP AND POLICY IN SCHOOLS}, author={Drake, Timothy A. and Little, Michael and Cohen-Vogel, Lora and Gragson, Austin and Cadilla, Victor}, year={2023}, month={Nov} }
 @article{drake_2022, title={Principals Using Data: An Integrative Review}, volume={2}, ISSN={["1744-5043"]}, DOI={10.1080/15700763.2022.2036349}, abstractNote={In this review, I examined the last two decades of research on data use in education to outline the ways in which principals used data to inform their own leadership practices. I found three themes: first, student achievement data were the most widespread form of data that principals used; second, principals’ work has been reshaped by teacher evaluation reform, especially with respect to their use of data for human capital management; and finally, personal characteristics and organizational conditions played an important role in shaping principals’ data use. I conclude by proposing a research agenda for the field.}, journal={Leadership and Policy in Schools}, author={Drake, T.A.}, year={2022} }
 @article{little_drake_cohen-vogel_eagle_2022, title={When School Doesn’t Start at Age 5: Elementary Principal Leadership of Pre-K Programs in Schools}, volume={123}, ISSN={["1554-8279"]}, DOI={10.1086/720563}, abstractNote={Today, about 50% of US elementary schools have a pre-kindergarten (pre-K) program located in the building. This article systematically reviews the empirical literature on principal leadership of pre-K programs in elementary schools. We collected studies using academic database searches, scanning reference lists of relevant articles, and consulting with experts in the field. Our efforts yielded 16 sources for review. Using thematic synthesis, we analyzed the data to reveal key findings related to principal leadership of pre-K programs. There has been limited scholarly attention to principal leadership in the pre-K context. Prominent themes in the existing literature on the topic include (1) a common framing of the “colliding” worlds of pre-K and K–12 education, (2) principals’ beliefs about pre-K, (3) the scope of principal responsibility for pre-K programs, and (4) principal preparation to lead pre-K programs. We unearthed limited evidence on the topic but charted a path for future research on pre-K principal leadership. Future research should focus on the design of principal capacity building efforts that have direct, positive impacts for students.}, number={1}, journal={Elementary School Journal}, author={Little, M. and Drake, T.A. and Cohen-Vogel, L. and Eagle, J.}, year={2022}, month={Sep}, pages={176–202} }
 @inproceedings{drake_corley_2021, title={"How principals affect students and schools": Exploring the Implications for Principal Preparation}, author={Drake, T.A. and Corley, R.}, year={2021} }
 @article{drake_seaton_ivey_2021, title={Principal Candidates’ Reflective Learning During a Full-Time Internship}, volume={18}, ISSN={["1942-7751"]}, url={https://doi.org/10.1177/19427751211062640}, DOI={10.1177/19427751211062640}, abstractNote={ In this case study, we explore how principal candidates made sense of their internship by analyzing their weekly reflections during a school year. We found that candidates’ views of leadership developed from viewing leadership solely through the lens of making decisions and providing direction, to recognizing that much of the work of a school leader came from building relationships and delegating leadership responsibilities. Candidates’ experiences managing student discipline, conducting classroom walkthroughs and teacher evaluations, and leading professional development and professional learning communities (PLCs) were especially developmental. We conclude with implications for preservice training programs and future research. }, number={2}, journal={Journal of Research on Leadership Education}, author={Drake, T.A. and Seaton, L. and Ivey, L.}, year={2021}, pages={207–227} }
 @article{drake_2021, title={“We Have All the Data in One Place”: Examining Principals’ Use of a Data Warehouse During an Academic School Year}, volume={105}, ISSN={0192-6365 1930-1405}, url={http://dx.doi.org/10.1177/01926365211015311}, DOI={10.1177/01926365211015311}, abstractNote={In this article, I describe how principals accessed teacher and student data on a centralized data warehouse (DWH) during an academic school year. I found that principals did not use the DWH very often during the year. When logged on, principals most often looked at reports on student achievement, teachers’ performance, or student demographics. Principals’ use also seemed to be influenced by the school calendar and the release of student and teacher data, along with personal and organizational characteristics.}, number={2}, journal={NASSP Bulletin}, publisher={SAGE Publications}, author={Drake, Timothy A.}, year={2021}, month={May}, pages={84–110} }
 @book{drake_ayscue_little_pham_2020, place={Raleigh, NC}, title={COVID-19 and the Achievement Gap: Implications for North Carolina}, institution={North Carolina State Senate}, author={Drake, T.A. and Ayscue, J.B. and Little, M. and Pham, L.D.}, year={2020} }
 @inproceedings{drake_bass_uzzell_2020, title={Encontrando a nuestra gente: Educator experiences in a Latinx Affinity Group}, author={Drake, T.A. and Bass, L. and Uzzell, E.}, year={2020} }
 @inproceedings{gonzales ojeda_drake_gonzales_barreau_2020, title={How principal preparation programs define course sequence}, author={Gonzales Ojeda, A. and Drake, T.A. and Gonzales, R. and Barreau, P.}, year={2020} }
 @article{drake_2020, title={Learning by Doing: A Daily Life Study of Principal Interns’ Leadership Activities During the School Year}, volume={17}, ISSN={1942-7751 1942-7751}, url={http://dx.doi.org/10.1177/1942775120941549}, DOI={10.1177/1942775120941549}, abstractNote={ Clinical experiences, including the full-time principal internship, are considered to be one of the most important components in principal preparation. Yet research on the principal internship is limited to surveys and interviews. I use a daily life methodology to explore full-time principal interns’ experiences during an academic school year. I find that interns’ activities approximate the work of a school principal in many aspects of the job, including administrative activities and instructional leadership. I also find that variation between interns’ activities is consistent with the literature, in that their activities vary based on personal background and school context. }, number={1}, journal={Journal of Research on Leadership Education}, publisher={SAGE Publications}, author={Drake, Timothy A.}, year={2020}, month={Jul}, pages={194277512094154} }
 @inproceedings{drake_pratt_2020, title={North Carolina’s Leadership Dashboard}, author={Drake, T.A. and Pratt, T.}, year={2020} }
 @inproceedings{bass_drake_mcgeachey_2020, title={Research Practice Partnerships}, author={Bass, L. and Drake, T.A. and McGeachey, S.}, year={2020} }
 @inproceedings{drake_seaton_2020, title={The full-time principal internship: A mixed-methods study of interns' experiences}, author={Drake, T.A. and Seaton, L.}, year={2020} }
 @inproceedings{drake_2019, title={A Daily Life Study of the Principal Internship During an Academic School Year}, author={Drake, T.A.}, year={2019}, month={Apr} }
 @misc{drake_deneal_2019, title={Education, Equity, and the States: How Variations in State Governance Make or Break Reform}, journal={Teachers College Record}, author={Drake, T.A. and DeNeal, J.}, year={2019}, month={Jul} }
 @misc{drake_2019, title={Leveraging Data Visualization for Education Policy Reform}, author={Drake, T.A.}, year={2019}, month={May} }
 @misc{drake_2019, title={Redesigning Principal Preparation Through Strong University-District Partnerships}, author={Drake, T.A.}, year={2019}, month={May} }
 @misc{drake_2019, title={The state of principal preparation and principal standards in North Carolina}, author={Drake, T.A.}, year={2019}, month={May} }
 @misc{auchter_drake_flowers_2019, title={What Should High-Quality Principal Preparation Programs Look Like?}, author={Auchter, J. and Drake, T.A. and Flowers, J.}, year={2019} }
 @inproceedings{drake_2019, title={What the Research Tells Us About Effective Principal Practices}, author={Drake, T.A.}, year={2019}, month={Feb} }
 @misc{tomberlin_drake_2018, title={Chronic Teacher Absenteeism in North Carolina: Final Results}, author={Tomberlin, T. and Drake, T.A.}, year={2018} }
 @book{drake_2018, title={Examining the Relationship Between Masters’ Degree Attainment and Student Outcomes}, institution={North Carolina State School Board, North Carolina Department of Public Instruction, and the North Carolina General Assembly}, author={Drake, T.A.}, year={2018} }
 @misc{drake_anthony-mcgeachy_2018, title={Lessons Learned from the University Principal Preparation Initiative (UPPI)}, author={Drake, T.A. and Anthony-McGeachy, S.}, year={2018} }
 @article{fusarelli_fusarelli_drake_2018, title={NC State’s Principal Leadership Academies: Context, Challenges, and Promising Practices}, volume={14}, ISSN={1942-7751 1942-7751}, url={http://dx.doi.org/10.1177/1942775118819678}, DOI={10.1177/1942775118819678}, abstractNote={Developing effective educational leaders is fundamentally and irrevocably an interpersonal, relational process—one that requires face-to-face contact, deep thought, deliberation, reflection, engagement, and interaction. It requires cultivation of the habits of heart, mind, and soul. For nearly a decade, the faculty at North Carolina State University (NCSU) have focused on dramatically improving principal preparation. This article explores the initial design of the program, its key features and how they have evolved, processes established for continuous improvement, major challenges faced and approaches to addressing these challenges, and recent program initiatives.}, number={1}, journal={Journal of Research on Leadership Education}, publisher={SAGE Publications}, author={Fusarelli, Bonnie C. and Fusarelli, Lance D. and Drake, Timothy A.}, year={2018}, month={Dec}, pages={11–30} }
 @inproceedings{drake_2018, title={Opening the Black Box on University Council for Educational Administration’s Exemplary Educational Leadership Preparation Programs}, author={Drake, T.A.}, year={2018} }
 @inproceedings{drake_2018, title={Partnering to Improve Leadership Development: Collaboration Across Universities, Districts, and States}, author={Drake, T.A.}, year={2018} }
 @article{neumerski_grissom_goldring_drake_rubin_cannata_schuermann_2018, title={Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal}, volume={119}, ISSN={0013-5984 1554-8279}, url={http://dx.doi.org/10.1086/700597}, DOI={10.1086/700597}, abstractNote={Teacher evaluation systems that pair measures of teacher observation with measures of student achievement or growth have become widespread. However, little attention has focused on the impact of teacher evaluation systems—and, in particular, the intensive collection and use of data from teacher observations—on principals. Drawing on interviews with approximately 60 principals in 6 urban school districts, we describe how teacher observation policies are reshaping school leadership. Principals report spending time in new ways, citing benefits to teacher evaluation, such as collecting evidence about teacher performance to provide specific, evidence-based, formative feedback to teachers. They navigate new expectations around data use, particularly in the area of teacher “talent management,” such as teacher support. These changes come with substantial challenges, including lack of time to complete duties, deterioration of relationships, and lower visibility in schools, raising the possibility that teacher evaluation systems may be increasing principal stress and burnout.}, number={2}, journal={The Elementary School Journal}, publisher={University of Chicago Press}, author={Neumerski, Christine M. and Grissom, Jason A. and Goldring, Ellen and Drake, Timothy A. and Rubin, Mollie and Cannata, Marisa and Schuermann, Patrick}, year={2018}, month={Dec}, pages={270–297} }
 @misc{egalite_drake_2018, title={Three questions about education leadership research}, url={https://web.archive.org/web/20191016000134/http://blogs.edweek.org/edweek/rick_hess_straight_up/2018/08/three_questions_about_education_leadership_research.html}, journal={Education Week - Rick Hess Straight Up blog}, author={Egalite, A.J. and Drake, T.A.}, year={2018}, month={Aug} }
 @inbook{drake_price_jernigan_jones_johnson_fusarelli_2018, place={Scottsdale AZ}, title={Using Data and Supporting Data Use: The Case of POWER Block}, booktitle={Research-based Instructional Practices of Effective Principals}, publisher={Information Age Publishing}, author={Drake, T.A. and Price, E. and Jernigan, D. and Jones, T.B. and Johnson, K. and Fusarelli, B.C.}, editor={Bingham, S.A. and Egelson, P. and Sanzo, K.L.Editors}, year={2018}, pages={195–206} }
 @inproceedings{drake_swinson_2017, title={A Daily Life Study of the Principal Internship During an Academic School Year}, author={Drake, T.A. and Swinson, L.}, year={2017} }
 @article{torre gibney_preston_drake_goldring_cannata_2017, title={Bringing Student Responsibility to Life: Avenues to Personalizing High Schools for Student Success}, volume={22}, ISSN={1082-4669 1532-7671}, url={http://dx.doi.org/10.1080/10824669.2017.1337518}, DOI={10.1080/10824669.2017.1337518}, abstractNote={ABSTRACT This study examines how school structures and policies shape school culture to ultimately influence student success in one urban high school. We develop a model that explains how caring and personalized connections between students and teachers, coupled with a focus on academic press and support, interact with teacher efficacy to influence student self-efficacy, student attachment to school, and ultimately greater student achievement. We collected data through focus group and individual interviews with students, teachers, and leaders, classroom observations, and school artifacts. Data were analyzed using the constant comparative method allowing for the emergence of important patterns. The data revealed several interrelated structures and processes that support teacher and student efficacy and ultimately instill in students a responsibility for their own learning. This case study highlights the need for administrators to develop buy-in from teachers around a cohesive vision in order for structural reforms to be effective.}, number={3}, journal={Journal of Education for Students Placed at Risk (JESPAR)}, publisher={Informa UK Limited}, author={Torre Gibney, Daniela and Preston, Courtney and Drake, Timothy A. and Goldring, Ellen and Cannata, Marisa}, year={2017}, month={Jul}, pages={129–145} }
 @article{grissom_rubin_neumerski_cannata_drake_goldring_schuermann_2017, title={Central Office Supports for Data-Driven Talent Management Decisions}, volume={46}, ISSN={0013-189X 1935-102X}, url={http://dx.doi.org/10.3102/0013189X17694164}, DOI={10.3102/0013189x17694164}, abstractNote={School districts increasingly push school leaders to utilize multiple measures of teacher effectiveness, such as observation ratings or value-added scores, in making talent management decisions, including teacher hiring, assignment, support, and retention, but we know little about the local conditions that promote or impede these processes. We investigate the barriers to principals’ use of teacher effectiveness measures in eight urban districts and charter management organizations that are investing in new systems for collecting such measures and making them available to school leaders and the supports central offices are building to help principals overcome those barriers. Interviews with more than 175 central and school leaders identify barriers in three main areas related to accessing measures, analyzing them, and taking action based on their analysis. Supports fall into four categories: professional development, connecting principals to sources of expertise, creating new structures or tools, and building a data use culture. Survey analysis suggests that indeed principals in high support systems perceive lower barriers to data use and report greater incorporation of teacher effectiveness measures into their talent management decisions.}, number={1}, journal={Educational Researcher}, publisher={American Educational Research Association (AERA)}, author={Grissom, Jason A. and Rubin, Mollie and Neumerski, Christine M. and Cannata, Marisa and Drake, Timothy A. and Goldring, Ellen and Schuermann, Patrick}, year={2017}, month={Jan}, pages={21–32} }
 @misc{drake_2017, title={Faculty Engaged in Program Redesign and Improvement: Lessons from UPPI and the University Council for Educational Administration-PDN}, author={Drake, T.A.}, year={2017} }
 @article{cravens_drake_2017, title={From Shanghai to Tennessee}, volume={6}, ISSN={2046-8253}, url={http://dx.doi.org/10.1108/IJLLS-12-2016-0062}, DOI={10.1108/ijlls-12-2016-0062}, abstractNote={PurposeThe purpose of this paper is to document a three-year international project aimed to improve the capacity of participating schools and districts in implementing and scaling Teacher Peer Excellence Groups (TPEGs). The TPEG model involves teams of teachers organized by subject matter or grade levels, deeply engaged in communities of practice for instructional improvement. It facilitates the professionalization of teaching through the de-privatization of teacher practice, collaborative planning, giving and receiving actionable feedback, and holding one another accountable for implementing improvement measures.}, number={4}, journal={International Journal for Lesson and Learning Studies}, publisher={Emerald}, author={Cravens, Xiu and Drake, Timothy}, year={2017}, month={Oct}, pages={348–364} }
 @article{cravens_drake_goldring_schuermann_2017, title={Teacher peer excellence groups (TPEGs)}, volume={55}, ISSN={0957-8234}, url={http://dx.doi.org/10.1108/JEA-08-2016-0095}, DOI={10.1108/jea-08-2016-0095}, abstractNote={PurposeThe purpose of this paper is to study the viability of implementing a protocol-guided model designed to provide structure and focus for teacher collaboration from Shanghai in today’s US public schools. The authors examine whether the new model, Teacher Peer Excellence Group (TPEG), fosters the desired key features of productive communities of practice where teachers can jointly construct, transform, preserve, and continuously deepen the meaning of effective teaching. The authors also explore the extent to which existing school conditions – principal instructional leadership, trust, teacher efficacy, and teachers’ sense of school-wide professional community – enable or moderate the desired outcomes.}, number={5}, journal={Journal of Educational Administration}, publisher={Emerald}, author={Cravens, Xiu and Drake, Timothy A. and Goldring, Ellen and Schuermann, Patrick}, year={2017}, month={Aug}, pages={526–551} }
 @inproceedings{drake_2016, title={Exploring the Principal Internship Experience Using an Internet-based, Cell Phone-optimized Assessment Technique (ICAT)}, author={Drake, T.A.}, year={2016} }
 @inproceedings{drake_2016, title={How Technology, Strategic Decision Making, and School Context Influence Principals’ Use of a Data Warehouse: A Latent Class Growth Analysis}, author={Drake, T.A.}, year={2016} }
 @inproceedings{drake_goldring_grissom_cannata_neumerski_rubin_schuermann_2016, title={Principals’ Use of Teacher Observation and Value-Added Data}, author={Drake, T.A. and Goldring, E. and Grissom, J.A. and Cannata, M.A. and Neumerski, C. and Rubin, M. and Schuermann, P.}, year={2016} }
 @inproceedings{drake_2016, title={The University Principal Preparation Initiative: Investing in the Development of School Principals}, author={Drake, T.A.}, year={2016} }
 @article{cannata_rubin_goldring_grissom_neumerski_drake_schuermann_2016, title={Using Teacher Effectiveness Data for Information-Rich Hiring}, volume={53}, ISSN={0013-161X 1552-3519}, url={http://dx.doi.org/10.1177/0013161X16681629}, DOI={10.1177/0013161x16681629}, abstractNote={Purpose: New teacher effectiveness measures have the potential to influence how principals hire teachers as they provide new and richer information about candidates to a traditionally information-poor process. This article examines how the hiring process is changing as a result of teacher evaluation reforms. Research Methods: Data come from interviews with more than 100 central office personnel and 76 principals in six urban school districts and two charter management organizations. These sites were systematically sampled based on the amount of time and resources devoted to creating data systems and implementing processes that allow principals access to teacher effectiveness data. In addition to the fieldwork, we also surveyed all principals in six of the eight systems. A total of 795 principals responded to the survey, with an overall response rate of 85%. Findings: The findings suggest that while teacher effectiveness data can be used to inform hiring decisions there is variation in how and the extent to which principals use these measures in hiring. This variation is explained by central office practices as they mediated how principals approached teacher effectiveness data in the hiring process, as well as individual principal characteristics such as principal knowledge and skills, perceived validity of data, and social capital. Implications for Research and Practice: Our results demonstrate ways in which school systems and principals are incorporating teacher effectiveness data into the hiring process. Both principal preparation programs and school systems should focus on ensuring that principals have the skills and resources to use data for human capital decisions.}, number={2}, journal={Educational Administration Quarterly}, publisher={SAGE Publications}, author={Cannata, Marisa and Rubin, Mollie and Goldring, Ellen and Grissom, Jason A. and Neumerski, Christine M. and Drake, Timothy A. and Schuermann, Patrick}, year={2016}, month={Dec}, pages={180–222} }
 @inproceedings{drake_2015, title={Exploring Principals’ Use of Teacher Effectiveness Data for Human Capital Decision Making}, author={Drake, T.A.}, year={2015} }
 @inproceedings{drake_2015, title={Factors and Conditions that Predict Principals' Use of State and District Data Systems for Instructional Improvement and Talent Management Decision Making}, author={Drake, T.A.}, year={2015} }
 @article{goldring_grissom_rubin_neumerski_cannata_drake_schuermann_2015, title={Make Room Value Added}, volume={44}, ISSN={0013-189X 1935-102X}, url={http://dx.doi.org/10.3102/0013189X15575031}, DOI={10.3102/0013189X15575031}, abstractNote={ Increasingly, states and districts are combining student growth measures with rigorous, rubric-aligned teacher observations in constructing teacher evaluation measures. Although the student growth or value-added components of these measures have received much research and policy attention, the results of this study suggest that the data generated by high-quality observation systems have potential to inform principals’ use of data for human capital decisions. Interview and survey data from six school districts that have recently implemented new evaluation systems with classroom observations provide evidence that principals tend to rely less on test scores in their human capital decisions. The consistency, transparency, and specificity of observation data may provide benefits for principals seeking to use these data to inform their decision making. }, number={2}, journal={Educational Researcher}, publisher={American Educational Research Association (AERA)}, author={Goldring, Ellen and Grissom, Jason A. and Rubin, Mollie and Neumerski, Christine M. and Cannata, Marisa and Drake, Timothy and Schuermann, Patrick}, year={2015}, month={Mar}, pages={96–104} }
 @inproceedings{rubin_neumerski_goldring_cannata_grissom_drake_scheurmann_2015, title={Principals’ Use of Teacher Effectiveness Data to Support Teachers}, author={Rubin, M. and Neumerski, C.M. and Goldring, E. and Cannata, M.A. and Grissom, J.A. and Drake, T.A. and Scheurmann, P.}, year={2015} }
 @inproceedings{rogers_drake_cravens_goldring_2015, title={Understanding the Role of Principal Leadership in Implementing Teacher Peer Excellence Groups}, author={Rogers, L. and Drake, T.A. and Cravens, X. and Goldring, E.}, year={2015} }
 @inproceedings{cravens_drake_goldring_schuermann_2014, title={Building Teacher Peer Excellence Groups (TPEGs): Traction, Challenges, and Enabling School Conditions}, author={Cravens, X. and Drake, T.A. and Goldring, E.B. and Schuermann, P.}, year={2014} }
 @article{flores_drake_2014, title={Does English Language Learner (ELL) Identification Predict College Remediation Designation?: A Comparison by Race and Ethnicity, and ELL Waiver Status}, volume={38}, ISSN={1090-7009}, url={http://dx.doi.org/10.1353/rhe.2014.0041}, DOI={10.1353/rhe.2014.0041}, abstractNote={Using individual-level longitudinal state administrative data, this analysis examines whether English language learner (ELL) status increases the likelihood of being designated as needing college remediation. We track a cohort of ELL and non-ELL students from first grade to college entry and investigate whether there are differences in students’ remediation designation related to time spent in an ELL program, race/ethnicity, and ELL waiver status. Results suggest distinct differences across racial and ethnic groups within the ELL category. Consistent among all student groups is the negative impact of a concentration of underrepresented students in a high school on remediation designation.}, number={1}, journal={The Review of Higher Education}, publisher={Project Muse}, author={Flores, Stella M. and Drake, Timothy A.}, year={2014}, pages={1–36} }
 @inproceedings{drake_2014, title={Exploring Principals' Use of Teacher Effectiveness Data for Human Capital Decision Making}, author={Drake, T.A.}, year={2014} }
 @book{goldring_rubin_cannata_drake_grissom_neumerski_schuermann_2014, title={Landscape Analysis of Principals’ Use of Teacher Effectiveness Measures for Talent Management Decision Making}, institution={Alliance College Ready Promise}, author={Goldring, E. and Rubin, M. and Cannata, M.A. and Drake, T.A. and Grissom, J.A. and Neumerski, C.M. and Schuermann, P.}, year={2014} }
 @book{drake_cannata_rubin_goldring_grissom_neumerski_schuermann_2014, place={Los Angeles, CA}, title={Landscape Analysis of Principals’ Use of Teacher Effectiveness Measures for Talent Management Decision Making: Green Dot Public Schools}, institution={Green Dot Public Schools}, author={Drake, T.A. and Cannata, M.A. and Rubin, M. and Goldring, E.B. and Grissom, J.A. and Neumerski, C.M. and Schuermann, P.}, year={2014} }
 @book{cannata_drake_goldring_grissom_neumerski_rubin_schuermann_2014, place={Houston, Texas}, title={Landscape Analysis of Principals’ Use of Teacher Effectiveness Measures for Talent Management Decision Making: Houston Independent School District}, institution={Houston Independent School District}, author={Cannata, M.A. and Drake, T.A. and Goldring, E.B. and Grissom, J.A. and Neumerski, C.M. and Rubin, M. and Schuermann, P.}, year={2014} }
 @inproceedings{goldring_grissom_cannata_drake_neumerski_2014, title={Moving on Out: Value Added Measures, Principals' Human Capital Decisions, and the Emergence of Teacher Observation Data}, author={Goldring, E. and Grissom, J.A. and Cannata, M.A. and Drake, T.A. and Neumerski, C.}, year={2014} }
 @book{scheurmann_goldring_cannata_drake_grissom_neumerski_rubin_2014, title={Principal Support for Using Teacher Effectiveness Measures for Talent Management Decision Making}, author={Scheurmann, P. and Goldring, E. and Cannata, M.A. and Drake, T.A. and Grissom, J.A. and Neumerski, C.M. and Rubin, M.}, year={2014} }
 @inproceedings{goldring_cannata_drake_neumerski_2014, title={Principals’ Use of Teacher Effectiveness Data for Talent Management Decisions}, author={Goldring, E.B. and Cannata, M.A. and Drake, T.A. and Neumerski, C.}, year={2014} }
 @book{neumerski_drake_cannata_goldring_grissom_rubin_scheurmann_2014, place={Denver, CO}, title={Survey of Principals’ Use of Teacher Effectiveness Measures for Talent Management Decision Making: Denver Public Schools}, institution={Denver Public Schools}, author={Neumerski, C.M. and Drake, T.A. and Cannata, M.A. and Goldring, E.B. and Grissom, J.A. and Rubin, M. and Scheurmann, P.}, year={2014} }
 @book{drake_goldring_grissom_neumerski_rubin_schuermann_2014, place={Nashville, TN}, title={Survey of Principals’ Use of Teacher Effectiveness Measures for Talent Management Decision Making: Metropolitan Nashville Public Schools}, institution={Metropolitan Nashville Public Schools}, author={Drake, T.A. and Goldring, E.B. and Grissom, J.A. and Neumerski, C.M. and Rubin, M. and Schuermann, P.}, year={2014} }
 @inproceedings{drake_goldring_neumerski_cannata_grissom_2014, title={Teacher Effectiveness Observation Data and New Policies for Teacher Contracts: Changing Roles for Principals and Central Office}, author={Drake, T.A. and Goldring, E.B. and Neumerski, C. and Cannata, M.A. and Grissom, J.A.}, year={2014} }
 @article{drake_2014, title={The Effect of Community Linguistic Isolation on Language-Minority Student Achievement in High School}, volume={43}, ISSN={0013-189X 1935-102X}, url={http://dx.doi.org/10.3102/0013189X14547349}, DOI={10.3102/0013189X14547349}, abstractNote={Research on language-minority student outcomes has revealed sizeable and persistent achievement gaps. The reasons for these gaps are often closely linked with other factors related to underperformance, including generational status, race/ethnicity, and socioeconomic status. Using sociocultural second-language acquisition theories and community linguistic capital as a theoretical frame, this study builds upon the extant literature to examine the relationship between community linguistic isolation and language-minority 10th-grade student achievement outcomes. I find that language minority achievement gaps are three to five tenths of a standard deviation in reading and math but that the effect is attenuated by increased levels of linguistic isolation. These results appear robust to a number of specifications. Possible reasons for the attenuation are also discussed.}, number={7}, journal={Educational Researcher}, publisher={American Educational Research Association (AERA)}, author={Drake, Timothy Arthur}, year={2014}, month={Oct}, pages={327–340} }
 @inproceedings{neumerski_grissom_goldring_rubin_cannata_drake_2014, title={The Implementation of Teacher Evaluation Systems: Redefining the Role of Principal as Instructional Leader}, author={Neumerski, C. and Grissom, J.A. and Goldring, E. and Rubin, M. and Cannata, M.A. and Drake, T.A.}, year={2014} }
 @book{drake._rubin_neumerski_cannata_goldring_scheurmann_2014, title={Timelines of Talent Management Decision Processes and Teacher Effectiveness Data Availability}, author={Drake., T.A. and Rubin, M. and Neumerski, C.M. and Cannata, M.A. and Goldring, E.B. and Scheurmann, P.}, year={2014} }
 @inproceedings{cannata_rubin_goldring_grissom_neumerski_drake_2014, title={Using Teacher Effectiveness Data for Information Rich Hiring}, author={Cannata, M.A. and Rubin, M. and Goldring, E.B. and Grissom, J.A. and Neumerski, C. and Drake, T.A.}, year={2014} }
 @book{neumerski_drake_2014, title={Using Teacher Effectiveness Data for Teacher Support and Professional Development: Learning from the Principal of White Station Middle School}, author={Neumerski, C.M. and Drake, T.A.}, year={2014} }
 @book{cannata_drake_2014, title={Using Teacher Effectiveness Data to Identify and Develop Teacher Talents: Learning from the Principal of Animo Watts College Preparatory Academy}, author={Cannata, M.A. and Drake, T.A.}, year={2014} }
 @inproceedings{torre_drake_preston_2013, title={Bringing Student Responsibility to Life: Avenues to Personalizing High Schools for Student Success}, author={Torre, D. and Drake, T.A. and Preston, C.}, year={2013}, month={Apr} }
 @inproceedings{flores_drake_2013, title={Does English language Learner (ELL) Identification Predict College Remediation Entry? A Comparison With Non-ELL Peers}, author={Flores, S.M. and Drake, T.A.}, year={2013}, month={Apr} }
 @inproceedings{drake_2013, title={The Effect of Linguistic Isolation on Language Minority Student Achievement in High School}, author={Drake, T.A.}, year={2013}, month={Mar} }
 @article{heuser_drake_owens_2012, title={Evaluating Cross-National Metrics of Tertiary Graduation Rates for Oecd Countries: A Case for Increasing Methodological Congruence and Data Comparability}, volume={14}, ISSN={1521-0251 1541-4167}, url={http://dx.doi.org/10.2190/CS.14.1.b}, DOI={10.2190/CS.14.1.b}, abstractNote={ By examining the different methods and processes by which national data gathering agencies compile and submit their findings to the Organization for Economic Cooperation and Development (OECD), the authors (1) assess the methodological challenges of accurately reporting tertiary completion and graduation rates cross-nationally; (2) to examine the incongruence of existing internationally comparative data on tertiary completion, particularly within the OECD; and (3) to offer policy recommendations for increasing the congruence and comparability of U.S. higher education data with that of other OECD countries (and the rest of the world). }, number={1}, journal={Journal of College Student Retention: Research, Theory & Practice}, publisher={SAGE Publications}, author={Heuser, Brian L. and Drake, Timothy A. and Owens, Taya L.}, year={2012}, month={May}, pages={9–35} }
 @book{cannata_haynes_smith_2012, place={Nashville, TN}, title={Reaching for rigor: Identifying practices of effective high schools}, institution={Vanderbilt University, National Center for Scaling Up Effective Schools}, author={Cannata, M.A. and Haynes, K.T. and Smith, T.M.}, year={2012} }
 @inproceedings{drake_2012, title={The Latino-White Achievement Gap: Implications for School Leaders}, author={Drake, T.A.}, year={2012}, month={Nov} }
 @inproceedings{heyneman_heuser_orkodashvili_drake_2011, title={A Systems Approach to Liberating Higher Education from Corruption}, author={Heyneman, S. and Heuser, B.L. and Orkodashvili, M. and Drake, T.A.}, year={2011}, month={May} }
 @inproceedings{drake_2011, title={Comparative and International Education: The Field as seen through its Graduate Programs}, author={Drake, T.A.}, year={2011}, month={May} }
 @article{drake_2011, title={U.S. Comparative and International Graduate Programs: An Overview of Programmatic Size, Relevance, Philosophy, and Methodology}, volume={86}, ISSN={0161-956X 1532-7930}, url={http://dx.doi.org/10.1080/0161956X.2011.561187}, DOI={10.1080/0161956X.2011.561187}, abstractNote={Previous work has concentrated on the epistemological foundation of comparative and international education (CIE) graduate programs. This study focuses on programmatic size, philosophy, methodology, and pedagogy. It begins by reviewing previous studies. It then provides a theoretical framework and describes the size, relevance, content, and methodological approaches of U.S.-based graduate programs. This study finds that (a) CIE graduate programs find relevance in today's knowledge economy by addressing the themes of globalization and development; (b) while education policy is a key component of CIE programmatic content, there does not appear to be a general consensus as to what a CIE program should teach; and (c) CIE pedagogy includes four broad categories: the humanities and social science disciplines, regional emphases, cross-cutting fields and theoretical lenses, and professional specializations. Although there appears to be no single formula or unified path, each program must sift through the various methodologies and theoretical tendencies of the field to charter a course that is attractive to students, profitable to its institution, and beneficial to society.}, number={2}, journal={Peabody Journal of Education}, publisher={Informa UK Limited}, author={Drake, Timothy A.}, year={2011}, month={Apr}, pages={189–210} }
 @inproceedings{drake_2010, title={Class Size and Student Achievement in Rural El Salvador}, author={Drake, T.A.}, year={2010}, month={Mar} }