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Eight years ago, Chicago Public Schools introduced the Independent School Principals program (ISP), granting certain principals more autonomy over budgets and reducing oversight from district leaders. The program aimed to reward effective veteran school leaders with increased leadership and professional development opportunities.

A recent study by Northwestern University professor C. Kirabo Jackson reveals that the ISP initiative yielded positive results, including improved test scores and school climates. The study analyzed 44 elementary schools that joined ISP between 2016 and 2018. On average, these schools experienced a 4 percentage point increase in pass rates for state reading and math tests compared to similar non-ISP schools.

According to Jackson, these findings indicate that empowering principals who are closely connected to their students can benefit schools by addressing their specific needs. However, there were some caveats to the study. The analysis revealed that the most successful ISP schools were led by highly effective principals, whereas less effective principals saw a slower rate of test score growth. Jackson also noted that previous studies on school autonomy have produced mixed results, emphasizing the importance of strong leadership capacity for successful implementation.

While test scores improved, the study found mixed results in other areas. ISP schools had better ratings for school climate but did not show significant improvements in student or teacher attendance.

The ISP program was launched by former Mayor Rahm Emanuel to provide principals with leadership and professional development opportunities. District leaders currently select veteran principals to participate in the program, evaluating their eligibility based on criteria such as test scores, survey data, and interviews.

Despite these positive outcomes, Jackson acknowledged that nearly all the elementary schools evaluated were already highly rated by the state. Around 86% of the 63 active ISP schools, which include middle and high schools and one early childhood education center, received commendable or exemplary ratings.

Besides increased autonomy and budget flexibility, ISP principals also have greater control over professional learning for their staff and more flexibility in principal evaluations. In exchange, principals must meet specific requirements, including maintaining or improving school performance and remaining as the school’s principal for at least two years.

Principals participating in the program have praised the increased power they have over professional development. Patricia Brekke, principal of Back of the Yards High School, stated that her staff now has the flexibility to address important issues beyond the recommendations of district leaders, such as improving students’ analytical and essay writing skills. She also expressed that the program has fostered collaboration among teachers and encouraged innovative instruction.

While only elementary schools were included in the study, the program’s impact on high schools remains unknown. However, the study did demonstrate that most ISP principals opted to stay in their schools beyond the program’s two-year requirement, revealing the program’s positive impact on retention rates.

The Independent School Principals program has proven to be a cost-effective way to improve schools, as evidenced by the study’s results. By empowering principals, schools were able to achieve higher test scores, improve school climates, and retain effective leaders.

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