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Administrative Issues Journal

Abstract

Because of the importance of developing highly skilled school leaders, statewide assessments of 784 Texas public school administrators were compared to determine how leadership skills varied by type of campus (urban, suburban and rural) and by campus student achievement ratings. Important findings indicate differences exist by campus type and by campus student academic achievement as measured by state accountability ratings. In particular, leadership skills of urban, suburban, and rural principals at campuses with the state’s highest student academic achievement ratings differ from skills of principal at schools with lower student academic achievement ratings.

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