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Teaching Statistics in Principal Preparation Programs: Part 2

to a three-part series designed to share specific findings on a research agenda begun in 1995. This ongoing research agenda is dedicated to seeking information on a single research question: What content and instructional strategies should be included in a basic statistics course designed explicitly for both practicing and prospective school principals? This research agenda operates on the assumption that the basic statistics course to be developed for school principals should replace the more traditional option of having principals take an introductory statistics course offered outside a department of educational administration. Such traditional introductory courses are usually offered in either a graduate school of education (i.e., department of educational psychology) or in other departments of the university (i.e., a service course for graduate students provided by the psychology department in a college of liberal arts or the statistics department in a college of science). Equally important to this research agenda is a second assumption; namely, the proposed statistics course for practicing and prospective school principals should be designed to relate statistical concepts and methods directly to problems school principals are most likely to encounter on the job. Progress made in this research agenda to date is shared here using a question-and-answer format. There are six key research questions. Each question is linked to a single research issue. Accordingly, these six questions and the corresponding research issues are used to organize the article into six parts (see Note 1).