Leadership Turnover

Leadership-change question is a proxy measure of program resilience to staffing changes

As a proxy measure to capture the resilience of a school’s BTAM program to changes in staffing, we asked principals whether they perceived that a leadership change (for instance, were they to vacate their position) would result in changes to their school’s use of or approach to BTAM.

• Leadership Turnover
• Survey Methodology

cite page 101 Ch 13: Sustaining and Improving BTAM Programs over Time

Prior studies: dynamic, supportive school leader often important for BTAM effectiveness (Jackson et

The question was informed by other studies on program sustainability and on BTAM program implementation specifically that drew on the expertise of school safety staff across the country who indicated that a dynamic and supportive school leader was often important for school BTAM program effectiveness (see, e.g., Jackson et al., 2025).

• Leadership Turnover
• Prior Research

cite page 101 Ch 13: Sustaining and Improving BTAM Programs over Time

Two-thirds of principals believe their BTAM program would withstand leadership change

Two-thirds of principals said they believe their school’s BTAM program would withstand leadership change (see Figure 13.2).

• Leadership Turnover
• Sustainability

cite page 101 Ch 13: Sustaining and Improving BTAM Programs over Time

Highest-poverty school principals least likely to believe program withstands leadership change

Specifically, principals in the highest poverty schools were least likely to believe their BTAM program would withstand a leadership change, suggesting that BTAM sustainability in those schools may be more vulnerable.

• Leadership Turnover
• Subgroup Differences

cite page 101 Ch 13: Sustaining and Improving BTAM Programs over Time

High-poverty schools have historically had higher staff turnover than lower-poverty schools

This is notable because high-poverty schools have historically had higher levels of staff turnover, compared with lower-poverty schools (Education Resource Strategies [ERS], 2025; Carver-Thomas and Darling-Hammond, 2019).

• Leadership Turnover
• Prior Research

cite page 101 Ch 13: Sustaining and Improving BTAM Programs over Time

Additional support may be needed for institutional memory and leadership pipelines in high-poverty s

Findings therefore suggest additional support may be needed to build institutional memory and leadership pipelines in high-poverty schools, where BTAM program stability may be more fragile.

• Implications Recommendations
• Leadership Turnover

cite page 101 Ch 13: Sustaining and Improving BTAM Programs over Time

One notable difference by school characteristics was identified

We identified one notable difference by school characteristics.

• Leadership Turnover
• Subgroup Differences

cite page 101 Ch 13: Sustaining and Improving BTAM Programs over Time

Total: very unlikely 28 percent, unlikely 34 percent, total 63 percent

Sample (N = 1376) · Teams answering community support / challenges / processes / training questions

Total | 28 | 34 | 63

• Leadership Turnover

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Level: Elementary: very unlikely 25 percent, unlikely 36 percent, total 61 percent

Sample (column N undeterminable) · Figure 13.2 subgroup bars; each bar is a share of its own subgroup

Level | Elementary | 25 | 36 | 61

• Leadership Turnover
• Subgroup Differences

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Level: Middle: very unlikely 33 percent, unlikely 31 percent, total 64 percent

Sample (column N undeterminable) · Figure 13.2 subgroup bars; each bar is a share of its own subgroup

Level | Middle | 33 | 31 | 64

• Leadership Turnover
• Subgroup Differences

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Level: High: very unlikely 32 percent, unlikely 33 percent, total 65 percent

Sample (column N undeterminable) · Figure 13.2 subgroup bars; each bar is a share of its own subgroup

Level | High | 32 | 33 | 65

• Leadership Turnover
• Subgroup Differences

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Locale: Urban: very unlikely 27 percent, unlikely 35 percent, total 62 percent

Sample (column N undeterminable) · Figure 13.2 subgroup bars; each bar is a share of its own subgroup

Locale | Urban | 27 | 35 | 62

• Leadership Turnover
• Subgroup Differences

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Locale: Suburban: very unlikely 33 percent, unlikely 36 percent, total 69 percent

Sample (column N undeterminable) · Figure 13.2 subgroup bars; each bar is a share of its own subgroup

Locale | Suburban | 33 | 36 | 69

• Leadership Turnover
• Subgroup Differences

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Locale: Rural: very unlikely 25 percent, unlikely 33 percent, total 58 percent

Sample (column N undeterminable) · Figure 13.2 subgroup bars; each bar is a share of its own subgroup

Locale | Rural | 25 | 33 | 58

• Leadership Turnover
• Subgroup Differences

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Neighborhood poverty level: High: very unlikely 24 percent, unlikely 31 percent, total 55 percent

Sample (column N undeterminable) · Figure 13.2 subgroup bars; each bar is a share of its own subgroup

Neighborhood poverty level | High | 24 | 31 | 55

• Leadership Turnover
• Subgroup Differences

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Neighborhood poverty level: Middle: very unlikely 29 percent, unlikely 33 percent, total 62 percent

Sample (column N undeterminable) · Figure 13.2 subgroup bars; each bar is a share of its own subgroup

Neighborhood poverty level | Middle | 29 | 33 | 62

• Leadership Turnover
• Subgroup Differences

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Neighborhood poverty level: Low: very unlikely 29 percent, unlikely 40 percent, total 69 percent

Sample (column N undeterminable) · Figure 13.2 subgroup bars; each bar is a share of its own subgroup

Neighborhood poverty level | Low | 29 | 40 | 69

• Leadership Turnover
• Subgroup Differences

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Student racial/ethnic composition: Majority White students: very unlikely 29 percent, unlikely 34 pe

Sample (column N undeterminable) · Figure 13.2 subgroup bars; each bar is a share of its own subgroup

Student racial/ethnic composition | Majority White students | 29 | 34 | 63

• Leadership Turnover
• Subgroup Differences

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Student racial/ethnic composition: Majority students of color: very unlikely 27 percent, unlikely 35

Sample (column N undeterminable) · Figure 13.2 subgroup bars; each bar is a share of its own subgroup

Student racial/ethnic composition | Majority students of color | 27 | 35 | 62

• Leadership Turnover
• Subgroup Differences

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Enrollment size: Small: very unlikely 27 percent, unlikely 32 percent, total 59 percent

Sample (column N undeterminable) · Figure 13.2 subgroup bars; each bar is a share of its own subgroup

Enrollment size | Small | 27 | 32 | 59

• Leadership Turnover
• Subgroup Differences

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Enrollment size: Large: very unlikely 29 percent, unlikely 37 percent, total 66 percent

Sample (column N undeterminable) · Figure 13.2 subgroup bars; each bar is a share of its own subgroup

Enrollment size | Large | 29 | 37 | 66

• Leadership Turnover
• Subgroup Differences

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Figure 13.2 survey item: Would a leadership change result in changes to BTAM use or approach? (n = 1

This figure depicts response data from the following survey question: “Would a leadership change at your school (e.g., were you to vacate your position) result in changes to your school's use of or approach to BTAM?” (n = 1,376).

• Leadership Turnover
• Survey Methodology

cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time

Table A.55, No, very unlikely: 25.9 / 28.2

Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)

No, very unlikely | 25.9 | 28.2

• Leadership Turnover

cite page 139 Appendix A: Survey Frequencies

Table A.55, No, unlikely: 32.5 / 34.4

Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)

No, unlikely | 32.5 | 34.4

• Leadership Turnover

cite page 139 Appendix A: Survey Frequencies

Table A.55, Unsure; maybe or maybe not: 28.9 / 26.1

Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)

Unsure; maybe or maybe not | 28.9 | 26.1

• Leadership Turnover

cite page 139 Appendix A: Survey Frequencies

Table A.55, Yes, likely: 9.0 / 8.1

Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)

Yes, likely | 9.0 | 8.1

• Leadership Turnover

cite page 139 Appendix A: Survey Frequencies

Table A.55, Yes, very likely: 3.7 / 3.1

Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)

Yes, very likely | 3.7 | 3.1

• Leadership Turnover

cite page 139 Appendix A: Survey Frequencies

Table A.55 N: 1,603; 1,376

N | 1,603 | 1,376

• Leadership Turnover
• Methodology

cite page 139 Appendix A: Survey Frequencies

Table A.55 note: Columns may not sum to 100 percent because of rounding.

Sample (no n: a percentage change, not a share of a sample) · a percentage that is not a share of a sample (e.g. a percentage-point change or a weighted estimate of the population)

Columns may not sum to 100 percent because of rounding.

• Leadership Turnover
• Methodology

cite page 139 Appendix A: Survey Frequencies

Table A.55 note: Only respondents who said their school has a school- or district-level BTAM team

Only respondents who said their school has a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) saw this question.

• Leadership Turnover
• Methodology

cite page 139 Appendix A: Survey Frequencies