To the Liberty Elementary School Board and Administration,

We, the undersigned, are petitioning to ensure that Mrs. Booras remains the principal of Estrella Mountain Elementary School (EMES), where she has built a positive and thriving school community. Under Mrs. Booras's leadership, EMES has flourished, achieving an A rating that showcases the growth and academic excellence of both students and staff. Her dedication has led to the retention of more students and teachers than any other school in the district. There is no reason to make a leadership change at a thriving school.

Mrs. Booras has expressed her desire to remain at EMES. She turned down an opportunity to lead a new school because EMES is not just a place of work for her—it's her home and the home of her children. Her emotional and professional investment in this school is unparalleled, and it is clear that she is the leader we need to continue our journey of success.

Unfortunately, Dr. Monroe has made it clear privately that he wants to push Mrs. Booras out of the school. Many of us believe that this decision is not based on the best interests of the students or the school, but rather on a personal vendetta. We have witnessed similar patterns with other staff members under Dr. Monroe's leadership, and we can no longer stand by and allow this to happen to a principal who has worked tirelessly for the betterment of our children and our community.

The school board has the power to intervene and ensure that Mrs. Booras remains at Estrella Mountain Elementary School. We urge the board to take action and make the right decision by supporting Mrs. Booras and keeping her in the position where she belongs.

We believe that our school is stronger with her leadership, and we are committed to standing behind her to ensure the continued success and positive culture at EMES.

Sincerely,

Parents and Staff

 

Data Supporting the Retention of Mrs. Booras

A huge thank you goes to Dr. Ashleigh King for compiling the research and data below.

General Data

Principal changes are costly for school districts.

A 2018 review of 36 empirical research studies estimates that it costs districts “at least $75,000 to develop, hire, and onboard a single principal”(Rangel, 2018). 

Additionally, with principal changes decreasing teacher retention significantly, the costs of hiring new teachers must be examined as well. 

Using the validated teacher turnover cost calculator, the hiring, onboarding, and training of teachers new to the district costs an additional $21,000 for each new hire (Synar & Maiden, 2012).

Principal changes have a significant negative impact on student achievement- specifically in reading and math: 

Student academic achievement data decreases significantly with principal changes at schools (Bartanen et al., 2019; Béteille et al., 2012; Rangel, 2017; Thelin, 2020).
Math and Reading are the subjects most negatively impacted by principal changes.
MATH: The negative impact of principal turnover on student math achievement is significant for 2 to 4 years following this transition (Bartanen et al., 2019).
READING: The negative impact of principal turnover on student reading achievement is significant for 4 to 5 years following this transition (Bartanen et al., 2019).
Principal changes are considered to be a major disruptive factor to student achievement, regardless of the effectiveness or quality of the new principal (Béteille et al., 2012; Pannell & McBrayer, 2022). 
Principal changes decrease teacher retention significantly, negatively impacting student achievement and school safety 

Teacher retention decreases significantly when the principal changes. (Bartanen et al., 2019; DeMatthews et al., 2022; Thelin, 2020)
Increases in teacher turnover lead to decreases in student academic achievement and decreases in school safety (Kraft et al., 2016).
Principal changes increase teacher absenteeism significantly: 

Teacher absenteeism increases significantly when the principal changes(Lokke & Sorenson, 2019). This costs the district money in substitute pay and negatively impacts student achievement. 
This data demonstrates that changing principals is a detrimental disruptive factor on student academic outcomes.

 

School Data

LESD STRATEGIC PLAN GOAL:  “2024-2029: Priority 1 Instructional Services: 
2. LESD will improve daily student attendance rates across all LESD schools.”

EMES DATA: EMES is a top 2 school in the district for attendance in the 2024/2025 school year thus far, with a 94.29% attendance rate.  This is higher than the district average of 92.8%

 

LESD GOVERNING BOARD GOAL:  “By May 2025, increase ELA proficiency scores in Grades K-3 district-wide as demonstrated through Acadience assessments.” 
LESD STRATEGIC PLAN GOAL:  “2024-2029: Priority 1 Instructional Services: “1. LESD will increase student proficiency on district and state assessments for all students.”

LESD STRATEGIC PLAN GOAL:  “2024-2029: Priority 1 Instructional Services: “1. LESD will increase student proficiency on district and state assessments for all students.”

EMES DATA: EMES students scored above the district average in every grade level.

References

Bartanen, B., Grissom, J. A., & Rogers, L. K. (2019). The Impacts of Principal Turnover. Educational Evaluation and Policy Analysis, 41(3), 350–374. https://doi.org/10.3102/0162373719855044

Béteille, T., Kalogrides, D., & Loeb, S. (2012). Stepping stones: Principal career paths and school outcomes. Social Science Research, 41(4), 904–919. https://doi.org/10.1016/j.ssresearch.2012.03.003

DeMatthews, D. E., Knight, D. S., & Shin, J. (2022). The Principal-Teacher Churn: Understanding the Relationship Between Leadership Turnover and Teacher Attrition. Educational Administration Quarterly, 58(1), 76–109. https://doi.org/10.1177/0013161X211051974 

Kraft, M. A., Marinell, W. H., & Yee, D. S.-W. (2016). School Organizational Contexts, Teacher Turnover, and Student Achievement: Evidence From Panel Data. American Educational Research Journal, 53(5), 1411–1449. https://doi.org/10.3102/0002831216667478

Lokke, A.-K., & Sorensen, K. L. (2021). Top Management Turnover and Its Effect on Employee Absenteeism: Understanding the Process of Change. Review of Public Personnel Administration, 41(4), 723–746. https://doi.org/10.1177/0734371X20931911

Pannell, S., & McBrayer, J. (2022). The Relationship Between Principal Attrition and Academic Factors in Georgia’s High-Needs Rural Schools. National Youth Advocacy and Resilience Journal, 5(2). https://doi.org/10.20429/nyarj.2022.050202

Rangel, V. S. (2018). A Review of the Literature on Principal Turnover. Review of Educational Research, 88(1), 87–124. https://doi.org/10.3102/0034654317743197

Synar, E., & Maiden, J. (2012). A Comprehensive Model for Estimating the Financial Impact of Teacher Turnover. Journal of Education Finance, 38(2), 130–144. https://doi.org/10.1353/jef.2012.a503886

Thelin, K. (2020). Principal turnover: When is it a problem and for whom? mapping out variations within the swedish case. Research in Educational Administration & Leadership, 5(2), 417–452. https://doi.org/10.30828/real/2020.2.4