First up, a thought - In most cases I always say its not about the person, it's about the position; however in reviewing this article I feel it is more important than ever to consider the Person when evaluating the impact and fairness of the this study on the position.

In the ever changing environment of CAPS in New Jersey and across the states in various roles and aspects of budgeting, the CAP on Superintendent will only add to validate this study as less experienced and under paid professional executives are put in charge of overseeing the district's primary mission - preparing students to be successful in the 21st century.

Like any major business a dynamic CEO sets the tone and direction in achievement of the goals and objectives of the organization similar to a dynamic Superintendent. While only one person that person has the ability to organize, staff and manage the change for improvement by building strong teams and supporting instruction. Question remains, do you have a dynamic leader and if not will you be able to attract one within CAP structure?

Jessica Williams, NOLA.com | The Times-Picayune By Jessica Williams, NOLA.com September 11, 2014 at 1:14 PM

"In the end, it is the system that promotes or hinders student achievement. Superintendents are largely indistinguishable."

School superintendents may rightfully claim only minimal credit for academic success seen in their systems, according to a new study by the education research arm of the non-profit Brookings Institution. Rather, many people with the school system work collaboratively to promote student growth or declines.

The findings go against what some people might assume about school system leaders, particularly those in large urban areas. Superintendents are most often praised -- or blamed --- for performance metrics, and are typically compensated for their perceived ability to bring about academic gains. But here's what research shows:

The superintendency is largely a short-term job, with the typical superintendent serving only three or four years
Student achievement does not improve with the longevity of superintendent service
Hiring a new superintendent is not associated with higher student achievement
Superintendents account for a small percentage (0.3 percent) of student differences in achievement. The effect is statistically significant. But it's much smaller than that of other education system components, such as student characteristics, teachers, schools and school systems
Individual superintendents who have exceptional effect on student achievement cannot be reliably identified.

"When district academic achievement improves or deteriorates, the superintendent is likely to be playing a part in an ensemble performance in which the superintendent's role could be filled successfully by many others," wrote researchers from the Brown Center on Education Policy at Brookings. "In the end, it is the system that promotes or hinders student achievement. Superintendents are largely indistinguishable."
The authors tout the study as one of the few that links superintendents to academic gains. Researchers examined 10 years of student achievement, superintendent turnover and longevity from public school systems in Florida and North Carolina.
Both Jefferson and Orleans parishes are looking for new superintendents. The New Orleans post has been open for more than two years, and the Jefferson position will open soon when James Meza Jr. retires.
Meza's supporters credit him and the School Board's current majority voting bloc with lifting academic achievement over the past three years, along with the work of school-level staff. Meza has served since the 2011, and plans to leave within months.
The system rose from a D state letter grade when he was appointed to a B in 2013, and it has also risen in the state rankings.
His predecessor, Diane Roussel, was superintendent for a lengthy eight years. Academic metrics rose most near the end of her tenure: the system stagnated at around a 74.2 performance score in the first two years she was appointed, dipped slightly in the 2007-08 year, and then climbed in the years following to peak at the 88.2 score she left behind in 2011. That could be seen as contradictory to Brookings' findings about superintendent longevity and academic gains, though not necessarily to their other findings about superintendent impact.

Read the Brookings study.