School collaboration reforms help improve academic performance and school climate in underperforming schools through leadership and peer support

School-to-school collaboration has the potential to improve student learning outcomes, especially in underperforming schools. A recent study explores the impact of Shanghai’s Strong School Project, which pairs high- and low-achieving schools to boost academic achievement. It examines how peer relationships and principal leadership contribute to significant gains in subjects like Math and Chinese. By fostering collaboration, this approach highlights the power of partnership in reshaping education and enhancing student performance across diverse schools.

In recent years, the strategy of improving underperforming schools through partnerships with high-performing schools has become an increasingly popular approach globally. These collaborations often aim to enhance leadership and teaching practices by sharing resources and best practices. This model has been adopted in countries including the United States, Europe, Chile, and China. In Shanghai, the Strong School Project (SSP) has been a leading example of such a program, where high-performing schools provide resources and leadership support to weaker schools.

A new study published in ECNU Review of Education on May 9, 2025, offers strong empirical evidence supporting the idea that school-to-school collaboration can significantly enhance student academic performance, particularly in underperforming schools. Drawing on data from Shanghai's SSP, which ran from 2018 to 2021, the research highlights how structured collaboration, improved peer relationships, and strengthened principal leadership contribute to enhanced learning outcomes across key subjects, including mathematics, Chinese, English, and science.

The study, led by Dr. Maohua Wang from Shanghai Teacher Institute and Dr. Huacong Liu from Shanghai Jiao Tong University, employed a range of statistical techniques, including difference-in-differences (DID), propensity score matching combined with DID, and causal mediation analysis. These methods were used to analyze how school partnerships affected student achievements over a three-year period.

“Our findings show that school-to-school collaboration is not just a policy slogan—it can directly impact student learning in meaningful ways,” claim Wang and Liu.

The findings reveal that participation in the SSP led to significant improvements in student test scores, particularly in mathematics and Chinese. Students in SSP-participating schools saw improvements of +0.67 standard deviations in mathematics and +0.63 in Chinese. These results underline the effectiveness of peer collaboration in improving academic outcomes, demonstrating that underperforming schools can see substantial gains when they have access to the right resources and leadership.

Key to these improvements were peer relationships, which emerged as the most influential factor. “Peer relationships are a powerful force—when students feel supported and engaged, their academic performance improves,” explain Wang and Liu. Principal leadership also played a significant role in driving these improvements. However, despite expectations, changes in teaching styles were not significant when comparing SSP schools to control schools. This finding suggests that while leadership and peer relationships were instrumental, teaching methods remained largely unaffected by the intervention.

The study also examined the broader impact of the SSP on school climate and leadership development through interviews. Schools participating in the SSP received significant investments, including 1 million RMB per school over three years. These funds were used to improve infrastructure, build science labs and libraries, and introduce innovative courses such as robotics, AI, and programming. Principals in SSP schools were paired with mentors—experienced school leaders and university experts—who provided ongoing support throughout the program. This mentorship, alongside the addition of subject specialists and instructional coaches through city-wide teacher rotation programs, helped to refine both curriculum and pedagogy.

As a result, participating schools saw a shift toward a more student-centered climate. This environment fostered stronger peer relationships, improved engagement, and greater academic success. The study also underscores the importance of adapting leadership practices to the specific needs of struggling schools. Many principals from high-performing schools found that their leadership experience did not directly translate to the challenges faced in weaker schools, where issues such as low teacher morale and student disengagement were more pronounced.

“Leadership development should be tailored to the context of the school,” says Dr. Liu. “Principals in struggling schools require specific training in areas such as curriculum integration and staff motivation to succeed.”

While the study offers valuable insights into the effectiveness of school-to-school collaboration, the authors acknowledge several limitations. For instance, the research focused on Grade 9 students, which may limit the broader applicability of the findings. Additionally, only instructional leadership was measured, excluding other aspects of school management that might influence student performance. Finally, the voluntary nature of the SSP may have introduced selection bias, as schools with a higher initial level of commitment or readiness for change may have been more likely to participate.

Despite these limitations, the findings have important implications for educators, policymakers, and school leaders worldwide. The study provides compelling evidence that school-to-school collaboration, when implemented strategically, can drive significant improvements in student outcomes, particularly in schools that are struggling.

By fostering stronger peer relationships, enhancing leadership, and providing targeted resources, such initiatives can support educational equity and reform.

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Reference

Titles of original papers: School-to-School Collaboration, Student Learning Outcomes, and Mediating Factors: Evidence From Shanghai's Strong School Project

DOI: 10.1177/20965311251330932

Journal: ECNU Review of Education

Twitter: https://x.com/EcnuE

Official website: httpds://journals.sagepub.com/home/roe