ERIC Number: ED566133
Record Type: Non-Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Reference Count: 30
Is School Value Added Indicative of Principal Quality? Working Paper 12. Revised
Chiang, Hanley; Lipscomb, Stephen; Gill, Brian
Mathematica Policy Research, Inc.
States across the country are developing systems for evaluating school principals on the basis of student achievement growth. A common approach is to hold principals accountable for the value added of their schools--that is, schools' contributions to student achievement growth. In theory, school value added can reflect not only principals' effectiveness, but also other school-specific influences on student achievement growth that are outside of principals' control. In this paper, we isolate principals' effects on student achievement growth and examine the extent to which school value added captures the effects that principals persistently demonstrate. Using longitudinal data on the math and reading outcomes of 4th through 8th grade students in Pennsylvania, our findings indicate that school value added provides very poor information for revealing principals' persistent levels of effectiveness.
Descriptors: Value Added Models, Principals, Leadership Qualities, Leadership Effectiveness, Administrator Evaluation, Accountability, Academic Achievement, Longitudinal Studies, Mathematics Achievement, Reading Achievement, Outcomes of Education, Grade 4, Grade 8, School Effectiveness, Regression (Statistics), Equations (Mathematics), Public Schools, Scores, Observation, Educational Quality, Standardized Tests, Prediction
Mathematica Policy Research, Inc. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: firstname.lastname@example.org; Web site: http://www.mathematica-mpr.com
Publication Type: Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Authoring Institution: Mathematica Policy Research, Inc.
Identifiers - Location: Pennsylvania
IES Cited: ED550494