ERIC Number: EJ1106900
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Is School Value Added Indicative of Principal Quality?
Chiang, Hanley; Lipscomb, Stephen; Gill, Brian
Education Finance and Policy, v11 n3 p283-309 Sum 2016
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 fourth- through eighth-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, Administrator Effectiveness, Administrator Evaluation, Accountability, Academic Achievement, Longitudinal Studies, Mathematics Achievement, Reading Achievement, Outcomes of Education, Elementary School Students, Middle School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: Pennsylvania