Is School Value Added Indicative of Principal Quality? Working Paper 12. Revised

Autor/inn/en	Chiang, Hanley; Lipscomb, Stephen; Gill, Brian
Institution	Mathematica Policy Research, Inc.
Titel	Is School Value Added Indicative of Principal Quality? Working Paper 12. Revised
Quelle	(2014), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	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; Pennsylvania + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Führungseigenschaft; Führungseffizienz; Verantwortung; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Lernleistung; Schulerfolg; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Schuleffizienz; Regression; Regressionsanalyse; Equations; Mathematics; Gleichungslehre; Public school; Öffentliche Schule; Beobachtung; Quality of education; Bildungsqualität; Standadised tests; Standardisierter Test; Vorhersage
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01