The purpose of this article is to examine the assumptions underlying efforts to evaluate
principal effectiveness in terms
of student test scores, to review extant research
on efforts to estimate principal effectiveness, and to discuss the
appropriateness
of including estimates of principal effectiveness
in evaluations of principals.
The authors review 10
different strategies for estimating principal effectiveness based on
student test scores, representing all of
the strategies currently employed by states and
districts.
The authors conclude there are
currently no strategies to estimate principal effectiveness that
accurately capture the independent
effect of principals on student test scores; thus,
these current strategies send inaccurate signals to both principals and
those who make employment decisions about
principals.
This
research has profound implications for states and districts implementing
principal evaluation systems, particularly
those making high-stakes decisions about principals
based on statistical estimates of principal effectiveness.
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