Information and design deficiencies adversely affect principal evaluation

Federal and state accountability systems provide considerable information about student outcomes and rate schools on that basis. However, the No Child Left Behind accountability legislation's focus on pass rates rather than learning and achievement growth introduces the possibility that inadequate information and a flawed structure each compromise public school quality.

This study of school principal outcomes investigates the relationship between principal success and a set of performance measures that differ on the basis of accessibility to stakeholders and link with true principal productivity. The results from the empirical analysis provide evidence that information and design deficiencies introduce a lack of alignment between incentives and principal productivity and adversely affect the quality of education in Texas public schools.