Do Principals' Professional Practice Ratings Reflect Their Contributions to Student Achievement? Evidence from Pennsylvania's Framework for Leadership
Working Paper 46
Publisher: Cambridge, MA: Mathematica Policy Research
Jun 28, 2016
- FFL scores differentiate principals who make larger or smaller contributions to student achievement. Higher full scores and scores in two of the four domains are significantly or marginally significantly associated with value-added in all subjects combined and with value-added in math specifically.
- FFL has concurrent validity primarily among principals with three to six years of tenure as their school’s leader.
- Higher FFL scores were associated with larger value-added among middle school principals, but we did not detect any relationships for elementary school principals or high school principals.
You may also like...
It Shouldn’t Read Like a Crime Novel: Lessons from a Project to Summarize Useful Research for Police