| 来源类型 | Publication |
| Is School Value Added Indicative of Principal Quality? (Journal Article) | |
| Hanley Chiang; Stephen Lipscomb; and Brian Gill | |
| 发表日期 | 2016-06-21 |
| 出版者 | Education Finance and Policy, vol. 11, no. 3 (subscription required) |
| 出版年 | 2016 |
| 语种 | 英语 |
| 概述 | In this paper, the authors isolate principals’ effects on student achievement growth and examine the extent to which school value added captures the effects that principals persistently demonstrate.", |
| 摘要 | 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, the authors 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. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/is-school-value-added-indicative-of-principal-quality-journal-article |
| 来源智库 | Mathematica Policy Research (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/488533 |
| 推荐引用方式 GB/T 7714 | Hanley Chiang,Stephen Lipscomb,and Brian Gill. Is School Value Added Indicative of Principal Quality? (Journal Article). 2016. |
| 条目包含的文件 | 条目无相关文件。 | |||||
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