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1 Nov 2014
Report

The Utility of Teacher and Student Surveys in Principal Evaluations: An Empirical Investigation

Keke Liu, Jeff Springer, and David Stuit, Basic Policy Research
Jim Lindsay and Yinmei Wan, AIR

In recent years, states and school districts in the Midwest Region have developed new evaluation models that hold principals accountable for their contributions to student achievement. Many districts are turning to teacher and student feedback surveys to evaluate principals based on school conditions that promote better teaching and learning.

This study's findings indicate that adding teacher and student survey measures on school conditions to the principal evaluation model can strengthen the relationship between principals’ evaluation results and their schools’ average value-added achievement gains in math and in a composite of math and reading. Neither teacher nor student survey measures showed significant incremental utility in explaining across-school variance in reading.

The Utility of Teacher and Student Surveys in Principal Evaluations: An Empirical Investigation

Further Reading

  • What Districts Know—and Need to Know—About Their Principals
  • Building and Supporting Great School Principals and Leaders
  • Identifying Early Warning Indicators in Three Ohio School Districts
  • An Examination of the Movement of Educators Within and Across Three Midwest Region States
  • Strategies for Estimating Teacher Supply and Demand Using Student and Teacher Data
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Topic

Education
Principal Preparation and Performance

Related Center

Regional Educational Laboratory Midwest (REL Midwest)

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