Component measure ratings had low to moderate positive correlations with each other, suggesting the components measure distinct dimensions of principal performance¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Principals' ratings on component measures had low to moderate positive correlations with each other. → Mariesa Herrmann 2016
Evidence¶
Mariesa Herrmann 2016¶
Mariesa Herrmann, Christine Ross. (2016). Measuring Principals' Effectiveness: Results from New Jersey's First Year of Statewide Principal Evaluation. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. https://ies.ed.gov/ncee/edlabs
q2 · i? · associational · r?
Inter-correlation analysis of the 2013/14 component measures found "low to moderate positive correlations with each other," which the authors interpret as evidence that components capture distinct dimensions of performance.
"Principals’ ratings on component measures had low to moderate positive correlations with each other. This suggests that the components measure distinct dimensions of overall principal performance."
Discussion¶
Related Claims¶
- Several component measure ratings and the overall rating had low, negative correlations with student socioeconomic disadvantage, suggesting possible bias against principals of more disadvantaged schools — related
- Principal practice instrument ratings and school median student growth percentiles showed moderate to high year-to-year stability, but growth percentiles changed more across years in smaller schools — related
- Variation across schools in principal-assigned professional practice ratings suggests principals' standards may not be fully consistent across schools — related
- Observation scores and student surveys were moderately correlated with student learning and likely captured different dimensions of teaching quality — related
- Authorship captures a more distinct aspect of artistic evaluation than other performance dimensions — related
- The study used two sets of analyses—rating stability and the stable component's link to future contributions—to simulate each measure's predictive accuracy — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
component-measures-distinct-dimensions-principal-performance |
title |
Component measure ratings had low to moderate positive correlations with each other, suggesting the components measure distinct dimensions of principal performance |
description |
Component measure ratings had low to moderate positive correlations with each other, suggesting the components measure distinct dimensions of principal performance |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
recheck_by |
2019 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mariesa-herrmann-2016 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.