Higher FFL scores associate with larger value-added for middle school principals but not for elementary or high school principals¶
Claim · All claims
Evidence · 1 study · associationalr?·q3
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
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.
q3 i? Higher FFL scores were associated with larger value-added among middle school principals, while no relationships were detected for elementary or high school principals. → Moira McCullough 2016
Evidence¶
Moira McCullough 2016¶
Moira McCullough, Stephen Lipscomb, Hanley Chiang, Brian Gill. (2016). Do Principals' Professional Practice Ratings Reflect Their Contributions to Student Achievement? Evidence from Pennsylvania's Framework for Leadership. Working Paper 46. Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/do-principals-professional-practice-ratings-reflect-their-contributions-to-student-achievement
q3 · i? · associational · r?
School-level subgroup analysis of FFL–value-added associations; the paper reports "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." No effect sizes are printed.
"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."
Discussion¶
Related Claims¶
- Principals with higher FFL scores make larger estimated contributions to student achievement growth (concurrent validity) — related
- FFL scores correlate more strongly with contributions to math achievement than to achievement in other subjects — related
- FFL scores were not associated with school leaders' estimated contributions to student achievement growth — reports the opposite
- Teachers with higher Framework for Teaching scores tended to make larger contributions to student achievement (value added) — related
- FFL has concurrent validity primarily among principals with three to six years of tenure as their school's leader — related
- There is little prior evidence on the validity of principal evaluation measures, and this is the first study linking practice ratings to credible value-added measures — related
- The strongest FFL validity relationships are in the systems leadership and professional and community leadership domains — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ffl-middle-school-only-value-added-association |
title |
Higher FFL scores associate with larger value-added for middle school principals but not for elementary or high school principals |
description |
Higher FFL scores associate with larger value-added for middle school principals but not for elementary or high school principals |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2016 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — moira-mccullough-2016 |
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