School leaders who scored higher in one category of FFL leadership practices tended to score higher in the other categories¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Higher scores in one measured category of leadership practices were associated with higher scores in the other categories. → Bing-ru Teh 2014

Evidence¶

Bing-ru Teh 2014¶

Bing-ru Teh, Hanley Chiang, Stephen Lipscomb, Brian Gill. (2014). Measuring School Leaders' Effectiveness: An Interim Report from a Multiyear Pilot of Pennsylvania's Framework for Leadership. REL Mid-Atlantic, Institute of Education Sciences. https://www.mathematica.org/publications/measuring-school-leaders-effectiveness-an-interim-report-from-a-multiyear-pilot-of-pennsylvanias

q2 · i? · associational · r2

Key finding from the 2012/13 pilot ratings of principals and assistant principals: cross-category consistency of FFL scores, stated as a tendency rather than a tested coefficient; no effect size is printed.

"School leaders who earned higher scores in one category of leadership practices measured by the Framework for Leadership tended to earn higher scores in the other categories."

Discussion¶

Related Claims¶

• A multiyear pilot study analyzed the score variation, internal consistency, score stability, and concurrent validity of Pennsylvania's Framework for Leadership — related
• School leaders who scored higher in one FFL category tended to score higher in the other categories — possibly the same claim (merge candidate)
• Most school leaders received scores in the top two performance categories on FFL-measured practices — related
• The FFL shows good internal consistency across its full scale and its four categories of leadership practices — related
• The report concludes more validity evidence is needed before using FFL scores to identify effective and ineffective school leaders — related