FFL scores were not associated with school leaders' estimated contributions to student achievement growth¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2017: 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? School leaders with larger estimated contributions to student achievement growth did not score higher on the FFL than leaders with smaller estimated contributions. → 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
Concurrent-validity analysis using a regression model relating school leaders' estimated contributions to student achievement growth to their FFL scores, based on the 2012/13 pilot ratings. No association was found; no effect size or test statistic is printed.
"School leaders with larger estimated contributions to student achievement growth did not score higher than school leaders with smaller estimated contributions."
Discussion¶
Related Claims¶
- Principals with higher FFL scores make larger estimated contributions to student achievement growth (concurrent validity) — reports the opposite
- Higher FFL scores associate with larger value-added for middle school principals but not for elementary or high school principals — reports the opposite
- A multiyear pilot study analyzed the score variation, internal consistency, score stability, and concurrent validity of Pennsylvania's Framework for Leadership — related
- FFL has concurrent validity primarily among principals with three to six years of tenure as their school's leader — related
- FFL scores correlate more strongly with contributions to math achievement than to achievement in other subjects — related
- The report concludes more validity evidence is needed before using FFL scores to identify effective and ineffective school leaders — reports the opposite
- Teachers with higher Framework for Teaching scores tended to make larger contributions to student achievement (value added) — 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-scores-not-associated-achievement-growth |
title |
FFL scores were not associated with school leaders' estimated contributions to student achievement growth |
description |
FFL scores were not associated with school leaders' estimated contributions to student achievement growth |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
source_checked |
2026-10-20 |
recheck_by |
2017 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bing-ru-teh-2014 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.