Principal practice ratings varied across the score range in New Jersey's pilot year, but most principals received ratings of effective or highly effective¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2018: local conditions change 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? Principal practice ratings varied across the possible score range, indicating potential to differentiate performance among principals, yet most principals were rated effective or highly effective. → Christine Ross 2015
Evidence¶
Christine Ross 2015¶
Christine Ross, Mariesa Herrmann, Megan Hague Angus. (2015). Measuring Principals' Effectiveness: Results from New Jersey's Principal Evaluation Pilot. 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/regions/midatlantic
q2 · i? · associational · r?
Analysis of pilot-year data from New Jersey's principal evaluation pilot in 14 school districts in 2012/13. The report states ratings "varied across the possible score range" but "most principals received ratings of effective or highly effective." No effect size or distribution statistics are printed on this page.
"Principal practice ratings varied across the possible score range in the pilot year, indicating that the measures have the potential to differentiate performance among principals; however, most principals received ratings of effective or highly effective."
Discussion¶
Related Claims¶
- Developers of the principal practice instruments provided only partial information about the instruments' reliability and validity — related
- School median student growth percentiles were stable year to year even when the school changed principals — related
- School median student growth percentiles correlate with student disadvantage — related
- Professional practice ratings, student surveys, and value-added measures each have the potential to differentiate teacher performance in Pittsburgh Public Schools — related
- FFT-based teacher ratings in Pennsylvania's pilot were overwhelmingly concentrated in the top two performance categories, with less than 0.1 percent rated failing — 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
- Nearly all New Jersey principals (99 percent) received effective or highly effective overall ratings in the first year of statewide evaluation, with limited variation — related
- Districts report using test scores more to evaluate school improvement and district programs than to evaluate students, and rarely to evaluate principals or teachers — related
- Most school leaders received scores in the top two performance categories on FFL-measured practices — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
nj-pilot-practice-ratings-varied-most-effective |
title |
Principal practice ratings varied across the score range in New Jersey's pilot year, but most principals received ratings of effective or highly effective |
description |
Principal practice ratings varied across the score range in New Jersey's pilot year, but most principals received ratings of effective or highly effective |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
source_checked |
2026-10-20 |
recheck_by |
2018 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — christine-ross-2015 |
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