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¶
Claim · All claims
Evidence · 1 study · associationalr2·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? School median student growth percentile ratings, teachers' student growth objective ratings, principal practice instrument ratings, and the overall rating had low, negative correlations with student socioeconomic disadvantage. → 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 · r2
Correlational analysis of 2013/14 ratings against school student characteristics found "low, negative correlations with student socioeconomic disadvantage" for multiple component measures and the overall rating.
"Several component measure ratings—school median student growth percentile ratings, teachers’ student growth objective ratings, and principal practice instrument ratings—as well as the overall rating, had low, negative correlations with student socioeconomic disadvantage."
Discussion¶
Related Claims¶
- Component measure ratings had low to moderate positive correlations with each other, suggesting the components measure distinct dimensions of principal performance — related
- School median student growth percentiles correlate with student disadvantage — a narrower finding that bears on this claim
- The study's correlational, cross-sectional design limits internal validity and causal interpretation — related
- Principals evaluated on school median student growth percentiles were less likely to receive highly effective overall ratings than principals not evaluated on that measure — related
- Composition effects on ratings point to evaluator bias rather than genuine changes in teacher effectiveness — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
principal-ratings-negative-correlation-socioeconomic-disadvantage |
title |
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 |
description |
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 |
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 |
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