Principals prefer school-level performance and achievement growth over teacher-level performance alone or test-score levels for incentive awards¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Principals generally prefer school-level performance and achievement growth, rather than teacher-level performance alone or test-score levels, to determine incentive awards. → Duncan Chaplin 2009
Evidence¶
Duncan Chaplin 2009¶
Duncan Chaplin, Hanley Chiang, Margaret Sullivan, Virginia Knechtel, Dominic Harris, Shinu Verghese, Kathy Sonnenfeld, Barbara Kennen, John Hall. (2009). 2008 Principal/Vice Principal Survey Results for Evaluation of the Effective Practice Incentive Community (EPIC). Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/2008-principalvice-principal-survey-results-for-evaluation-of-the-effective-practice-incentive-community-epic
q2 · i? · associational · r?
Baseline principal/vice principal survey across the three EPIC sites asked administrators about performance pay design; the report states principals "generally prefer the use of school-level performance and achievement growth" over the alternatives. No effect size is printed.
"Principals generally prefer the use of school-level performance and achievement growth, rather than teacher-level performance alone or test-score levels, to determine incentive awards"
Discussion¶
Related Claims¶
- Most principals in EPIC sites have positive attitudes toward EPIC and merit pay in general — related
- Principals exhibit an incomplete understanding of how achievement growth is captured in EPIC performance measures — related
- School value added can reflect school-specific influences on student achievement growth that are outside principals' control — related
- The merit award program produced modest achievement improvements concentrated in schools close to the award threshold — related
- The EPIC evaluation baseline report compares student characteristics across the program's three partners and compares award-determination data with data on all students in the awarded schools — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
principals-prefer-school-level-growth-for-incentives |
title |
Principals prefer school-level performance and achievement growth over teacher-level performance alone or test-score levels for incentive awards |
description |
Principals prefer school-level performance and achievement growth over teacher-level performance alone or test-score levels for incentive awards |
status |
review |
evidence_strength |
weak |
newest_evidence |
2009 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — duncan-chaplin-2009 |
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