School median student growth percentiles correlate with student disadvantage¶

Claim · All claims
Evidence · 1 study · associational r? · 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: tool and model accuracy changes quickly

Subclaims¶

q2 i? School median student growth percentiles correlate with student disadvantage, a relationship the report says warrants further investigation using statewide evaluation data. → 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?

Observational analysis of pilot data finds school median student growth percentiles "correlate with student disadvantage". No correlation coefficient is printed on this page, and the report calls for further investigation with statewide data.

"School median student growth percentiles correlate with student disadvantage, a relationship that warrants further investigation using statewide evaluation data."

Discussion¶

Learner Variables¶

• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• School test score averages are strongly related to the income of the families a school serves — the general claim this finding bears on, with the studies behind it
• Principal practice ratings varied across the score range in New Jersey's pilot year, but most principals received ratings of effective or highly effective — related
• School median student growth percentiles were stable year to year even when the school changed principals — related
• The study's correlational, cross-sectional design limits internal validity and causal interpretation — a broader claim this one bears on
• 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 — a broader claim this one bears on
• 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 — reports the opposite
• School poverty (%FRL) accounts for about 50% of a school's median student achievement — related