School value added provides very poor information for revealing principals' persistent levels of effectiveness¶
Claim · All claims
Evidence · 1 study · associationalr?·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? Using Pennsylvania math and reading outcome data for grades 4-8, the study found that school value added gives very poor information about principals' persistent effectiveness. → Hanley Chiang 2014
Evidence¶
Hanley Chiang 2014¶
Hanley Chiang, Stephen Lipscomb, Brian Gill. (2014). Is School Value Added Indicative of Principal Quality? Working Paper 12. Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/is-school-value-added-indicative-of-principal-quality
q2 · i? · associational · r?
Quantitative analysis of math and reading outcomes for 4th through 8th grade students in Pennsylvania, finding that "school value added provides very poor information for revealing principals' persistent levels of effectiveness." No effect sizes are printed in the available text.
"Using data on the math and reading outcomes of 4th through 8th grade students in Pennsylvania, this working paper found that school value added provides very poor information for revealing principals' persistent levels of effectiveness."
Discussion¶
Related Claims¶
- School value-added and adjusted school value-added provide, at most, a small amount of information for predicting principals' contributions in the following year — possibly the same claim (merge candidate)
- Average achievement and adjusted average achievement provide no information for predicting principals' contributions to student achievement in the following year — related
- The study used two sets of analyses—rating stability and the stable component's link to future contributions—to simulate each measure's predictive accuracy — related
- Averaging principal performance measures across multiple recent years does not improve their accuracy for predicting principals' contributions in the following year — related
- Principals are essential to student achievement, with principals' effects almost as large as teachers' effects — related
- School value-added and adjusted school value-added provide at most a small amount of information for predicting principals' future contributions to student achievement — related
- Value-added models were used to estimate teacher and principal effectiveness measures in Charleston County School District in 2013-2014 — related
- Value-added estimates are likely to be noisy with the amount of data typically used in practice — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
school-value-added-poor-information-principal-effectiveness |
title |
School value added provides very poor information for revealing principals' persistent levels of effectiveness |
description |
School value added provides very poor information for revealing principals' persistent levels of effectiveness |
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 — hanley-chiang-2014 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.