School value added can reflect school-specific influences on student achievement growth that are outside principals' control¶
Claim · All claims
Evidence · 1 study · associationalr?·q1
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.
q1 i? In theory, school value added reflects not only principals' effectiveness but also other school-specific influences on student achievement growth beyond principals' control. → Hanley Chiang 2016
Evidence¶
Hanley Chiang 2016¶
Hanley Chiang, Stephen Lipscomb, Brian Gill. (2016). Is School Value Added Indicative of Principal Quality? Education Finance and Policy, vol. 11, no. 3. https://www.mathematica.org/publications/is-school-value-added-indicative-of-principal-quality doi:10.1162/edfp_a_00184
q1 · i? · associational · r?
Theoretical argument motivating the study: because school value added aggregates all school-specific influences on achievement growth, it may capture factors outside principals' control rather than principal effectiveness alone. The article offers this as the conceptual rationale for isolating principals' effects empirically.
"In theory, school value added can reflect not only principals' effectiveness but also other school-specific influences on student achievement growth that are outside of principals' control."
Discussion¶
Related Claims¶
- School median student growth percentiles were stable year to year even when the school changed principals — related
- FFL evaluation scores are significantly and positively correlated with principals' contributions to student achievement (value-added) — 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
- Principals prefer school-level performance and achievement growth over teacher-level performance alone or test-score levels for incentive awards — related
- Principals exhibit an incomplete understanding of how achievement growth is captured in EPIC performance measures — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
value-added-reflects-influences-outside-principal-control |
title |
School value added can reflect school-specific influences on student achievement growth that are outside principals' control |
description |
School value added can reflect school-specific influences on student achievement growth that are outside principals' control |
status |
review |
evidence_strength |
weak |
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 — hanley-chiang-2016 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.