Abstract In the United States, transferring from a two-year program to a four-year program has become an increasingly important route toward a bachelor's degree. However, the pathway has an extremely high attrition rate. Utilizing two recent institutional reforms in the University System of Georgia, I show that allowing community colleges to offer bachelor's degrees and consolidating institutions increase two-year students’ bachelor's degree attainment by around 3 percentage points, which represents a 20 percent improvement. Both reforms increased two-to-four transfer rates, and institutional consolidations also increased bachelor's degree attainment, conditional on transferring. Moreover, I find evidence that reduced loss of credits during transfer is the driving force of the improvements. In particular, the reforms reduced credits lost during transfer by around 36 percent.
{"title":"Improving Graduation Rates in the Two-to-Four Pathway to Bachelor's Degrees","authors":"Zheng Hua Zhu","doi":"10.1162/edfp_a_00345","DOIUrl":"https://doi.org/10.1162/edfp_a_00345","url":null,"abstract":"Abstract In the United States, transferring from a two-year program to a four-year program has become an increasingly important route toward a bachelor's degree. However, the pathway has an extremely high attrition rate. Utilizing two recent institutional reforms in the University System of Georgia, I show that allowing community colleges to offer bachelor's degrees and consolidating institutions increase two-year students’ bachelor's degree attainment by around 3 percentage points, which represents a 20 percent improvement. Both reforms increased two-to-four transfer rates, and institutional consolidations also increased bachelor's degree attainment, conditional on transferring. Moreover, I find evidence that reduced loss of credits during transfer is the driving force of the improvements. In particular, the reforms reduced credits lost during transfer by around 36 percent.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"432-453"},"PeriodicalIF":2.1,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43121121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract We study the adoption and implementation of a new mobile communication application (app) among a sample of 132 New York City public schools. The app provides a platform for sharing general announcements and news, as well as engaging in personalized two-way communication with individual parents. We provide participating schools with free access to the app and randomize schools to receive intensive support (training, guidance, monitoring, and encouragement) for maximizing the efficacy of the app. Although user supports led to higher levels of communication within the app in the treatment year, overall usage remained low and declined in the following year when treatment schools no longer received intensive supports. We find few subsequent effects on perceptions of communication quality or student outcomes. We leverage rich internal user data to explore how take-up and usage patterns varied across staff and school characteristics. These analyses help to identify early adopters and reluctant users, revealing both opportunities and obstacles to engaging parents through new communication technology.
{"title":"Can Technology Transform Communication Between Schools, Teachers, and Parents? Evidence from a Randomized Field Trial","authors":"M. Kraft, Alexander J. Bolves","doi":"10.1162/edfp_a_00344","DOIUrl":"https://doi.org/10.1162/edfp_a_00344","url":null,"abstract":"Abstract We study the adoption and implementation of a new mobile communication application (app) among a sample of 132 New York City public schools. The app provides a platform for sharing general announcements and news, as well as engaging in personalized two-way communication with individual parents. We provide participating schools with free access to the app and randomize schools to receive intensive support (training, guidance, monitoring, and encouragement) for maximizing the efficacy of the app. Although user supports led to higher levels of communication within the app in the treatment year, overall usage remained low and declined in the following year when treatment schools no longer received intensive supports. We find few subsequent effects on perceptions of communication quality or student outcomes. We leverage rich internal user data to explore how take-up and usage patterns varied across staff and school characteristics. These analyses help to identify early adopters and reluctant users, revealing both opportunities and obstacles to engaging parents through new communication technology.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"479-510"},"PeriodicalIF":2.1,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44825007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Between 1999 and 2018, 210 shootings have occurred on public school campuses in the United States. The increased need for security and student support may crowd out instructional resources post-shooting. Shootings may also cause students, especially those from socioeconomically advantaged backgrounds, to move away, leading to declines in enrollment. Both changes in the budget allocation and the student composition could exert a negative impact on achievement. First, we examine the effects of campus shootings on public school districts’ revenue, expenditure, debt, and staffing using a long panel of district-year data. Results from event study and difference-in-differences analyses indicate that shootings increase per-pupil spending by $248, which is funded primarily through increased federal transfers. Most spending increases occur in noninstructional functions, such as pupil support services, and capital projects, but they do not crowd out instructional spending. Using school-level data, we show that shootings are followed by a decline in enrollment, driven almost exclusively by reductions in students who do not receive free or reduced-price lunch. Private schools in the area also experience enrollment drop. In sum, despite the increased intergovernmental transfers, campus shootings reduce the desirability of the community and lead to the exit of relatively well-off families.
{"title":"The Effects of Campus Shootings on School Finance and Student Composition","authors":"L. Yang, M. Gopalan","doi":"10.1162/edfp_a_00350","DOIUrl":"https://doi.org/10.1162/edfp_a_00350","url":null,"abstract":"Abstract Between 1999 and 2018, 210 shootings have occurred on public school campuses in the United States. The increased need for security and student support may crowd out instructional resources post-shooting. Shootings may also cause students, especially those from socioeconomically advantaged backgrounds, to move away, leading to declines in enrollment. Both changes in the budget allocation and the student composition could exert a negative impact on achievement. First, we examine the effects of campus shootings on public school districts’ revenue, expenditure, debt, and staffing using a long panel of district-year data. Results from event study and difference-in-differences analyses indicate that shootings increase per-pupil spending by $248, which is funded primarily through increased federal transfers. Most spending increases occur in noninstructional functions, such as pupil support services, and capital projects, but they do not crowd out instructional spending. Using school-level data, we show that shootings are followed by a decline in enrollment, driven almost exclusively by reductions in students who do not receive free or reduced-price lunch. Private schools in the area also experience enrollment drop. In sum, despite the increased intergovernmental transfers, campus shootings reduce the desirability of the community and lead to the exit of relatively well-off families.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"18 1","pages":"277-301"},"PeriodicalIF":2.1,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44342355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The impact of admissions process design on the racial diversity of schools and colleges has sparked heated debates. We study the pipeline into Boston's three public exam schools to understand racial gaps in enrollment. Admission to these schools has historically been based on a combination of grade point average (GPA) and a score on an optional test from a private developer. We document racial gaps in test-taking rates, test scores, GPAs, preferences for the most selective school, and ultimate admission rates to all three schools. These gaps persist even among students with similarly high baseline achievement as measured by the state's mandatory standardized test. Substantial numbers of high-achieving Black and Hispanic students do not apply to the exam schools and to the most selective school in particular. The choice of standardized test used to measure academic merit strongly affects who is admitted.
{"title":"Racial Diversity and Measuring Merit: Evidence from Boston's Exam School Admissions","authors":"M. Rucinski, J. Goodman","doi":"10.1162/edfp_a_00343","DOIUrl":"https://doi.org/10.1162/edfp_a_00343","url":null,"abstract":"Abstract The impact of admissions process design on the racial diversity of schools and colleges has sparked heated debates. We study the pipeline into Boston's three public exam schools to understand racial gaps in enrollment. Admission to these schools has historically been based on a combination of grade point average (GPA) and a score on an optional test from a private developer. We document racial gaps in test-taking rates, test scores, GPAs, preferences for the most selective school, and ultimate admission rates to all three schools. These gaps persist even among students with similarly high baseline achievement as measured by the state's mandatory standardized test. Substantial numbers of high-achieving Black and Hispanic students do not apply to the exam schools and to the most selective school in particular. The choice of standardized test used to measure academic merit strongly affects who is admitted.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"408-431"},"PeriodicalIF":2.1,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46221460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract For decades, the federal government has expected vocationally focused programs in higher education, especially among for-profit colleges, to lead to gainful employment in a profession. In the mid-2010s, the U.S. Department of Education developed gainful employment (GE) regulations that sought to tie a program's federal financial aid eligibility to graduates’ debt-to-earnings ratios. We use a regression discontinuity design to examine whether for-profit programs’ performance on GE was associated with the likelihood of closing the program or college. Although the regulations were repealed before any program lost federal funding, we find that passing GE regulations was associated with a lower likelihood of program and college closures.
{"title":"Did Gainful Employment Regulations Result in College and Program Closures?","authors":"Robert Kelchen, Zhuoyao Liu","doi":"10.1162/edfp_a_00340","DOIUrl":"https://doi.org/10.1162/edfp_a_00340","url":null,"abstract":"Abstract For decades, the federal government has expected vocationally focused programs in higher education, especially among for-profit colleges, to lead to gainful employment in a profession. In the mid-2010s, the U.S. Department of Education developed gainful employment (GE) regulations that sought to tie a program's federal financial aid eligibility to graduates’ debt-to-earnings ratios. We use a regression discontinuity design to examine whether for-profit programs’ performance on GE was associated with the likelihood of closing the program or college. Although the regulations were repealed before any program lost federal funding, we find that passing GE regulations was associated with a lower likelihood of program and college closures.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"454-478"},"PeriodicalIF":2.1,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47815731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Nationwide, school principals are given wide discretion to use disciplinary tools like suspension and expulsion to create a safe learning environment. There is legitimate concern that this power can have negative consequences, particularly for the students who are excluded. This study uses linked disciplinary, education, and criminal justice records from 2008 to 2016 in North Carolina to examine the impact of principal-driven disciplinary decisions on middle school student outcomes. We find that when principals are more likely to remove students, this leads to reductions in reported rates of minor student misconduct. However, this deterrence comes at a high cost—these harsher principals generate more juvenile justice complaints and reduce high school graduation rates for all students in their schools. Students who commit minor disciplinary infractions in a school with a harsh principal suffer additional declines in attendance and test scores. Finally, principals exhibiting racial bias in their disciplinary decisions also widen educational gaps between white and black students.
{"title":"Getting Tough? The Effects of Discretionary Principal Discipline on Student Outcomes","authors":"Lucy C. Sorensen, S. Bushway, E. Gifford","doi":"10.1162/edfp_a_00341","DOIUrl":"https://doi.org/10.1162/edfp_a_00341","url":null,"abstract":"Abstract Nationwide, school principals are given wide discretion to use disciplinary tools like suspension and expulsion to create a safe learning environment. There is legitimate concern that this power can have negative consequences, particularly for the students who are excluded. This study uses linked disciplinary, education, and criminal justice records from 2008 to 2016 in North Carolina to examine the impact of principal-driven disciplinary decisions on middle school student outcomes. We find that when principals are more likely to remove students, this leads to reductions in reported rates of minor student misconduct. However, this deterrence comes at a high cost—these harsher principals generate more juvenile justice complaints and reduce high school graduation rates for all students in their schools. Students who commit minor disciplinary infractions in a school with a harsh principal suffer additional declines in attendance and test scores. Finally, principals exhibiting racial bias in their disciplinary decisions also widen educational gaps between white and black students.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"255-284"},"PeriodicalIF":2.1,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43780923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study explores ways in which salary can be structured to reduce leadership shortages by investigating how comparative wage dispersion and position alter the relationship of salary to principal turnover. Using a seventeen-year longitudinal dataset covering over sixteen thousand principals in Texas, discrete-time hazard models demonstrate that principals are highly sensitive to salary comparisons over and above basic salary. Higher comparative position is associated with significantly reduced turnover risk, while wider dispersion is associated with a significantly increased turnover risk. Interactions demonstrate that dispersion and position act in tandem to create conditions where principals have particularly high turnover risk. These results have implications for strategies to address turnover through district salary structures, as well as broader notions of how wage tournaments operate in the principal labor market.
{"title":"Your Pay or Someone Else's? Exploring Salary Dispersion, Position, and Principal Turnover","authors":"A. Pendola","doi":"10.1162/edfp_a_00338","DOIUrl":"https://doi.org/10.1162/edfp_a_00338","url":null,"abstract":"Abstract This study explores ways in which salary can be structured to reduce leadership shortages by investigating how comparative wage dispersion and position alter the relationship of salary to principal turnover. Using a seventeen-year longitudinal dataset covering over sixteen thousand principals in Texas, discrete-time hazard models demonstrate that principals are highly sensitive to salary comparisons over and above basic salary. Higher comparative position is associated with significantly reduced turnover risk, while wider dispersion is associated with a significantly increased turnover risk. Interactions demonstrate that dispersion and position act in tandem to create conditions where principals have particularly high turnover risk. These results have implications for strategies to address turnover through district salary structures, as well as broader notions of how wage tournaments operate in the principal labor market.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"111 1","pages":"511-540"},"PeriodicalIF":2.1,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64537213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Do grade configurations affect student academic performance? To bring new evidence to this question, I use recent district-by-grade data for nearly the entire United States that contain measures of test score achievement and rates of school switching induced by grade configuration. Past research has found that student performance, is, on average, relatively low following switches due to grade configuration, but in fact students perform relatively better in the grades just prior to these switches. In the national data, I find that this so-called top dog/bottom dog pattern appears for all terminal grade choices among grades 3 through 8, is geographically widespread, and is robust to controlling for grade-specific effects of a rich set of covariates. Thus, I establish that the top dog/bottom dog pattern is a very pervasive phenomenon in American education. I explore potential mechanisms and discuss policy and research implications.
{"title":"An Examination of Test Score Trajectories Around School Switching Due to Grade Configuration","authors":"R. DiSalvo","doi":"10.1162/edfp_a_00336","DOIUrl":"https://doi.org/10.1162/edfp_a_00336","url":null,"abstract":"Abstract Do grade configurations affect student academic performance? To bring new evidence to this question, I use recent district-by-grade data for nearly the entire United States that contain measures of test score achievement and rates of school switching induced by grade configuration. Past research has found that student performance, is, on average, relatively low following switches due to grade configuration, but in fact students perform relatively better in the grades just prior to these switches. In the national data, I find that this so-called top dog/bottom dog pattern appears for all terminal grade choices among grades 3 through 8, is geographically widespread, and is robust to controlling for grade-specific effects of a rich set of covariates. Thus, I establish that the top dog/bottom dog pattern is a very pervasive phenomenon in American education. I explore potential mechanisms and discuss policy and research implications.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"27-52"},"PeriodicalIF":2.1,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48491595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ten years ago, many policy makers viewed the reform of teacher evaluation as a highly promising mechanism to improve teacher effectiveness and student achievement. Recently, that enthusiasm has dimmed as the available evidence suggests the subsequent reforms had a mixed record of implementation and efficacy. Even in districts where there was evidence of efficacy, the early promise of teacher evaluation may not be sustainable as these systems mature and change. This study examines the evolving design of IMPACT, the teacher evaluation system in the District of Columbia Public Schools. We describe the recent changes to IMPACT, which include higher performance standards for lower-performing teachers and a reduced emphasis on value-added test scores. Descriptive evidence on the dynamics of teacher retention and performance under this redesigned system indicates that lower-performing teachers are particularly likely to either leave or improve. Corresponding causal evidence similarly indicates that imminent dismissal threats for persistently low-performing teachers increased both teacher attrition and the performance of returning teachers. These findings suggest that teacher evaluation can provide a sustained mechanism for improving the quality of teaching.
{"title":"Is Effective Teacher Evaluation Sustainable? Evidence from District of Columbia Public Schools","authors":"T. Dee, Jessalynn K. James, J. Wyckoff","doi":"10.1162/edfp_a_00303","DOIUrl":"https://doi.org/10.1162/edfp_a_00303","url":null,"abstract":"Ten years ago, many policy makers viewed the reform of teacher evaluation as a highly promising mechanism to improve teacher effectiveness and student achievement. Recently, that enthusiasm has dimmed as the available evidence suggests the subsequent reforms had a mixed record of implementation and efficacy. Even in districts where there was evidence of efficacy, the early promise of teacher evaluation may not be sustainable as these systems mature and change. This study examines the evolving design of IMPACT, the teacher evaluation system in the District of Columbia Public Schools. We describe the recent changes to IMPACT, which include higher performance standards for lower-performing teachers and a reduced emphasis on value-added test scores. Descriptive evidence on the dynamics of teacher retention and performance under this redesigned system indicates that lower-performing teachers are particularly likely to either leave or improve. Corresponding causal evidence similarly indicates that imminent dismissal threats for persistently low-performing teachers increased both teacher attrition and the performance of returning teachers. These findings suggest that teacher evaluation can provide a sustained mechanism for improving the quality of teaching.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"1 1","pages":"1-34"},"PeriodicalIF":2.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64537569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Morgaen L. Donaldson, Madeline Mavrogordato, Shaun Dougherty, R. Ghanem, Peter A. Youngs
A growing body of research recognizes the critical role of the school principal, demonstrating that school principals’ effects on student outcomes are second only to those of teachers. Yet policy makers have often paid little attention to principals, choosing instead to focus policy reform on teachers. In the last decade, this pattern has shifted somewhat. Federal policies such as Race to the Top (RTTT) and Elementary and Secondary Education Act waivers emphasized principal quality and prompted many states to overhaul principal evaluation as a means to develop principals’ leadership practices and hold them accountable for the performance of their schools. The development and dissemination of principal evaluation policies has proceeded rapidly, however, it is unclear whether focusing on principal evaluation has targeted the most impactful policy lever. In this policy brief, we describe where policy makers have placed their bets in post-RTTT principal evaluation systems and comment on the wisdom of these wagers. We describe the degree to which principal evaluation components, processes, and consequences vary across the fifty states and the District of Columbia, and review evidence on which aspects of principal evaluation policies are most likely to improve principals’ practice and hold them accountable.
越来越多的研究认识到学校校长的关键作用，表明学校校长对学生成绩的影响仅次于教师。然而，政策制定者往往很少关注校长，而是选择将政策改革的重点放在教师身上。在过去十年中，这种模式有所改变。联邦政策，如“力争上游”(RTTT)和《中小学教育法》(Elementary and Secondary Education Act)的豁免，强调校长的质量，并促使许多州对校长评估进行全面改革，以此作为发展校长领导实践的一种手段，并让他们对学校的表现负责。主要评价政策的制定和传播进展迅速，但是，目前尚不清楚侧重主要评价是否针对最具影响力的政策杠杆。在本政策简报中，我们描述了政策制定者在rttt后的主要评估系统中下注的地方，并对这些赌注的智慧进行了评论。我们描述了五十个州和哥伦比亚特区的主要评估组成部分、过程和结果的不同程度，并审查了主要评估政策的哪些方面最有可能改善校长的实践并使他们负责任的证据。
{"title":"Principal Evaluation under Elementary and Secondary Every Student Succeeds Act: A Comprehensive Policy Review","authors":"Morgaen L. Donaldson, Madeline Mavrogordato, Shaun Dougherty, R. Ghanem, Peter A. Youngs","doi":"10.1162/edfp_a_00332","DOIUrl":"https://doi.org/10.1162/edfp_a_00332","url":null,"abstract":"A growing body of research recognizes the critical role of the school principal, demonstrating that school principals’ effects on student outcomes are second only to those of teachers. Yet policy makers have often paid little attention to principals, choosing instead to focus policy reform on teachers. In the last decade, this pattern has shifted somewhat. Federal policies such as Race to the Top (RTTT) and Elementary and Secondary Education Act waivers emphasized principal quality and prompted many states to overhaul principal evaluation as a means to develop principals’ leadership practices and hold them accountable for the performance of their schools. The development and dissemination of principal evaluation policies has proceeded rapidly, however, it is unclear whether focusing on principal evaluation has targeted the most impactful policy lever. In this policy brief, we describe where policy makers have placed their bets in post-RTTT principal evaluation systems and comment on the wisdom of these wagers. We describe the degree to which principal evaluation components, processes, and consequences vary across the fifty states and the District of Columbia, and review evidence on which aspects of principal evaluation policies are most likely to improve principals’ practice and hold them accountable.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"1 1","pages":"1-15"},"PeriodicalIF":2.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64537631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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