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This policy brief examines how states and the District of Columbia design principal evaluation components, processes, and consequences, and evaluates which policy elements most plausibly improve principal practice and accountability.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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prompted states to reform principal evaluation systems after federal initiatives?","Question",{"text":63,"@type":64},"Federal policies such as Race to the Top and ESEA waivers emphasized principal quality, leading many states to overhaul principal evaluation to build leadership practices and hold schools accountable.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why has principal evaluation historically received less policy attention than teacher policy?",{"text":68,"@type":64},"Policymakers often focused teacher reform as the prime policy lever, even though research recognizes the critical role of school principals for student outcomes.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the brief analyze regarding principal evaluation policies across states?",{"text":72,"@type":64},"It compares how evaluation components, processes, and consequences vary across the fifty states and the District of Columbia, and reviews evidence on which aspects are most likely to improve 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POLICY REVIEW |\n| --- | --- |\n\nMorgaen Donaldson (corresponding author) Neag School of Education University of Connecticut Storrs, CT 06269 morgaen.donaldson@uconn  \n.edu  \nMadeline Mavrogordato  \nCollege of Education Michigan State University East Lansing, MI 48824-1034 [mavro@msu.edu](mavro@msu.edu)  \nShaun M. Dougherty  \nPeabody College Vanderbilt University Nashville, TN 37203 shaun.dougherty@vanderbilt  \n.edu  \nReem Al Ghanem  \nDepartment of Educational  \nLeadership University of Connecticut Storrs, CT 06269 [ghanemra@bu.edu](ghanemra@bu.edu)  \nPeter Youngs  \nCurry School of Education University of Virginia Charlottesville, VA 22904 [pay2n@virginia.edu](pay2n@virginia.edu)  \nAbstract  \nA 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 policymakers 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.  \n[https://doi.org/10.1162/edfp_a_00332](https://doi.org/10.1162/edfp_a_00332)  \n© 2020 Association for Education Finance and Policy  \nDownloaded from [http://direct.mit.edu/edfp/article-pdf/16/2/347/1910682/edfp_a_00332.pdf by guest on 20 July 2021](http://direct.mit.edu/edfp/article-pdf/16/2/347/1910682/edfp_a_00332.pdf by guest on 20 July 2021)  \nINTRODUCTION  \nA 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 (Hallinger and Heck 1998; Waters, Marzano, and McNulty 2003; Robinson, Lloyd, and Rowe 2008; Branch, Hanushek, and Rivkin 2012; Coelli and Green 2012; Dhuey and Smith 2014; Grissom, Kalogrides, and Loeb 2015) . Yet federal and state policy makers have often paid little attention to principals, choosing to focus on teachers as the prime target of their policies. In the last decade, this pattern has shifted somewhat. Federal policies, such as Race to the Top (RTTT), the Elementary and Secondary Education Act (ESEA) waivers, and the recent reauthorization of ESEA as the Every Student Succeeds Act, 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 (Jacques, Clifford, and Hornung 2012; CEP 2014) . The development and dissemination of principal evaluation policies has proceeded rapidly and, we argue, haphazardly over the past decade. In focusing on principal evaluation, have policy makers placed their bets on the right lever? Moreover, do the policies emphasize the right things?  \nIn this policy brief, we describe where policy makers have placed their bets in postRTTT principal evaluation systems and comment on the wisdom of these wagers. We de","cbCaiamYtnA9C9ce","https://ap.wps.com/l/cbCaiamYtnA9C9ce","pdf",110418,15,"English","# Introduction\n## The policy context for principal evaluations in the U.S.","[{\"question\":\"What prompted states to reform principal evaluation systems after federal initiatives?\",\"answer\":\"Federal policies such as Race to the Top and ESEA waivers emphasized principal quality, leading many states to overhaul principal evaluation to build leadership practices and hold schools accountable.\"},{\"question\":\"Why has principal evaluation historically received less policy attention than teacher policy?\",\"answer\":\"Policymakers often focused teacher reform as the prime policy lever, even though research recognizes the critical role of school principals for student outcomes.\"},{\"question\":\"What does the brief analyze regarding principal evaluation policies across states?\",\"answer\":\"It compares how evaluation components, processes, and consequences vary across the fifty states and the District of Columbia, and reviews evidence on which aspects are most likely to improve practice and accountability.\"}]","PRINCIPAL EVALUATION UNDER THE ELEMENTARY AND SECONDARY EVERY STUDENT SUCCEEDS ACT - A COMPREHENSIVE POLICY REVIEW | PDF",1792092210,38]