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It then checks consistency with principal performance measures from non-test sources. Results show model choice strongly affects estimated effects, ranging from sizable impacts to minimal ones for the same principals.",{"@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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/using-student-test-scores-to-measure-principal-performance-nber-working-paper-no-18568/269213/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/using-student-test-scores-to-measure-principal-performance-nber-working-paper-no-18568/269213.png","ImageObject",300,407,{"name":42,"@type":43},"Theodore","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-18","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What research gap does the paper address?","Question",{"text":63,"@type":64},"The paper examines whether student performance data can uncover principals’ effects, noting that prior research has focused more on teacher evaluation than on principal attribution.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper study principal contributions to student test score growth?",{"text":68,"@type":64},"It identifies multiple conceptual approaches, develops empirical models to represent them, and evaluates the models’ properties using data from a large urban school district.",{"name":70,"@type":61,"acceptedAnswer":71},"Why are the results sensitive to the model choice?",{"text":72,"@type":64},"The paper finds that different modeling approaches yield substantially different principal effect estimates for the same principals, highlighting that assessment conclusions depend on how the model separates principal effects from other school inputs.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},269213,1789448287,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":80,"read_time":145,"preview_page_count":4},7971461740886,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","NBER WORKING PAPER SERIES  \nUSING STUDENT TEST SCORES TO MEASURE PRINCIPAL PERFORMANCE  \nJason A. Grissom  \nDemetra Kalogrides  \nSusanna Loeb  \nWorking Paper 18568  \n[http://www.nber.org/papers/w18568](http://www.nber.org/papers/w18568)  \nNATIONAL BUREAU OF ECONOMIC RESEARCH  \n1050 Massachusetts Avenue  \nCambridge, MA 02138  \nNovember 2012  \nThis research was supported by a grant from the Institute of Education Sciences (R305A100286) . We would like to thank the leadership of the Miami-Dade County Public Schools for the help they have given us with both data collection and the interpretation of our findings. We are especially thankful to Gisela Field, who makes this work possible. We are also grateful to Mari Muraki for excellent data management. All errors are the responsibility of the authors. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.  \nNBER working papers are circulated for discussion and comment purposes. They have not been peerreviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.  \n© 2012 by Jason A. Grissom, Demetra Kalogrides, and Susanna Loeb. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source.  \nUsing Student Test Scores to Measure Principal Performance Jason A. Grissom, Demetra Kalogrides, and Susanna Loeb NBER Working Paper No. 18568  \nNovember 2012 JEL No. I21  \nABSTRACT  \nExpansion of the use of student test score data to measure teacher performance has fueled recent policy interest in using those data to measure the effects of school administrators as well. However, little research has considered the capacity of student performance data to uncover principal effects. Filling this gap, this article identifies multiple conceptual approaches for capturing the contributions of principals to student test score growth, develops empirical models to reflect these approaches, examines the properties of these models, and compares the results of the models empirically using data from a large urban school district. The paper then assesses the degree to which the estimates from each model are consistent with measures of principal performance that come from sources other than student test scores, such as school district evaluations. The results show that choice of model is substantively important for assessment. While some models identify principal effects as large as 0.15 standard deviations in math and 0.11 in reading, others find effects as low as 0.02 in both subjects for the same principals. We also find that the most conceptually unappealing models, which over-attribute school effects to principals, align more closely with non-test measures than do approaches that more convincingly separate the effect of the principal from the effects of other school inputs.  \nJason A. Grissom PMB \\#414  \n230 Appleton Place Nashville, TN 37203-5721 [jason.grissom@vanderbilt.edu](jason.grissom@vanderbilt.edu)  \nDemetra Kalogrides Stanford University  \n520 Galvez Mall Drive Stanford CA, 94305 [dkalo@stanford.edu](dkalo@stanford.edu)  \nSusanna Loeb  \n524 CERAS, 520 Galvez Mall Stanford University Stanford, CA 94305 and NBER[sloeb@stanford.edu](sloeb@stanford.edu)  \nUsing Student Test Scores to Measure Principal Performance  \nJason A. Grissom*  \nDemetra Kalogrides†  \nSusanna Loeb‡  \n***  \nAbstract  \nExpansion of the use of student test score data to measure teacher performance has fueled recent policy interest in using those data to measure the effects of school administrators as well. However, little research has considered the capacity of student performance data to uncover principal effects. Filling this gap, this article identifies multiple conceptual approaches for capturing the contributions of principals to student test score growth, develops empir","cbCaigYGlJq3v5Dj","https://ap.wps.com/l/cbCaigYGlJq3v5Dj","pdf",610073,52,"English","# Abstract\n## Policy context and research gap\n## Conceptual approaches and empirical modeling\n## Model properties and empirical comparisons\n## Consistency with non-test measures\n## Findings on sensitivity to model choice","[{\"question\":\"What research gap does the paper address?\",\"answer\":\"The paper examines whether student performance data can uncover principals’ effects, noting that prior research has focused more on teacher evaluation than on principal attribution.\"},{\"question\":\"How does the paper study principal contributions to student test score growth?\",\"answer\":\"It identifies multiple conceptual approaches, develops empirical models to represent them, and evaluates the models’ properties using data from a large urban school district.\"},{\"question\":\"Why are the results sensitive to the model choice?\",\"answer\":\"The paper finds that different modeling approaches yield substantially different principal effect estimates for the same principals, highlighting that assessment conclusions depend on how the model separates principal effects from other school inputs.\"}]","Using Student Test Scores to Measure Principal Performance - NBER Working Paper No. 18568 | PDF",131]