Education Drivers

School Metrics

Presentations

TITLE
SYNOPSIS
CITATION
A Systematic Approach to Data-based Decision Making in Education: Building School Cultures

This paper examines the critical pracitce elements of data-based decision making and strategies for building school cultures to support the process.

Keyworth, R. (2009). A Systematic Approach to Data-based Decision Making in Education: Building School Cultures [Powerpoint Slides]. Retrieved from 2009-campbell-presentation-randy-keyworth.

Building a Data-based Decision Making Culture through Performance Management

This paper examines the issues, challenges, and opportunities of creating a school culture that uses data systematically in all of its decision making.

Keyworth, R. (2009). Building a Data-based Decision Making Culture through Performance Management [Powerpoint Slides]. Retrieved from 2008-aba-presentation-randy-keyworth.

A Systematic Approach to Data-based Decision Making in Education

Systematic data-based decision making is critical to insure that educators are able to identify, implement, and trouble shoot evidence-based interventions customized to individual students and needs.

Keyworth, R. (2010). A Systematic Approach to Data-based Decision Making in Education [Powerpoint Slides]. Retrieved from 2010-hice-presentation-randy-keyworth.

Now What? The Current State of Principal Preparation, Evaluation, and Support
This paper examines the current state of principal development in the context of best practices, including: evidence-based curriculum, well-trained instructors, effective coaching, and ongoing feedback and support.
Keyworth, R. (2015). Now What? The Current State of Principal Preparation, Evaluation, and Support [Powerpoint Slides]. Retrieved from 2015-calaba-presentation-randy-keyworth.
TITLE
SYNOPSIS
CITATION
Evaluating Principals: Balancing Accountability with Professional Growth
The goal of this paper is to provide policymakers with recommendations for the design and implementation of strong principal development and evaluation systems. States and local school systems that pursue these ideas can use principal evaluation to drive a powerful vision of principal effectiveness and, by consequence, improve outcomes for all students.
(2010). Evaluating Principals: Balancing Accountability with Professional Growth. New Leaders for New Schools.
Principal Evaluation Handbook
New Leaders has recently published a new principal evaluation model. It includes seven modules: (1) Overview of the New Leaders Principal Evaluation Model, (2) The Principal Evaluation Rubric, (3) Setting a Principal Practice Goal + Strategic Planning, (4) Identifying Evidence, (5) Direct Observation of Principal Practice, (6) Collecting and Mapping Evidence to the Principal Practice Rubric, and (7) Providing Actionable Feedback.
(2012). Principal Evaluation Handbook. New Leaders
Putting Principal Evaluation into Practice
Overview New Leaders has recently published a new principal evaluation model. It includes seven modules: (1) Overview of the New Leaders Principal Evaluation Model, (2) The Principal Evaluation Rubric, (3) Setting a Principal Practice Goal + Strategic Planning, (4) Identifying Evidence, (5) Direct Observation of Principal Practice, (6) Collecting and Mapping Evidence to the Principal Practice Rubric, and (7) Providing Actionable Feedback.
(2012). Putting Principal Evaluation into Practice. New Leaders
Principal Evaluation Rubric
Overview New Leaders has recently published a new principal evaluation model. It includes seven modules: (1) Overview of the New Leaders Principal Evaluation Model, (2) The Principal Evaluation Rubric, (3) Setting a Principal Practice Goal + Strategic Planning, (4) Identifying Evidence, (5) Direct Observation of Principal Practice, (6) Collecting and Mapping Evidence to the Principal Practice Rubric, and (7) Providing Actionable Feedback.
(2012). Putting Principal Evaluation into Practice. New Leaders
Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic

This report highlights key developments in the effort to boost high school graduation rates during the past decade. It also outlines what it will take to get to 90 percent and identifies five critical areas--closing the opportunity gap between low-income students and their middle-to-high- income peers; solving the big city challenge; improving outcomes for students with disabilities; focusing on California; and boosting graduation rates for young men of color in key states--to help the nation reach its goal.

Balfanz, R., Bridgeland, J. M., Fox, J. H., DePaoli, J. L., Ingram, E. S., & Maushard, M. (2014). Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic. Annual Update 2014. Civic Enterprises.

Do Principals Know Good Teaching When They See It?

This article examines the effectiveness and related issues of current methods of principal evaluation of teachers.

Burns M. (2011). Do Principals Know Good Teaching When They See It?. Educational policy, 19(1), 155-180.

The 2018 EdNext poll on school reform

Few issues engender stronger opinions in the American population than education, and the number and complexity of issues continue to grow.  The annual Education Next Survey of Public Opinion examines the opinions of parents and teachers across a wide range of topic areas such as: student performance, common core curriculum, charter schools, school choice, teacher salaries, school spending, school reform, etc.  The 12thAnnual Survey was completed in May, 2018.

Cheng, A., Henderson, M. B., Peterson, P.E. & West, M. R. (2019). The 2018 EdNext poll on school reform. Education Next19(1).

Access and persistence: Findings from 10 years of longitudinal research on students

To answer questions about who goes to college, who persists toward a degree or credential, and what happens to students after they enroll, the National Center for Education Statistics launched three national longitudinal studies to track students movements into and through the postsecondary education system. These three surveys, the National Education Longitudinal Study, the Beginning Postsecondary Student Longitudinal Study, and the Baccalaureate and Beyond Study, provide findings about college access, student characteristics, and academic persistence. College students today are a diverse group; 30% are minorities, 20% were born outside of the United States or have a parent who was, and 11% spoke a language other than English while growing up. Only 40% of college students fit the traditional mold of enrolling immediately after high school and depending on their parents to take care of financial responsibilities. About three-quarters of all four-year college students now earn a paycheck, and about one-quarter work full time. A young persons likelihood of attending a four-year college increases with the level of their parents education. More at-risk students apply to college if their friends plan to go, but the price of attending college is still a significant obstacle for students from low- and middle-income families. Financial aid is an equalizer to some degree. Most students who leave college enroll again within 6 years, but many enroll in other institutions. As a result, the records of individual institutions often understate the overall postsecondary persistence. 

Choy, S. P. (2002). Access and persistence: Findings from 10 years of longitudinal research on students.Washington, DC: American Council on Education, Center for Policy Analysis.

 

Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Learning Expertise

This book shows how principals and other school leaders can develop the skills necessary for teachers to deliver high quality instruction by introducing principals to a five-part model of effective instruction.

Fink, S., & Markholt, A. (2011). Leading for instructional improvement: How successful leaders develop teaching and learning expertise. John Wiley & Sons.

U.S. Graduation Rate Hits New All-Time High, With Gains in All Student Groups

The National Center on Education Statistics has released graduation rate data for the school year 2015-2016 (the most recent year in which data are available).  The graduation rate for this school year is 84% making it the highest level reported since all states began using a standard measure for reporting graduation rates in the 2010-2011 school year.  Not only is the overall graduation rate higher but there were improvements in each of the sub-groups as well.

Gerwrtz, C. (20017). U.S. Graduation Rate Hits New All-Time High, With Gains in All Student Groups. Education Week.

 

Postsecondary Institutions and Cost of Attendance in 2016-17; Degrees and Other Awards Conferred, 2015-16; and 12-Month Enrollment, 2015-16: First Look (Provisional Data)

he purpose of this preliminary report is examine the most recent data on the cost of sending students to college in the Unities States. During the 2017–18 academic year, there were 6,642 Title IV institutions of this total, 2,902 were classified as 4-year institutions, 1,932 were 2-year institutions, and the remaining 1,808 were less-than-2-year institutions. Average tuition and required fees for full-time, first-time degree/certificate-seeking undergraduates at 4-year institutions increased across all institutional controls except private for-profit institutions from 2015-16 to 2017–18. Public institutions reported a roughly 2 percent increase for in-state students (to approximately $8,300) and for out-of-state students (to approximately $18,700). Private nonprofit institutions reported an increase of approximately 3 percent (to about $28,000). Private for-profit institutions reported average tuition and required fees of approximately $16,200 for 2017–18. This represents a decrease of over 1 percent when compared with the inflation-adjusted figure from 2015–16. Approximately 3.3 million students received degrees or certificates at 4-year degree-granting institutions with more than 58 percent obtained a bachelor’s degree.

 

Ginder, S. A., Kelly-Reid, J. E., & Mann, F. B. (2018). Postsecondary Institutions and Cost of Attendance in 2016-17; Degrees and Other Awards Conferred, 2015-16; and 12-Month Enrollment, 2015-16: First Look (Provisional Data). NCES 2017-075rev. National Center for Education Statistics.

The Evaluation of Principals: What and How do States and Urban Districts Assess Leadership?

This study present results of a comprehensive review of principal leadership assessment practices in the United States. Using the learning-centered leadership framework, it focused on identifying the congruence (or lack thereof) between documented assessment practices and the research-based criteria for effective leadership that are associated with improved school performance.

Goldring, E., Cravens, X. C., Murphy, J., Porter, A. C., Elliott, S. N., & Carson, B. (2009). The evaluation of principals: What and how do states and urban districts assess leadership?. The Elementary School Journal, 110(1), 19-39

Assessing Learning-Centered Leadership: Connections to Research, Professional Standards, and Current Practices

With support from The Wallace Foundation, a Vanderbilt University team is developing a tool to monitor and assess the performance of school leaders. The Vanderbilt assessment will differ from existing tools by focusing 100 percent on instructional leadership and examining both principals and leadership teams. The paper, with two companion reports, presents the research behind and conceptual framework for the tool.

Goldring, E., Porter, A., Murphy, J., Elliott, S. N., & Cravens, X. (2009). Assessing learning-centered leadership: Connections to research, professional standards, and current practices. Leadership and Policy in Schools, 8(1), 1-36.

Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education

This paper examines how well principals can distinguish between more and less effective teachers. To put principal evaluations in context, we compare them with the traditional determinants of teacher compensation-education and experience-as well as value-added measures of teacher effectiveness.

Jacob, B. A., & Lefgren, L. (2008). Can principals identify effective teachers? Evidence on subjective performance evaluation in education. Journal of Labor Economics, 26(1), 101-136.

Digest of Education Statistics 2015 Report Released

 The Digest of Education Statistics 2015 was just released by The Institute for Education Sciences (IES) National Center for Education Statistics (NCES).  This annual publication provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons. It has been published annually since 1962, providing over 50 years of data with which to benchmark education performance at the system level in this country.

Snyder, T.D., de Brey, C., and Dillow, S.A. (2018). Digest of Education Statistics 2016 (NCES 2017-094). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Antecedents And Consequences Of Reactions To Developmental 360° Feedback
This study investigates factors that influence leaders’ reactions to 360° feedback and the relationship of feedback reactions to subsequent development activities and changes in behavior.
Atwater, L. E., & Brett, J. F. (2005). Antecedents and consequences of reactions to developmental 360 feedback. Journal of Vocational Behavior, 66(3), 532-548.
360° Feedback: Accuracy, Reactions, And Perceptions Of Usefulness
This study examines 360° feedback ratings and reactions to feedback, perceptions of feedback accuracy, perceived usefulness of the feedback, and recipients' receptivity to development.
Brett, J. F., & Atwater, L. E. (2001). 360° feedback: Accuracy, reactions, and perceptions of usefulness. Journal of Applied Psychology, 86(5), 930.
Addressing Challenges in Evaluating School Principal Improvement Efforts
This report describes the challenges states, districts, and other entities encounter as they evaluate school reform.
Burkhauser, S., Pierson, A., Gates, S., and Hamilton, L. (2012) Assessing the Relationship Between Administrator Preparation Programs and Job Performance. Rand Corporation.
School Principals and School Performance
This paper uses data from New York City to estimate how the characteristics of school principals relate to school performance, as measured by students' standardized exam scores and other outcomes. There is little evidence of any relationship between school performance and principal education and pre-principal work experience, but some evidence that experience as an assistant principal at the principal's current school is associated with higher performance among inexperienced principals.
Clark, D., Martorell, P., & Rockoff, J. (2009). School Principals and School Performance. Working Paper 38. National Center for Analysis of longitudinal data in Education research.
Practical Guide To Designing Comprehensive Principal Evaluation Systems
This guide is intended to assist states and districts in developing systems of principal evaluation and support and is informed by research on performance evaluation.
Clifford, M., Hansen, U. J., and Wraight, S. (2012). Practical Guide To Designing Comprehensive Principal Evaluation Systems. American Institutes for Research.
Measuring Principal Performance: How Rigorous Are Commonly Used Principal Performance Assessment Instruments?
This study reviewed eight publicly available formative assessments of principal performance, focusing on the tool’s approach, time requirement, content and construct validity, and reliability.
Condon, C., & Clifford, M. (2010). Measuring Principal Performance: How Rigorous Are Commonly Used Principal Performance Assessment Instruments? A Quality School Leadership Issue Brief. Learning Point Associates.
The Policies and Practices of Principal Evaluation
This paper provides a literature review of 68 research papers published from 1980 through 2010 on the topic of principal evaluation.
Davis, S., Kearney, K., Sanders, N., Thomas, C., & Leon, R. (2011). The policies and practices of principal evaluation: A review of the literature. San Francisco, CA: WestEd.
What We Know About Upward Appraisals of Management: Facilitating the Future Use of UPAs
This is a review of the literature on upward performance appraisal (UPA). It reveals that UPA is an under-used management tool; however, compared to traditional top-down appraisals, the focus of UPAs may be a better fit as an instrument for continuous improvement.
Hall, J. L., Leiaecker, J. K., & DiMarco, C. (1996). What we know about upward appraisals of management: facilitating the future use of UPAs. Human Resource Development Quarterly, 7(3), 209-226.
Assessing the Promise of Standards-Based Performance Evaluation for Principals: Results from a Randomized Trial
This randomized controlled study examines the effects of feedback and principal job satisfaction.
Kimball, S. M., Milanowski, A., & McKinney, S. A. (2009). Assessing the promise of standards-based performance evaluation for principals: Results from a randomized trial. Leadership and Policy in Schools, 8(3), 233-263.
A National View of Certification of School Principals: Current and Future Trends
This paper focuses on two questions: (a) What patterns in certification currently exist across the states? and (b) What might these current patterns indicate for the future of school principal certification?
LeTendre, B. G., & Roberts, B. (2005). A National view of certification of school principals: Current and future trends. In University Council for Educational Administration, Convention, Nashville, TN. Retrieved October (Vol. 15, p. 2007).
Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches from Eight Urban Districts
This report examines efforts in eight Wallace-supported school districts to revamp university principal-training programs. It finds that districts can influence leader training by acting like “discerning customers” who clearly describe to training programs the principal capabilities they are in the market for.
Orr, M. T., King, C., & LaPointe, M. (2010). Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches from Eight Urban Districts. Education Development Center, Inc.
TITLE
SYNOPSIS
AdvancED
AdvanceED is national nonprofit, non-partisan organization that conducts rigorous, on-site external reviews of PreK-12 schools and school systems.
Positive Behavioral Interventions and Supports (PBIS)

The Technical Assistance Center on PBIS provides support states, districts and schools to establish, scale-up and sustain the PBIS framework.

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