Questioning the Use of Outcome Measures to Evaluate Principal Preparation Programs

Autor/inn/en	Fuller, Ed; Hollingworth, Liz
Titel	Questioning the Use of Outcome Measures to Evaluate Principal Preparation Programs
Quelle	In: Leadership and Policy in Schools, 17 (2018) 2, S.167-188 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2016.1270332
Schlagwörter	Principals; Administrator Education; Program Evaluation; Program Effectiveness; Achievement Tests; Scores; Job Placement; Labor Turnover; Standards; Outcome Measures; Educational Policy; Policy Formation; Graduates; Outcomes of Education; Administrator Effectiveness; Academic Achievement; Educational Improvement; Literature Reviews + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Programme evaluation; Programmevaluation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Employment service; Employment services; Arbeitsvermittlung; Standard; Politics of education; Bildungspolitik; Politische Betätigung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Lernleistung; Schulerfolg; Schulleistung; Teaching improvement; Unterrichtsentwicklung
Abstract	Policymakers are proposing the use of outcome measures as indicators of effective principal preparation programs. The three most common metrics recommended are: (1) graduates' effectiveness in improving student achievement test scores, (2) graduate job placement rates, and (3) principal job retention once employed. This article explores the use of these three measures as indicators of program effectiveness by reviewing existing empirical research, employing program evaluation methodology to review potential approaches, and applying program evaluation standards to the evaluation effort. We conclude that the effort to evaluate principal preparation programs using these outcome measures is far less accurate than policymakers assume. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01