Evaluating Principal-Preparation Programs Based on Placement Rates: Problems and Prospects for Policymakers

Recent calls to hold preparation programs accountable for outcomes have led states to develop and adopt preparation program accountability systems. A primary feature of these systems is a focus on outcomes such as placement rates, retention rates, and graduates’ effectiveness in improving K-12 stude...

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Bibliographic Details
Published in:Journal of research on leadership education 2016-12, Vol.11 (3), p.237-271
Main Authors: Fuller, Edward J., Hollingworth, Liz
Format: Article
Language:English
Subjects:
Administrator Education
Classification
College Graduates
College Programs
Computation
Decision Making
Job Placement
Measurement Techniques
Principals
Program Evaluation
Statistical Analysis
Texas
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Summary:Recent calls to hold preparation programs accountable for outcomes have led states to develop and adopt preparation program accountability systems. A primary feature of these systems is a focus on outcomes such as placement rates, retention rates, and graduates’ effectiveness in improving K-12 student achievement. Yet, little research has examined the feasibility of employing such outcome measures, let alone the validity and reliability of the inherent judgments. This conceptual study reviews and makes conclusions about the appropriateness of using placement rates to evaluate principal-preparation programs based on theoretical analyses and empirical analysis of statewide placement data from Texas.
ISSN:1942-7751
1942-7751
DOI:10.1177/1942775114559029