Seems that a majority of elementary school principals do not like being judged by student standardized test scores. Not that we can blame them.
The National Association of Elementary School Principals happily reported last week that the US DOE had backed down from “including student academic growth, as measured by standardized test scores, from its definition of ‘effective’ and ‘highly effective’ principals.”
“In September, the Department of Education proposed definitions of ‘effective’ and ‘highly effective’ principals–a scant 200 words that, if enacted, could be used to determine which districts and schools are eligible for federal discretionary education grants. NAESP strongly opposes the definitions, which represent another attempt to hold principals accountable for outcomes far behind their control.”
“More important, our members oppose them as well. In a survey the Association conducted in September, 70 percent of NAESP members say it is inappropriate to define principal effectiveness in significant measure as “at least one grade level in an academic year” of student growth. NAESP heard you loud and clear, and we expressed your opposition in a formal letter to the Department of Education focused on four concerns…” Way to go, NAESP!”