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Conference Paper: The equity implications of principal evaluation on student achievement: A critical quantitative policy analysis

TitleThe equity implications of principal evaluation on student achievement: A critical quantitative policy analysis
Authors
Jang, ST
Issue Date2022
PublisherUniversity Council for Educational Administration.
Citation
The 36th annual University Council for Educational Administration (UCEA) Convention, Seattle, Washington, United States, November 17-20, 2022 How to Cite?
AbstractThis critical quantitative policy study aims to provide a macro-exploration of the systemic connection between state principal evaluation policies and student achievement from 2015 to 2019. By investigating the connections between state policy levers in principal evaluation and student achievement overall and among Black and Hispanic students in particular, this study explores whether and how these strategies improve the achievement of such historically marginalized students.
DescriptionIntentional Use of Critical Methods to Interrogate Policy and Curriculum
In-Person Paper Session
Persistent Identifierhttp://hdl.handle.net/10722/322618

 

DC FieldValueLanguage
dc.contributor.authorJang, ST-
dc.date.accessioned2022-11-14T08:28:18Z-
dc.date.available2022-11-14T08:28:18Z-
dc.date.issued2022-
dc.identifier.citationThe 36th annual University Council for Educational Administration (UCEA) Convention, Seattle, Washington, United States, November 17-20, 2022-
dc.identifier.urihttp://hdl.handle.net/10722/322618-
dc.descriptionIntentional Use of Critical Methods to Interrogate Policy and Curriculum-
dc.descriptionIn-Person Paper Session-
dc.description.abstractThis critical quantitative policy study aims to provide a macro-exploration of the systemic connection between state principal evaluation policies and student achievement from 2015 to 2019. By investigating the connections between state policy levers in principal evaluation and student achievement overall and among Black and Hispanic students in particular, this study explores whether and how these strategies improve the achievement of such historically marginalized students.-
dc.languageeng-
dc.publisherUniversity Council for Educational Administration.-
dc.titleThe equity implications of principal evaluation on student achievement: A critical quantitative policy analysis-
dc.typeConference_Paper-
dc.identifier.emailJang, ST: stjang@hku.hk-
dc.identifier.authorityJang, ST=rp02930-
dc.identifier.hkuros341733-
dc.publisher.placeUnited States-

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