Journal article
Labor market impact of the Massachusetts state licensure performance assessment for leaders
Journal of educational administration, Vol.61(4), pp.362-384
2023
DOI: 10.1108/JEA-05-2022-0066
Abstract
Purpose This paper explores the school leadership career outcomes, timing and educator evaluation of those who complete the Massachusetts Performance Assessment for Leaders (PAL) in comparison with others who did not. It also compares outcomes for those with different PAL score completion requirements.Design/methodology/approachUsing PAL assessment results and state employment data for years 2015 through 2019, the authors examined trends and timing in PAL completers' career advancement into an initial school leader position (assistant principal or principal), by assessment cohort (based on assessment year and passing (cut) score requirements) and with who never had to complete the assessment for licensure (non-PAL completers). Using regression analysis, the authors evaluated potential race/ethnicity and gender differences in advancement. Using chi-square tests of association, the authors compared non-PAL and PAL completers on their demographic attributes and on retention and promotion from assistant principal and on their educator evaluation scores. The authors also examined differences in advancement based on the cut score requirements and preparation pathways.FindingsPAL completers made steady career advances over time and at faster rates than non-PAL completers. Further, PAL completers subject to higher cut score requirements advanced more quickly than those with lower or no score requirements. PAL completers' gender and race/ethnicity seemed to matter less in career advancement than was found in other studies. In 2019, almost half who advanced were employed in the same districts as they had been in 2014 and were more likely to be new leaders in urban districts. When compared with other career-related measures, PAL completers outperformed non-PAL completers who first became school leaders since 2014: they were more likely to be rated as exemplary on educator evaluation and more likely to be retained or promoted after two years in their first school leader position.Originality/valueUntil now little research has existed on the career effects of licensure assessments. Because it requires candidates to demonstrate proficiency in core areas of school leadership work, the PAL assessment appears to be a superior means of screening initial school leaders (based on rate of hiring) and of signaling future performance (based on subsequent educator evaluation ratings) than other assessment forms (such as the School Leader Licensure Assessment [SLLA] exam).
Details
- Title: Subtitle
- Labor market impact of the Massachusetts state licensure performance assessment for leaders
- Creators
- Margaret Terry Orr - Fordham UniversityLiz Hollingworth - Univ Iowa, Coll Educ, Dept Educ Policy & Leadership Studies, Iowa City, IA USA
- Resource Type
- Journal article
- Publication Details
- Journal of educational administration, Vol.61(4), pp.362-384
- Publisher
- Emerald Group Publishing
- DOI
- 10.1108/JEA-05-2022-0066
- ISSN
- 0957-8234
- eISSN
- 1758-7395
- Number of pages
- 23
- Language
- English
- Electronic publication date
- 04/06/2023
- Date published
- 2023
- Academic Unit
- Educational Policy and Leadership Studies
- Record Identifier
- 9984400060302771
Metrics
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