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Abstract

A vast body of research supports the notion that school leadership is the second most influential factor on student achievement, behind only the classroom teacher (Davis & Darling-Hammond, 2012; Lynch, 2012; Mendels & Mitgang, 2013; Miller, 2013; Pannell, Peltier-Glaze, Haynes, Davis, & Skelton, 2015). Lawmakers have begun to recognize the significance of the principal’s impact on student achievement, and while waiting on reauthorization of federal education legislation, the United States Department of Education (USDE) included a principal evaluation component in the requirements for states to waive certain provisions of the No Child Left Behind Act (NCLB) of 2001. To request flexibility, states were required to develop a principal evaluation system that met certain criteria as outlined by the USDE, including the use of student outcomes as a major component of the evaluation system.

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