Educational accountability policy rests heavily on the assessments used to influence teaching, learning, and school improvement. A long-debated aspect of assessment use, consequential validity, plays an important role in public interpretation of assessment use whether for individual students or for state policy. The purpose of this survey study…

As the 21st century progresses, the role of the building-level school administrator has become more and more complex. With the demands of the No Child Left Behind Act, changing demographics, instructional leadership, and state accountability systems, the need for principals to feel a sense of efficacy toward their jobs is critical. There is a body…

The implementation of the No Child Left Behind (NCLB) Act in 2002 has increased the emphasis on standardized achievement tests. Principals are asked to lead instruction and improve student achievement through assessment. NCLB has sanctions that could include replacing a school principal. The purpose of this study was to look at the level of…

Data-driven decision making has become part of the lexicon for educational reform efforts. Supported by the federal No Child Left Behind legislation, the use of data to inform educational decisions has become a common-place practice across the country. Using an online survey administered to central office data leaders in all Virginia public school…