High-quality school leadership is pertinent to improving school performance and raising student achievement. Research supports that the impact of leadership is most significant in schools with the greatest needs (Clifford & Ross, 2012). Further, research suggests that leadership is the second most important factor impacting student achievement (Mitgang, 2013). This policy advocates for Chicago Public School (CPS) District 299 to implement a policy that differentiates Principal Evaluation. Implementing this policy could create a more equitable evaluation system to support, hire, and retain effective leadership in every school in Chicago. Creating a policy to support the implementation of a principal evaluation system designed to provide all students the high-quality education they deserve represents a critical tool for building equity in the education children receive in every school in CPS District 299.
","abstract_html":"<p>High-quality school leadership is pertinent to improving school performance and raising student achievement. Research supports that the impact of leadership is most significant in schools with the greatest needs (Clifford & Ross, 2012). Further, research suggests that leadership is the second most important factor impacting student achievement (Mitgang, 2013). This policy advocates for Chicago Public School (CPS) District 299 to implement a policy that differentiates Principal Evaluation. Implementing this policy could create a more equitable evaluation system to support, hire, and retain effective leadership in every school in Chicago. Creating a policy to support the implementation of a principal evaluation system designed to provide all students the high-quality education they deserve represents a critical tool for building equity in the education children receive in every school in CPS District 299.</p>","abstract_has_math":false,"creators":["Harper-Young, Kimberly"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Elizabeth Minor","Sandra Stringer","Don Angelaccio"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-04-01T07:00:00Z","date_published":"2018-04-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["Principal Evaluation","Policy Advocacy","Education","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/300","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Elizabeth Minor","Sandra Stringer","Don Angelaccio"]},{"key":"dc:creator","label":"Author","values":["Harper-Young, Kimberly"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-04-26T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Principal Evaluation","Policy Advocacy","Education","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/300"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["High-quality school leadership is pertinent to improving school performance and raising student achievement. Research supports that the impact of leadership is most significant in schools with the greatest needs (Clifford & Ross, 2012). Further, research suggests that leadership is the second most important factor impacting student achievement (Mitgang, 2013). This policy advocates for Chicago Public School (CPS) District 299 to implement a policy that differentiates Principal Evaluation. Implementing this policy could create a more equitable evaluation system to support, hire, and retain effective leadership in every school in Chicago. Creating a policy to support the implementation of a principal evaluation system designed to provide all students the high-quality education they deserve represents a critical tool for building equity in the education children receive in every school in CPS District 299.
"]},{"key":"dc:title","label":"Title","values":["Differentiating the Principal Evaluation: Policy Advocacy Document"]}]}],"canonical_facts":{"dc:contributor":["Elizabeth Minor","Sandra Stringer","Don Angelaccio"],"dc:creator":["Harper-Young, Kimberly"],"dc:date.available":["2018-04-26T07:00:00Z"],"dc:description.abstract":["High-quality school leadership is pertinent to improving school performance and raising student achievement. Research supports that the impact of leadership is most significant in schools with the greatest needs (Clifford & Ross, 2012). Further, research suggests that leadership is the second most important factor impacting student achievement (Mitgang, 2013). This policy advocates for Chicago Public School (CPS) District 299 to implement a policy that differentiates Principal Evaluation. Implementing this policy could create a more equitable evaluation system to support, hire, and retain effective leadership in every school in Chicago. Creating a policy to support the implementation of a principal evaluation system designed to provide all students the high-quality education they deserve represents a critical tool for building equity in the education children receive in every school in CPS District 299.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/300"],"dc:subject":["Principal Evaluation","Policy Advocacy","Education","Educational Leadership"],"dc:title":["Differentiating the Principal Evaluation: Policy Advocacy Document"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}