Labor market impact of the Massachusetts state licensure performance assessment for leaders
Journal of Educational Administration
ISSN: 0957-8234
Article publication date: 6 April 2023
Issue publication date: 19 June 2023
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/approach
Using 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.
Findings
PAL 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/value
Until 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).
Keywords
Acknowledgements
This work was made possible through a no-cost extension of prior research made possible by funding and support through the Massachusetts Department of Elementary and Secondary Education, for the design, development and field testing of the PAL assessment and for making multi-year state data available for this study. In particular, the authors are thankful for the guidance in this work from Elizabeth Losee, Aubree Webb and Elana McDermott. The authors also thank the PAL assessment developers whose thoughtful work with them led to this important performance assessment and its use for initial school leader licensure – Ray Pecheone, Jon Snyder, Joseph Murphy and Barbara Beaudin – and Bank Street College of Education where the work was undertaken.
Citation
Orr, M.T. and Hollingworth, L. (2023), "Labor market impact of the Massachusetts state licensure performance assessment for leaders", Journal of Educational Administration, Vol. 61 No. 4, pp. 362-384. https://doi.org/10.1108/JEA-05-2022-0066
Publisher
:Emerald Publishing Limited
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