Nothing and Everything: The Relationship of Indiana’s A-F School Grading System and Self-Efficacy in Elementary Principals

Abstract

The purpose of this research study was to determine how elementary principals view the Indiana A-F school letter grading system and the extent to which that system, if at all, impacts principals’ self-efficacy. The researcher conducted semi-structured interviews with three elementary principals from southern Indiana, with each principal participating in four interviews lasting a total of approximately seven hours. Principals voiced widespread skepticism of the Indiana A-F school grading system, viewing it as a poor measure of school quality. Each participant reported experiencing a significant strain on their self-efficacy due to the letter grading system, though the strain was temporary. Principals reported that the A-F school grading system has the capacity to inflict deep stress and pain on school leaders. Findings suggest a need for Indiana policymakers to revisit the accountability system and create new school quality metrics that fully capture the many responsibilities placed on schools.