Abstract
Purpose. The purpose of this study was to determine elementary and middle school principals' perceptions about the services of second- and third-year external evaluators that were most effective or least effective in assisting Immediate Intervention/Underperforming Schools Program (II/USP) elementary and middle schools with the improvement of student performance. Methodology. This was a descriptive study using a qualitative methodology. The sample included thirty-five elementary and middle school principals from schools participating in the first cohort of California's Immediate Intervention/Underperforming Schools Program. Telephone interviews were used for data collection purposes. Qualitative data analysis methods were used to determine categories, themes, and patterns. Conclusions. (1) Data analysis, the introduction of research-based practices, and work in the area of assessment are the most effective services external entities can provide when helping low-performing schools improve student performance. (2) External evaluators impact student performance most effectively when they include formative assessment data in their data analysis services. (3) External evaluators impact student performance most effectively when they communicate clearly to build trust with a school's staff, skillfully facilitate conversations among the school's stakeholders, and assist the stakeholders in focusing the school's mission. (4) External entities are more likely to impact student performance when they visit a campus frequently.