EVAAS, Value-Added, and Teacher Branding

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I do not think I ever shared this video out, and now following up on another post, about the potential impact these videos should really have, I thought now is an appropriate time to share. “We can be the change,” and social media can help.

My former doctoral student and I put together this video, after conducting a study with teachers in the Houston Independent School District and more specifically four teachers whose contracts were not renewed due in large part to their EVAAS scores in the summer of 2011. This video (which is really a cartoon, although it certainly lacks humor) is about them, but also about what is happening in general in their schools, post the adoption and implementation (at approximately $500,000/year) of the SAS EVAAS value-added system.

To read the full study from which this video was created, click here. Below is the abstract.

The SAS Educational Value-Added Assessment System (SAS® EVAAS®) is the most widely used value-added system in the country. It is also self-proclaimed as “the most robust and reliable” system available, with its greatest benefit to help educators improve their teaching practices. This study critically examined the effects of SAS® EVAAS® as experienced by teachers, in one of the largest, high-needs urban school districts in the nation – the Houston Independent School District (HISD). Using a multiple methods approach, this study critically analyzed retrospective quantitative and qualitative data to better comprehend and understand the evidence collected from four teachers whose contracts were not renewed in the summer of 2011, in part given their low SAS® EVAAS® scores. This study also suggests some intended and unintended effects that seem to be occurring as a result of SAS® EVAAS® implementation in HISD. In addition to issues with reliability, bias, teacher attribution, and validity, high-stakes use of SAS® EVAAS® in this district seems to be exacerbating unintended effects.

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