All Sizzle and No Steak: Value-Added Model Doesn't Add Value in Houston

Autor/inn/en	Amrein-Beardsley, Audrey; Geiger, Tray
Titel	All Sizzle and No Steak: Value-Added Model Doesn't Add Value in Houston
Quelle	In: Phi Delta Kappan, 99 (2017) 2, S.53-59 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721717734191
Schlagwörter	Value Added Models; School Districts; Computer Software; Educational Technology; Technology Uses in Education; Scores; At Risk Students; Computation; Statistical Analysis; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Academic Standards; Standardized Tests; Test Validity; Test Reliability; Evaluation Methods; Texas (Houston) + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Statistische Analyse; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Standadised tests; Standardisierter Test; Testvalidität; Testreliabilität
Abstract	Houston's experience with the Educational Value-Added Assessment System (R) (EVAAS) raises questions that other districts should consider before buying the software and using it for high-stakes decisions. Researchers found that teachers in Houston, all of whom were under the EVAAS gun, but who taught relatively more racial minority students, higher proportions of English language learners, higher proportions of students eligible for free or reduced-price lunches, and higher proportions of special education students, had significantly lower EVAAS scores than colleagues teaching elsewhere in the Houston district. Hence, results suggest that the EVAAS does not, at least in Houston and perhaps elsewhere, offer states, districts, and schools the precise, reliable, and unbiased results that go far beyond what other simplistic [value-added] models found in the market today can provide, as the software owner, SAS Institute Inc., claims. Rather, evidence shows that EVAAS estimates in Houston, and likely elsewhere, may be biased against teachers who teach disproportionate percentages of certain type of students in their classrooms. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01