The SAS Education Value-Added Assessment System (SAS[R] EVAAS[R]) in the Houston Independent School District (HISD): Intended and Unintended Consequences

Autor/inn/en	Amrein-Beardsley, Audrey; Collins, Clarin
Titel	The SAS Education Value-Added Assessment System (SAS[R] EVAAS[R]) in the Houston Independent School District (HISD): Intended and Unintended Consequences
Quelle	In: Education Policy Analysis Archives, 20 (2012) 12, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Evidence; Urban Schools; Private Schools; Program Effectiveness; School Districts; Accountability; Teaching Methods; Educational Policy; Policy Analysis; Program Implementation; Teacher Evaluation; Merit Rating; Teacher Effectiveness; Evaluation Methods; Evaluation Criteria; Contracts; Case Studies; Test Reliability; Test Bias; Test Validity; Attribution Theory; Performance Factors; Formative Evaluation; Teacher Surveys + Suchen Sie Ihr Suchwort? Evidenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Private school; Privatschule; School district; Schulbezirk; Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Politikfeldanalyse; Teacher appraisal; Lehrerbeurteilung; Analytische Arbeitsbewertung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Vertrag; Case study; Fallstudie; Case Study; Testreliabilität; Testkritik; Testvalidität; Leistungsindikator
Abstract	The SAS Educational Value-Added Assessment System (SAS[R] EVAAS[R]) 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[R] EVAAS[R] 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[R] EVAAS[R] scores. This study also suggests some intended and unintended effects that seem to be occurring as a result of SAS[R] EVAAS[R] implementation in HISD. In addition to issues with reliability, bias, teacher attribution, and validity, high-stakes use of SAS[R] EVAAS[R] in this district seems to be exacerbating unintended effects. (Contains 1 figure, 4 tables, and 2 footnotes.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10