The document discusses Ohio's approach to measuring student success using value-added data. It provides an overview of Ohio's value-added timeline and system, which uses SAS EVAAS software to process data and provide diagnostic tools, accountability measures, and support for educators. The system aims to measure student growth and the impact of teaching beyond single test scores. EVAAS was developed from research on measuring teaching effectiveness, and accounts for factors like poverty that can impact achievement. Overall, the document introduces Ohio's approach to analyzing longitudinal student performance data to support classroom and school improvement efforts.

1. EXAMINING OHIO’S
APPROACH TO
MEASURING STUDENT
SUCCESS
SERIES SESSION #1:
VALUE-ADDED INFORMATION’S ROLE
IN CLASSROOM AND SCHOOL
IMPROVEMENT
Se pt e mbe r 1 6 , 2 0 1 3
Matthew Cohen, Ph.D.
M a k i n g R es ea r ch W or k f or E d u ca t i on

2. OHIO’S VALUE-ADDED TIMELINE
2

3. OHIO’S VALUE-ADDED SYSTEM
SAS® Data
Processing
Diagnostic
Tools
EVAAS®
Accountability
Measures and
Reports
ODE-BFK
Partnership
Research
About System
Improvement
(OERC)
Technical Assistance and
Support,
Training and Development
3

4. INTRO TO EVAAS:
ACADEMIC ORIGINS
 A research team led by Dr. Bill Sanders at UTK began looking
at growth.
 Sophisticated modeling techniques addressed common
concerns related to using student testing data.
 These modeling approaches were not new to other industries.
 Research by the T VAAS team established many of today’s
basic understandings about teaching ef fectiveness:
 Teaching matters.
 Teaching matters a lot because inef fective teaching cannot be
compensated for in future years.
 Students can serve as their own control.
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5. INTRO TO EVAAS:
SAS ® EVAAS ® FOR K-12
 The EVAAS team joined SAS in 2000 to provide ser vices to
more educators.
 EVAAS repor ting goes beyond a single estimate of
ef fectiveness and provides a wealth of suppor ts for educators
and administrators.
 All students deser ve to make appropriate progress.
 Today, EVAAS of fers its education par tners both research and
production experience in measuring student growth.
 EVAAS is currently available in 20 states, with 4 statewide
implementations (NC, OH, PA and TN).
 Local policies and decisions determine many critical aspects to
implementation.
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6. POVERTY AND VALUE-ADDED DATA
30
20
10
0
-10
-20
-30
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
6

7. POVERTY AND ACHIEVEMENT
120
110
Performance Index
100
90
80
70
60
50
40
0%
10%
20%
30%
40%
50%
60%
% Economic D isadvantaged
70%
80%
90%
100%
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8. THANK YOU
connect@oerc.osu.edu | oerc.osu.edu