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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
OHIO’S VALUE-ADDED TIMELINE

2
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
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.

4
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.

5
POVERTY AND VALUE-ADDED DATA
30

20

10

0

-10

-20

-30
0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

6
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%

7
THANK YOU

connect@oerc.osu.edu | oerc.osu.edu

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Documents oerc_160913_va_symp_cohen-final(1)

  • 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
  • 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. 4
  • 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. 5
  • 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% 7