All sizzle and no steak

Value-added model doesn’t add value in Houston

Audrey Beardsley, Tray Geiger

Research output: Contribution to journalReview article

1 Citation (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)53-59
Number of pages7
JournalPhi Delta Kappan
Volume99
Issue number2
DOIs
StatePublished - Oct 1 2017

Fingerprint

value added
district
student
teacher
special education
English language
minority
classroom
market
Teaching
school
evidence
experience

ASJC Scopus subject areas

  • Education

Cite this

All sizzle and no steak : Value-added model doesn’t add value in Houston. / Beardsley, Audrey; Geiger, Tray.

In: Phi Delta Kappan, Vol. 99, No. 2, 01.10.2017, p. 53-59.

Research output: Contribution to journalReview article

@article{f294f8d2358b431b97722e6633b10f9f,
title = "All sizzle and no steak: Value-added model doesn’t add value in Houston",
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.",
author = "Audrey Beardsley and Tray Geiger",
year = "2017",
month = "10",
day = "1",
doi = "10.1177/0031721717734191",
language = "English (US)",
volume = "99",
pages = "53--59",
journal = "Phi Delta Kappan",
issn = "0031-7217",
publisher = "Phi Delta Kappa Inc.",
number = "2",

}

TY - JOUR

T1 - All sizzle and no steak

T2 - Value-added model doesn’t add value in Houston

AU - Beardsley, Audrey

AU - Geiger, Tray

PY - 2017/10/1

Y1 - 2017/10/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85029915728&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85029915728&partnerID=8YFLogxK

U2 - 10.1177/0031721717734191

DO - 10.1177/0031721717734191

M3 - Review article

VL - 99

SP - 53

EP - 59

JO - Phi Delta Kappan

JF - Phi Delta Kappan

SN - 0031-7217

IS - 2

ER -