El sas sistema de evaluación de la educación de valor agregado (sas ® evaas ®): Algunos efectos intencionales y no intencionales en un sistema escolar urbano de gran tamaño

Translated title of the contribution: The SAS education value-added assessment system (SAS ® EVAAS ®) in the Houston independent school district (HISD): Intended and unintended consequences

Audrey Beardsley, Clarin Collins

Research output: Contribution to journalArticle

39 Scopus citations


The SAS Educational Value-Added Assessment System (SAS ® EVAAS ®) 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 ® EVAAS ® 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 ® EVAAS ® scores. This study also suggests some intended and unintended effects that seem to be occurring as a result of SAS ® EVAAS ® implementation in HISD. In addition to issues with reliability, bias, teacher attribution, and validity, high-stakes use of SAS ® EVAAS ® in this district seems to be exacerbating unintended effects.

Original languageSpanish
Pages (from-to)1-31
Number of pages31
JournalEducation Policy Analysis Archives
StatePublished - May 17 2012



  • Accountability
  • Teacher effectiveness
  • Teacher evaluation
  • Teacher quality
  • Value-added models (VAMs)

ASJC Scopus subject areas

  • Education

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