Case Studies: Overview | Dallas | Houston | Plano
The Houston Independent School District (HISD) uses the SAS®Educational Value-Added Assessment System (EVAAS) to measure student progress at the school, grade, teacher, and student levels. HISD has used value-added analysis to develop Accelerating Student Progress. Increasing Results & Expectations (ASPIRE), a comprehensive educational-improvement and performance-management model. ASPIRE focuses on four key components of successful data-driven improvement initiatives – developing human capital, recognizing excellence, informing practice, and improving teaching and learning.
The statistical elements and uses of the value-added model implemented in Houston are discussed in more detail below.
Statistical Elements of the Model
The EVAAS methodology is more statistically robust than simple growth models, allowing for accurate estimates of both teacher and school effects. EVAAS isolates the impact of instruction by separating the annual growth of students into two parts – that which can be attributed to the student and that which can be attributed to the teacher, school, or district. Test scores are projected for students based upon their past performance and then compared to the scores they actually achieve at the end of the year. Several of the key elements of the EVAAS models are highlighted below. Those interested in better understanding the statistics behind the methodology should read this report.
- Collects longitudinal data. SAS EVAAS minimizes the influence of measurement error by using up to five years of data for each individual student. Because the data collected is longitudinal, each student serves as his or her own control, allowing for fair estimations of growth without adjusting for race, socioeconomic status, or other external factors.
- Uses all data. All available data on each student is used, no matter how complete or fractured his/her record. EVAAS accommodates missing data by weighting complete records more heavily than partial records, so the records of children with fewer years of data or scores for fewer subjects count less in the determination of educational effects than do the records of children for whom more data are available.
- Accurately links students with the teachers who taught them. EVAAS can accommodate various teaching situations, such as team teaching and pullouts, by assigning various proportions of student growth to multiple teachers.
- Reporting functions. SAS EVAAS has developed user-friendly systems for reporting results so that they can be understood by practitioners. Reports are provided for classrooms, schools, and districts.
Uses of the Model
Value-added analysis is used to guide instructional decision-making and reward excellence. Through the ASPIRE Award Program, HISD strives to recognize the impact of teachers, campus administrators, and many other employees who are accelerating student progress at the highest levels.
Teachers can earn awards under three strands:
- Strand I. Campus Progress Awards.
- Strand II. Teacher Progress Awards.
- Strand III. Campus Improvement, Achievement, and Writing Awards.
Principals can earn awards under three strands:
Campus Composite Cumulative
- Strand I. Campus Progress Awards – Composite Gain.
- Strand II. Campus Progress Award – By Subject Area.
- Strand III. Campus Improvement, Achievement, and Writing Awards.
For more information on the ASPIRE award program, click here.
The following resources provide additional information on the ASPIRE awards program.
- The ASPIRE brochure provides an overview of the program.
- The Houston Independent School District’s Resource Guide for Value-Added Reporting demonstrates how value added data can be presented in an accessible manner at the district, school, and classroom level.