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.
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.
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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%
7

8. THANK YOU
connect@oerc.osu.edu | oerc.osu.edu