Teacherreports

Making Data Work for Kids:
EVAAS Teacher Reports

October 2012
SAS® EVAAS® for K-12

Copyright © 2010, SAS Institute Inc. All rights reserved.

Presenter

Dr. Sandy Horn
Senior Educator Support Specialist
SAS EVAAS
sandy.horn@sas.com

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Why should you care about your EVAAS
Teacher Value Added Report?
 Beginning with your 2013 report, it becomes part of
your evaluation.
 Standard 6 – Teachers contribute to the academic success of
their students. (Measurable Progress)
 Standard 4 – Teachers facilitate learning for their students
» Teachers plan instruction appropriate for their students
» Use data for short and long range planning
 Standard 5 – Teachers reflect on their practice.
» Teacher analyze student learning.

But your report is not just an evaluation component. It is
also a powerful tool for improving your effectiveness
as a teacher. So why else should you care?
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Why should you care about your EVAAS
Teacher Value Added Report?

You care about your
students.

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Achievement vs. Progress

Student Progress – How far have I come?
Highly dependent on what happens as a result of
schooling rather than on demographic factors.

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High-Achieving Students and Progress
All schools in Tennessee in 2011 - Math students in grades 4 through 8.

Districts, schools, and teachers that serve high achieving students can make excellent progress,
just as easily as those that serve low achieving students.
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High-Achieving Students and Progress
All schools in Pennsylvania in 2011 - Math students in grades 4 through 8.

Districts, schools, and teachers that serve high achieving students can make excellent progress,
just as easily as those that serve low achieving students.
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Achievement vs. Progress

By concentrating on the progress students make, EVAAS
puts the emphasis on something educators are responsible
for and can do something about. Average progress (one
year of academic gain) is the minimum expectation. In
other words, it is expected that students will not lose
ground, relative to their peers, in the course of the year.

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EVAAS can tell you WHAT happened. It’s up to
YOU to determine WHY it happened and what
you want to do about it.

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Effectiveness Categories
State Growth Standard/State Average = 0.0
Standard Error = a measure of uncertainty
Usually, the more data you have, the smaller the standard error.
Index = Teacher Estimate divided by its Standard Error

Index is 2
or higher

Index is equal to or greater than a
-2 but less than +2
0.0

Index is less than -2

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EVAAS Teacher Value Added Report

Rules of Effectiveness Level Determination
Exceeds Expected Growth: Teachers whose students are making substantially more
progress than the state average (the teacher's index is 2 or greater).
Meets Expected Growth: Teachers whose students are making the same amount of
progress as the state average (the teacher's index is equal to or greater than -2 but less
than 2).
Does Not Meet Expected Growth: Teachers whose students are making substantially
less progress than the state average (the teacher's index is less than -2).

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Student Teacher Linkages

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EVAAS Student Report

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EVAAS Teacher Value Added Report

Supplemental Information Table

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EVAAS Teacher Diagnostic Report

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EVAAS Teacher Diagnostic Report

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School Composites

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Underlying Philosophy
 All students deserve opportunities to make appropriate
academic progress every year.
 There is no “one size fits all” way of educating students
who enter a class at different levels of academic
achievement.
 Adjustments to instruction should be based on the
academic attainment of students, not on socio-economic
factors.
 Given reliable information on past effectiveness, educators
can make appropriate adjustments to improve student
opportunities.
 "What teachers know and can do is the most important
influence on what students learn." (National Commission
on Teaching and America's Future, 1996)
 One of the most important things educators can know is
who they are effective with and who they are not.
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SAS EVAAS Questions? http://ncdpi.sas.com

 Sandy.Horn@sas.com 25


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