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SAS® EVAAS® VALUE-ADDED BASICS 2013 RESOURCE FOR SUPPORTING AWARENESS AND UNDERSTANDING

© 2013, Battelle for Kids. All Rights Reserved.

Today’s Session Objective

  Develop a basic, shared awareness of Ohio’s value-added information provided by SAS® EVAAS®   MRM Model (Multivariate Response Model)  Used with Reading and Math OAAs


Growth & Achievement: Understanding the Difference

Achievement

Growth


SAS® EVAAS® Value-Added MRM Model

  Uses OAA Reading and Math State Tests.  Compares the average growth of students in the

most recent year to the average growth of students in 2010 (state’s baseline year).

 Expected growth is defined as maintaining placement in the distribution of NCE scores from one year to the next.


Value-Added Terminology Normal Curve Equivalent (NCE)

 The NCE is similar to a percentile rank in that scores are derived from scaled scores and ranked based upon performance.

 A significant difference between percentile rank and NCE is that an NCE scale is an equal interval scale.


What is a Normal Curve Equivalent (NCE)?

1 10 20 30 40 50 60 70 80 90 99

1 5 10 20 30 40 50 60 70 80 90 95 99

Normal Curve Equivalent

Distribution of Scores

Normal Curve Equivalents

Percentile Equivalents


Value-Added Terminology

  Baseline Score  Students’ prior year mean NCE  Example: Spring 2012 OAA mean NCE

  Observed Score  Students’ new/most recent mean NCE  Example: Spring 2013 OAA mean NCE


Conceptual Example

  Scaled scores are converted to NCEs

394 = 46 Student 1 430 = 59 402 = 50 Student 2 417 = 54 384 = 42 Student 3 400 = 49 394 = 46 Student 4 390 = 44 410 = 52 Student 5 425 = 57

Mean Baseline = 47.2

Grade 6 Baseline

Grade 7 Observed

Mean Observed = 52.6

A crude measure of the growth for this group is 5.4 NCEs

Growth = Mean Observed – Mean Baseline Growth = 52.6 – 47.2 = 5.4 (Mean NCE Gain)


Understanding Basic Value-Added Calculations



  Standard Error  Standard error is a measure of the uncertainty

around the estimate or mean gain.

  In the teacher value-added report, the size or magnitude of the standard error is influenced by the N size (size of the student group).



  Growth Index  Since the size of the standard error (degree of

certainty) will vary across teachers, their estimated gain must be standardized to include both the estimate and the degree of certainty (standard error).

 Divides a teacher’s estimated gain by the associated standard error.


Resources

  Additional information around Ohio’s value-added calculations can be accessed through the Ohio Student Progress Portal at http://portal.battelleforkids.org/ohio


Teacher Value-Added Guide Book


Questions?

Thank You!

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