The SAS Education Value-Added Assessment System (SAS® EVAAS®) in the Houston Independent School District (HISD): Intended and Unintended Consequences

Oct 15, 2026

The SAS Educational Value-Added Assessment System (SAS® EVAAS®) is the most widely used value-added system in the United States and is marketed as “the most robust and reliable.” This study critically examines how SAS® EVAAS® affects teachers in Houston Independent School District (HISD), using retrospective quantitative and qualitative evidence. Analysis focuses on four teachers whose contracts were not renewed in summer 2011, partly tied to low SAS® EVAAS® scores, and evaluates intended and unintended consequences. Findings highlight concerns regarding reliability, bias, teacher attribution, validity, and exacerbation of unintended effects under high-stakes use.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages31

Reading Time1 h 18 min

AccessFree to download

Abstract

Introduction

Value-added models (VAMs) and assessment goals

Context of NCLB and Race to the Top

Education Value-Added Assessment System in HISD

Intended vs unintended consequences

Keywords

1 | education policy analysis archives
A peer-reviewed, independent, open access, multilingual journal |

epaa

aape | | --- | --- | | | Arizona State University | | Volume 20 Number 12 April 30th 2012 ISSN 1068-2341 | | The SAS Education Value-Added Assessment System ( SAS® EVAAS®) in the Houston Independent School District (HISD): Intended and Unintended Consequences Audrey Amrein-Beardsley Arizona State University Clarin Collins Arizona State University Citation: Amrein-Beardsley, A., & Collins, C. (2012) . The SAS Education Value-Added Assessment System (SAS® EVAAS®) in the Houston Independent School District (HISD): Intended and Unintended Consequences. Education Policy Analysis Archives, 20 (12) . Retrieved [date], from [http://epaa.asu.edu/ojs/article/view/1096](http://epaa.asu.edu/ojs/article/view/1096) Abstract: 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 Manuscript received: 03/01/2012 Revisions received: 03/03/2012 Accepted: 03/04/2012 Education Policy Analysis Archives Vol. 20 No. 12 2 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. Keywords: value-added models (VAMs); teacher effectiveness; teacher quality; teacher evaluation; accountability. El SASSistema de Evaluación de la Educación de Valor Agregado (SAS® EVAAS®): Algunosefectos intencionales y no intencionales en un sistema escolar urbano de gran tamaño. Resumen: El SAS Sistema de Evaluación de la Educación de Valor Agregado (SAS® EVAAS®) es el sistema de valor agregado más ampliamente utilizado en el país. También se auto-proclama como el sistema disponible “más robusto y fiable", siendo su mayor beneficio poder ayudar a los educadoresa mejorar sus prácticas de enseñanza. Las investigadoras de este estudio examinaron los efectos de SAS® EVAAS®, experimentado por docentes, en uno de los distritos escolares urbanos más grandes y con mayores necesidades educativas de la nación: el Distrito Escolar Independiente de Houston (HISD) . A través de evidencias obtenidas con cuatro docentes cuyos contratos no fueron renovados en el verano de 2011, en parte debido a sus bajas puntuaciones en SAS® EVAAS®, sedetallan algunos de los efectos deseados y no deseados que parecen estar ocurriendo como resultadode la aplicación SAS® EVAAS® en HISD. Además de los problemas con la fiabilidad, el sesgo, la atribución docente, la validez, el uso de SAS® EVAAS® con consecuencias severas en este distrito parece exacerbar los efectos no intencionales. Palabras clave: modelos de valor añadido (VAM); eficacia docente; calidad docente; evaluación docente; rendición de cuentas. O SAS Sistema de Avaliação do Valor Agregado Educativo (SAS® EVAAS®): Alguns efeitos intencionais e não intencionais em um sistema escolar urbano de grande tamanho. Resumo: O SAS Sistema de Avaliação do Valor Agregado Educativo (SAS® EVAAS®) é o sistema mais utilizado de valor agregado no país. Também é auto-proclamado como o sistema disponív

FAQs

What is SAS® EVAAS® and how is it positioned by its developers?

SAS® EVAAS® is a value-added assessment system marketed as “the most robust and reliable.” Its stated benefit is helping educators improve teaching practices.

How does this study investigate SAS® EVAAS® in HISD?

It uses multiple methods with retrospective quantitative and qualitative data. The evidence centers on four teachers whose contracts were not renewed in summer 2011, partly linked to low SAS® EVAAS® scores.

What concerns does the study raise about high-stakes use of SAS® EVAAS®?

It identifies issues related to reliability, bias, teacher attribution, and validity. High-stakes use in HISD appears to exacerbate unintended effects.

Oct 15, 2026

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