| The purpose of this mixed-methods capstone is to investigate the implementation of the Education Value-Added Assessment System (EVAAS) within a rural, low-wealth district. The effect of the implementation, along with teacher perceptions, was measured using a survey, three years of value-added data, and qualitative data from a focus group interview. Results from the statistical analyses conducted were mixed. Although a statistical difference was found in how Waye County Schools (WCS) teachers used EVAAS to improve instructional practices compared to Houston Independent School District (HISD), the teachers reported similar concerns over professional development related to the system. According to teachers' perceptions, EVAAS is a valid and reliable system for determining teacher effectiveness. However, this belief is not reflected in the principals' evaluations of the teachers in this population. This study shows that there is no relationship between effectiveness data in the EVAAS as compared to the principal evaluation. This report concludes with implications for future research and recommendations for WCS to consider as it moves toward improving its use of the system. |
