Evidence of Teacher Quality

This page includes evidence of the quality of our Ohio University teacher candidates. These data represent both external sources of data (data collected by an outside source on our teacher candidates and completers) as well as internal sources of data (data that we have collected on our teacher candidates and completers).

Educator Preparation Institutional Performance Report

CAEP Annual Measure 1

Ohio recognizes that high-quality teachers and principals are developed through high-quality educator preparation programs. To improve the quality of preparation programs in Ohio, H.B. 1 of the 128th General Assembly directed the Chancellor of the Ohio Department of Higher Education to develop a system for evaluating Ohio's educator preparation programs and holding institutions of higher education accountable for their graduates' success. Data included in this report include that align with CAEP Measure 1 are as follows: (a) value-added data for Ohio University-prepared teachers and principals, (b) teacher candidate academic measures, (c) resident educators' reflections on their educator preparation program data, (c) teacher residency data and (d) OTES data.

H.B. 290 of the 128th General Assembly provided for the sharing of data between the Ohio Department of Higher Education and the Ohio Department of Education to link the performance of educators to the institutions that prepared them. View the 2022 Ohio Department of Higher Education Educator Preparation Institutional Performance Report for the Institutional Data . (Some percentages are showing incorrectly in the Institutional Performance Report.)

The Value-Added data and OTES data were partially collected by the state for the 2020-2021 academic year due to the COVID-19 pandemic. Value-Added data and OTES data were not required to be collected by school districts during this year. Due to partial data collection, Ohio University did not receive any Value-Added data for the 2020-2021 academic year for our graduates. Data collection resumed for the 2021-2022 academic year and the scoring values changed. The scoring values are now Light Blue (students made more growth than expected), Green (students made growth as expected), and Yellow (students made less growth than expected). Of recent graduates of Ohio University, 275 received Value-Added scores. Scoring in Green were 171, scoring in Light Blue were 37, and scoring in Yellow were 67. Ohio University received partial OTES data for the 2020-2021 academic year. All areas except "Skilled" (18) were N<10. Data collection resumed for the 2021-2022 academic year and 44 scored "Proficient" while 5 scored "Accomplished". The scores of "Ineffective" and "Developing" were N<3. 

*Other data found in this report not aligned to CAEP Measure 1 or 2 are as follows: (a) overall licensure pass rates, (b) teacher candidate academic measures, (c) field, and clinical experience data, (d) pre-service teacher candidate survey data, (e) accreditation information, (f) excellence and innovation initiatives at Ohio University.

*ODHE is currently experiencing some issues with the reports and is working to resolve the issues. Some data is showing incorrectly in the reports. An example is the response rates are showing as 477%.

Survey of OHIO Patton College Employers

CAEP Annual Measure 2

ODHE no longer administers the Employer Survey and has provided the survey to institutions. The survey was administered for the first time in the 2020-2021 academic year. Data for the 2021-2022 academic year are listed below.

Program	n	Understand student learning and development.	Respect the diversity of the students they teach.	Know and understand the content area for which they have instructional responsibility.	Understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.	Be knowledgeable about assessment types, their purposes, and the data they generate.	Analyze data to monitor student progress and learning.	Use data to plan, differentiate, and modify instruction.	Align their instructional goals and activities with school and district priorities.	Differentiate instruction to support the learning needs of all students.	Treat students fairly and establish an environment that is respectful, supportive, and caring.	Maintain an environment that is conducive to learning for all students.	Communicate clearly and effectively.	Collaborate effectively with other teachers, administrators, and district staff.	Understand, uphold, and follow professional ethics, policies, and legal codes of professional conduct.	Assume responsibility for professional growth.
Adolescent to Young Adult (7-12)	12	3.33	3.42	3.27	3.24	3.11	2.98	3.01	3.15	3.05	3.49	3.43	3.35	3.40	3.52	3.24
State Average	132	3.49	3.55	3.55	3.45	3.37	3.23	3.22	3.46	3.32	3.62	3.56	3.58	3.59	3.66	3.55
Early Childhood (PK-3)	14	3.14	3.29	3.14	3.00	3.00	2.93	2.86	2.93	2.86	3.29	3.29	3.14	3.29	3.21	3.07
State Average	173	3.45	3.61	3.39	3.33	3.25	3.18	3.19	3.35	3.22	3.66	3.55	3.49	3.55	3.60	3.53
Early Childhood Intervention Specialist (PK-3)	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10
State Average	33	3.67	3.67	3.79	3.64	3.55	3.52	3.48	3.73	3.61	3.88	3.73	3.70	3.82	3.76	3.76
Intervention Specialist	12	3.25	3.33	3.08	3.00	3.00	2.83	2.83	3.08	3.00	3.50	3.42	3.33	3.33	3.50	3.00
State Average	137	3.53	3.60	3.47	3.44	3.35	3.23	3.24	3.39	3.30	3.68	3.57	3.55	3.59	3.66	3.55
Middle Childhood (4-9)	17	3.35	3.53	3.24	3.24	3.12	3.00	3.12	3.12	3.12	3.53	3.41	3.41	3.41	3.59	3.35
State Average	154	3.56	3.63	3.53	3.48	3.40	3.31	3.29	3.43	3.34	3.70	3.60	3.55	3.62	3.68	3.60
Multi-Age: Health and/or Physical Education	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10
State Average	31	3.52	3.48	3.52	3.35	3.39	3.26	3.35	3.32	3.39	3.65	3.61	3.55	3.61	3.65	3.48
Multi-Age: Music	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10
State Average	37	3.54	3.51	3.57	.35	3.30	3.22	3.27	3.41	3.38	3.68	3.54	3.51	3.51	3.68	3.57
Multi-Age: TESOL	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10
State Average	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10
Multi-Age: Visual Arts	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10
State Average	22	3.64	3.55	3.68	3.45	3.55	3.36	3.55	3.45	3.59	3.73	3.73	3.64	3.59	3.64	3.68
NEW Primary (PK-5)	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10
State Average	97	3.58	3.66	3.44	3.44	3.39	3.34	3.34	3.45	3.37	3.74	3.65	3.55	3.61	3.62	3.61
Principal	11	3.55	3.55	3.27	3.36	3.18	3.00	3.00	3.18	3.09	3.55	3.45	3.27	3.45	3.73	3.36
State Average	38	3.53	3.53	3.47	3.37	3.32	3.16	3.24	3.29	3.18	3.63	3.58	3.39	3.53	3.58	3.47
School Counselor	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10
State Average	13	3.23	3.62	3.54	2.23	3.15	3.15	3.08	3.31	3.15	3.77	3.69	3.38	3.38	3.46	3.23
Superintendent	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10	N<10
State Average	11	3.64	3.64	3.36	3.45	3.27	3.09	3.09	3.00	3.18	3.64	3.45	3.27	3.45	3.64	3.36

The OHIO Center for Clinical Practice in Education houses all professional development school partnership Memorandum of Understanding (MOU) documents. MOU's can be requested by contacting Marcy Keifer Kennedy . A sample MOU  can be viewed. We currently have professional development school partnerships with the following school districts: Alexander Local Schools, Athens City Schools, Federal Hocking Schools, Logan-Hocking Schools, and Nelsonville-York Schools. Partners are also invited to participate in Unit meetings to provide updates and feedback. Examples of partner participation can be found in UPEP meeting minutes for the 22-23 academic year.

Pearson Licensure Data

CAEP Annual Measure 3

The Ohio Assessments for Educators are administered by Pearson and must be passed for teacher candidates, principal candidates, and school counselors to be licensed in the State of Ohio. Our overall pass rate in 2021-2022 was an 84.71%. It is important to note that due to statewide issues with several of the tests, the Ohio Department of Education and the Ohio Department of Higher Education are recalibrating those tests to better align to Ohio standards.

Due to the COVID-19 pandemic, testing centers were closed for some time in the 2019-2020 academic year which disrupted the amount of candidates and the timeframe which candidates typically take the test during the academic year. Candidates were also allowed to postpone their tests during the 2020-2021 academic year and receive a temporary teaching license, which further delayed candidates from taking the tests. Test scores for the 2022-2023 academic year will be the first since the pandemic to reflect a more traditional year with no licensure extensions or allowances for testing.

Ohio Assessment for Educators Pass Rates 2022-2023

Passing Score=220; Score Range 100-300

Test	Number of Examinees	1st Time Pass Rate	Final Pass Rate	Average Scaled Score
Assessment of Professional Knowledge (APK)- Adolescent to Young Adult (Grades 7-12)	18	89.00%	89.00%	237.83
Assessment of Professional Knowledge (APK)- Early Childhood (Grades P-3)	61	85.23%	87.87%	238.37
Assessment of Professional Knowledge (APK)- Middle Childhood (Grades 4-9)	16	62.50%	62.50%	229.69
Assessment of Professional Knowledge (APK)- Multi-Age (Grades P-12)	31	75.86%	82.76%	232.65
Early Childhood	35	65.71%	77.14%	225.06
Educational Leadership	11	66.64%	81.82%	231.29
Special Education	61	80.33%	90.00%	233.10
English Language Arts	37	89.19%	94.60%	244.56
Integrated Social Studies	25	80.00%	88.00%	225.13
Integrated Math	14	57.14%	78.57%	217.00
Integrated Science	10	60.00%	90.00%	231.77
Middle Childhood English Language Arts	37	91.89%	97.30%	244.56
Middle Childhood Math	21	71.43%	85.71%	229.50
Middle Childhood Science	26	76.92%	88.46%	235.43
Middle Childhood Social Studies	46	69.57%	78.26%	225.33
Music Education	18	66.66%	77.77%	225.67
Elementary Ed Subtest I (For ECGE- ELA & Soc Studies and ECE)	125	68.00%	80.80%	224.35
Elementary Ed Subtest II (For ECGE- Math & Science and ECE)	176	59.66%	76.14%	216.50
Foundations of Reading	272	66.64%	76.73%	223.29
Reading Endorsement	8	100%	100%	259.56
School Counselor	6	100%	100%	252.17

Employment Information

CAEP Annual Measure 4

Below are employment data for initial and advanced licensure completers for the 2018-2022 academic years.

Program	Employed	Teach Grant Educational Service Centers
Middle Childhood Math & Social Studies Undergraduate	24	24
Middle Childhood Science & Social Studies Undergraduate	20	18
Middle Childhood Math & Science Undergraduate	40	35
Middle Childhood Lang/Social Studies Undergraduate	74	68
Middle Childhood Lang Arts/Science Undergraduate	16	14
Middle Childhood Lang Arts/Math Undergraduate	18	15
World Languages Undergraduate	12	8
Integrated Language Arts Undergraduate	53	42
Integrated Mathematics Undergraduate	28	17
Integrated Social Studies Undergraduate	38	30
AYA Sciences Undergraduate	17	12
Mild-Moderate Education Needs Undergraduate	30	25
Moderate-Intensive Ed Needs Undergraduate	35	26
Family & Consumer Sciences Undergraduate	4	2
Early Childhood Undergraduate	250	199
Health & Physical Education Undergraduate	9	8
Special Education Graduate	26	17
Principal and Superintendent Graduate	51	45
AYA Integrated Language Arts Graduate	6	5
AYA Integrated Mathematics Graduate	3	1
AYA Integrated Social Studies Graduate	7	6
AYA Sciences Graduate	9	9
Middle Childhood Graduate	5	4
Art Education Graduate	4	4
Total:	779	634

CAEP Accreditation

If you have questions about CAEP or the accreditation process, contact the Director of Assessment and Academic Improvement Zac Schabel.

To learn more about The Gladys W. and David H. Patton College of Education's other accrediting bodies, visit the Office of Assessment and Academic Improvement .

The Patton College of Education received CAEP recognition on May 2, 2022. The Unit went through the site visit process in Fall 2021. Below is a list of programs that went through the CAEP accreditation process in Fall 2021 and fall under CAEP accreditation. 

Programs Reviewed by CAEP (site visit Fall 2021)

• Art Education - Graduate
• AYA Earth and Space Science - Graduate and Undergraduate
• AYA Integrated Language Arts - Graduate and Undergraduate
• AYA Integrated Mathematics - Graduate and Undergraduate
• YA Integrated Science - Graduate and Undergraduate
• AYA Integrated Social Studies - Graduate and Undergraduate
• YA Life Science - Graduate and Undergraduate
• AYA Physical Sciences: Chemistry - Undergraduate
• AYA Physical Sciences: Physics - Undergraduate
• AYA Physical Sciences: Physics and Chemistry - Graduate and Undergraduate
• Early Childhood - Undergraduate
• Early Childhood and Elementary Education - Undergraduate
• Early Childhood Intervention Specialist - Graduate
• Educational Leadership - Principal and Superintendent
• Family and Consumer Sciences - Graduate
• Health and Physical Education - Undergraduate
• Intervention Specialist Mild-to-Moderate - Graduate and Undergraduate
• Intervention Specialist Moderate-to-Intensive - Graduate and Undergraduate
• Middle Childhood - Graduate and Undergraduate
• World Languages (Spanish and French) - Undergraduate