Evidence of Teacher Quality
This page includes evidence of our Ohio University teacher candidates. These data represent both external sources of data (data collected by an outside source on our teacher candidates) as well as internal sources of data (data that we have collected on our teacher candidates).
External Sources of Data
- 2013 Ohio Board of Regents Educator Preparation "Institutional" Performance Report
- Value-Added Data for Ohio Principals
- Praxis II Licensure Data
- Eduventures Alumni Pulse Survey
- Survey of OU Patton College Employers
Internal Sources of Data
External Sources of Data
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 Board of Regents to develop a system for evaluating Ohio’s educator preparation programs and holding institutions of higher education accountable for their graduates’ success. H.B. 290 of the 128th General Assembly provided for the sharing of data between the Ohio Board of Regents and the Ohio Department of Education to link the performance of educators to the institutions that prepared them.
Click HERE for the Institutional Data
Ohio’s robust value-added data system allows educators to examine student progress, which provides a much more complete picture of student achievement. Ohio was among the first states to implement a statewide longitudinal data system capable of supporting value-added analysis, which is currently utilized in the State’s School Report Card accountability system. Value-added metrics are being computed and reported for every district and school for which value-added data are available.
Click HERE for the results of the Value-Added Data for Ohio Principals.
The Praxis II content and Principles of Learning and Teaching (PLT) tests are administered by the Educational Testing Service (ETS) and must be passed for teacher candidates to be licensed in the State of Ohio. The National Council on Accreditation of Teacher Education (NCATE) requires that programs maintain a minimum of an 80% pass rate. Our overall pass rate in the 2012-2013 academic year was 91.7%. Programs that fall below an 80% pass rate are required to implement a program improvement plan. To see more detailed data, click here.
Praxis II Data, 2012-13
|Test_Code||Test_Name||# of Examinees||Pass Rates||Rank|
|0030||Biology and General Science||11||90.9||Undergraduate|
|0235||Biology Content Knowledge||6||100||Undergraduate|
|5235||Biology: Content Knowledge (CT)||4||100||Undergraduate|
|0070||Chemistry, Physics, and General Science||5||80||Undergraduate|
|5245||Chemistry: Content Knowledge (CT)||1||100||Graduate|
|5245||Chemistry: Content Knowledge (CT)||1||100||Undergraduate|
|0571||Earth and Space Sciences: Content Knowledge||9||80||Undergraduate|
|0571||Earth and Space Sciences: Content Knowledge||1||0||Graduate|
|5571||Earth and Space Sciences: Content Knowledge||6||50||Undergraduate|
|5571||Earth and Space Sciences: Content Knowledge||1||0||Graduate|
|0021||Education of Young Children||40||95||Undergraduate|
|5021||Education of Young Children (available December 2011)||31||100||Undergraduate|
|5411||Educational Administration: Administration and Supervision||3||100||Graduate|
|0411||Educational Leadership: Administration and Supervision||1||100||Graduate|
|5014||Elementary Education: Content Knowledge||42||100||Undergraduate|
|0014||Elementary Education: Content Knowledge (Session 1 only)||27||100||Undergraduate|
|0041||English Language, Literature, and Composition: Content Knowledge||2||50||Graduate|
|0041||English Language, Literature, and Composition: Content Knowledge||12||67||Undergraduate|
|5041||English Language, Literature, and Composition: Content Knowledge||24||79||Undergraduate|
|5041||English Language, Literature, and Composition: Content Knowledge||2||50||Graduate|
|5121||Family and Consumer Sciences||1||100||Undergraduate|
|0061||Mathematics: Content Knowledge||20||75||Undergraduate|
|0061||Mathematics: Content Knowledge||2||100||Graduate|
|5061||Mathematics: Content Knowledge||13||54||Undergraduate|
|0049||Middle School English Language Arts||2||100||Graduate|
|0049||Middle School English Language Arts||23||82.6||Undergraduate|
|5049||Middle School: English Language Arts (available November 2011)||1||100||Graduate|
|5049||Middle School: English Language Arts (available November 2011)||20||85||Undergraduate|
|0069||Middle School Mathematics||1||100||Graduate|
|0069||Middle School Mathematics||43||97.7||Undergraduate|
|0439||Middle School Science||36||83.3||Undergraduate|
|0089||Middle School Social Studies||31||83.9||Undergraduate|
|5089||Middle School: Social Studies (available November 2011)||2||50||Graduate|
|5089||Middle School: Social Studies (available November 2011)||11||50||Undergraduate|
|0113||Music: Content Knowledge||2||100||Undergraduate|
|5113||Music: Content Knowledge||6||100||Undergraduate|
|0091||Physical Education: Content Knowledge||3||100||Undergraduate|
|5091||Physical Education: Content Knowledge||5||40||Undergraduate|
|0265||Physics: Content Knowledge||1||100||Undergraduate|
|5265||Physics: Content Knowledge (CT)||1||100||Graduate|
|0621||Principles of Learning and Teaching: Early Childhood||45||91.1||Undergraduate|
|5621||Principles of Learning and Teaching: Early Childhood||36||97.2||Undergraduate|
|0622||Principles of Learning and Teaching: Grades K–6||18||100||Undergraduate|
|5622||Principles of Learning and Teaching: K-6||21||100||Undergraduate|
|0623||Principles of Learning and Teaching: Grades 5–9||2||50||Graduate|
|0623||Principles of Learning and Teaching: Grades 5–9||48||95.8||Undergraduate|
|5623||Principles of Learning and Teaching: 5-9||1||100||Graduate|
|5623||Principles of Learning and Teaching: 5-9||33||97||Undergraduate|
|5624||Principles of Learning and Teaching: 7-12||2||100||Graduate|
|5624||Principles of Learning and Teaching: 7-12||54||98.1||Undergraduate|
|0624||Principles of Learning and Teaching: Grades 7–12||1||100||Graduate|
|0624||Principles of Learning and Teaching: Grades 7–12||83||98.8||Undergraduate|
|0420||School Guidance and Counseling||6||100||Graduate|
|0081||Social Studies: Content Knowledge||23||87||Undergraduate|
|5081||Social Studies: Content Knowledge||18||88.9||Undergraduate|
|0354||Special Education: Core Knowledge and Applications||5||100||Graduate|
|5354||Special Education: Core Knowledge and Applications||2||100||Graduate|
|0354||Special Education: Core Knowledge and Applications||32||100||Undergraduate|
|5354||Special Education: Core Knowledge and Applications||36||100||Undergraduate|
|0690||Special Education: Preschool/Early Childhood||7||100||Graduate|
|5204||Teaching Reading (available November 2011)||5||100||Graduate|
|5204||Teaching Reading (available November 2011)||39||89.7||Undergraduate|
As a member of Eduventures’ Schools of Education Learning Collaborative (SOE-LC), OU’s Patton College elected to participate in a survey of its recent graduates. Moving forward, Eduventures will conduct a bi-annual alumni survey each spring of alumni from the schools in its SOE-LC with core teaching competency questions mapped to INTASC standards and core administrator competency questions mapped to ISLLC standards.
Click HERE for the results from the Alumni Pulse Survey.
The Patton College of Education has sought to collect meaningful feedback about its graduates’ preparation from their employers. Through careful collaboration and the use of a pilot group, Eduventures and The Patton College of Education were able to design and launch a comprehensive survey.
Click HERE to view the Eduventures Employer Survey.
Internal Sources of Data
In the fall, 2013, the Unit for the Preparation of Education Professionals (UPEP) voted to increase the minimum GPA required for admission to teacher education from a 2.75 to a 3.00. This requirement go into effect in the 2014-2015 undergraduate catalog with the first cohort of candidates entering Professional Education in fall, 2015.
- 2.75 – Minimum undergraduate GPA required for admission into professional education in academic year 2012-13 (Required Minimum will increase to 3.0 GPA for acceptance into professional education in Academic Year 2014-15).
- 3.3 Mean high school GPA of students admitted in Fall 2012
- 3.4 Mean GPA of individuals admitted into professional education in academic year 2012-13
- 3.5 Mean GPA of individuals completing the program in academic year 2012-13 (Bachelors)
- 3.9 Mean GPA of individuals completing the program in academic year 2012-13 (Masters)
Other important facts about The Patton College and our candidates, including retention and graduation rates, average ACT scores, student-faculty ratio, as well as other items, can be found by clicking HERE to view the complete Dashboard.
Use links at right to access NCATE materials.
If you have questions about NCATE or the accreditation process, contact Director of Assessment & Academic Improvement Dr. Connie Patterson.
To learn more about The Gladys W. and David H. Patton College of Education 's other accrediting bodies, visit the Office of Assessment & Academic Improvement.
Testimonials & Student Success Stories
To view our testimonials page, click HERE.
To view our student success stories, click HERE.
As a Unit, we prepare leaders-educators, practitioners and human service professionals who share our commitment to lifelong learning and serving society responsibility as change agents in meeting diverse human and social needs.