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Patton College of Education Evidence of Teacher Quality

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 2020 Ohio Board of Regents Educator Preparation Institutional Performance Report for the Institutional Data. (Some data is incomplete or missing from the ODHE report due to executive orders signed by the governor due to the COVID-19 pandemic. It is anticipated that data will be available for the 2022-2023 academic year.)

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 we anticipate receiving Value-Added data in February 2023. 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 we anticipate receiving OTES data in February 2023.

*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 2020-2021 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) 17 3.63 3.63 3.69 3.44 3.44 3.27 3.29 3.44 3.46 3.69 3.60 3.56 3.56 3.67 3.50
State Average 83 3.36 3.52 3.49 3.37 3.27 3.22 3.12 3.35 3.17 3.59 3.43 3.47 3.42 3.58 3.41
Early Childhood (PK-3) 17 3.47 3.40 3.53 3.53 3.43 3.36 3.38 3.33 3.46 3.50 3.47 3.44 3.44 3.47 3.31
State Average 88 3.48 3.53 3.45 3.42 3.28 3.24 3.30 3.35 3.28 3.64 3.53 3.48 3.50 3.55 3.45
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 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
Intervention Specialist 10 3.50 3.50 3.50 3.30 3.20 3.22 3.22 3.30 3.22 3.60 3.40 3.40 3.40 3.50 3.30
State Average 72 3.47 3.61 3.50 3.49 3.36 3.33 3.31 3.42 3.32 3.65 3.53 3.42 3.50 3.64 3.46
Middle Childhood (4-9) 20 3.47 3.47 3.53 3.42 3.33 3.29 3.31 3.39 3.35 3.58 3.44 3.47 3.47 3.50 3.37
State Average 85 3.39 3.54 3.47 3.42 3.29 3.24 3.15 3.35 3.21 3.59 3.42 3.42 3.51 3.53 3.42
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 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: 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 16 3.44 3.69 3.44 3.56 3.38 3.44 3.25 3.31 3.25 3.88 3.69 3.38 3.56 3.75 3.63
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 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
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 47 3.43 3.47 3.53 3.49 3.28 3.28 3.23 3.36 3.28 3.55 3.40 3.38 3.47 3.43 3.45
Principal 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 3.50 3.64 3.73 3.59 3.45 3.41 3.32 3.45 3.32 3.73 3.55 3.59 3.64 3.59 3.45
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 3.31 3.62 3.38 3.15 3.00 3.08 3.31 3.23 3.23 3.69 3.62 3.62 3.62 3.62 3.54
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 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

 

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 at keiferm1@ohio.edu. A sample MOU can be found here. 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 meeting minutes for the 20-21 academic year here.

 

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 2020-2021 was an 88.29%. 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 a period of 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.

Ohio Assessment for Educators Pass Rates 2020-2021

Passing Score=220; Score Range 100-300

Data only reported for tests with >10 examinees

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)

21

95.2%

100%

252.7

Assessment of Professional Knowledge (APK)- Early Childhood (Grades P-3)

49

91.8%

93.8%

246.7

Assessment of Professional Knowledge (APK)- Middle Childhood (Grades 4-9)

39

82%

89.7%

240.3

Assessment of Professional Knowledge (APK)- Multi-Age (Grades P-12)

36

97.2%

97.2%

248.8

Early Childhood

105

89.5%

92.3%

246.3

Educational Leadership

14

92.8%

92.8%

235.3

Special Education

32

84.3%

90.6%

240.4

English Language Arts

n<10

n<10

*n<10

n<10

Integrated Social Studies

18

72.2%

83.3%

233.9

Integrated Math

n<10

n<10

n<10

n<10

Integrated Science

n<10

n<10

n<10

n<10

Middle Childhood English Language Arts

53

90.5%

*96.2%

249.2

Middle Childhood Math

43

86%

*93%

236.6

Middle Childhood Science

48

70.8%

*85.4%

238.2

Middle Childhood Social Studies

76

68.4%

*78.9%

235.3

Music Education

16

75%

93.7%

238.9

Elementary Ed Subtest I (For ECGE- ELA & Soc Studies and ECE)

37

83.7%

86.4%

237.1

Elementary Ed Subtest II (For ECGE- Math & Science and ECE)

46

47.8%

65.2%

226.5

Foundations of Reading

221

76.4%

87.3%

236.1

Reading Endorsement

n<10 n<10 n<10 n<10

School Counselor

n<10 n<10 n<10 n<10

*Beginning in September 2013 the Ohio Department of Education (ODE) changed the licensure test from the Praxis II to the Ohio Assessment for Educators. As a result of statewide issues with several of the tests (i.e. all of the Middle Childhood tests, English Language Arts, and Integrated Mathematics) ODE and the Ohio Department of Higher Education are recalibrating those tests to better align to Ohio standards.

Employment Information

CAEP Annual Measure 4

Other important facts about The Patton College and our candidates, including completer employment data, as well as other items, can be found by viewing our Patton College Dashboard. Below shows employment data for initial and advanced licensure completers for the 2020-2021 academic year.

Program Employed Teach Grant Educational Service Centers
Middle Childhood Math & Social Studies Undergraduate 14 13
Middle Childhood Science & Social Studies Undergraduate 7 6
Middle Childhood Math & Science Undergraduate 16 16
Middle Childhood Lang/Social Studies Undergraduate 43 36
Middle Childhood Lang Arts/Science Undergraduate 8 8
Middle Childhood Lang Arts/Math Undergraduate 12 10
World Languages Undergraduate 8 4
Integrated Language Arts Undergraduate 33 29
Integrated Mathematics Undergraduate 20 17
Integrated Social Studies Undergraduate 25 20
AYA Sciences Undergraduate 10 8
Mild-Moderate Ed Needs Undergraduate 19 16
Moderate-Intensive Ed Needs Undergraduate 21 17
Family & Consumer Sciences Undergraduate 3 3
Early Childhood Undergraduate 131 115
Physical Education Undergraduate 6 5
Family & Consumer Sciences Graduate 1 1
Mild-Moderate Ed Needs Graduate 9 9
Principal and Superintendent Graduate 27 23
AYA Integrated Language Arts Graduate 6 6
AYA Integrated Mathematics Graduate 2 2
AYA Integrated Social Studies Graduate 2 1
AYA Sciences Graduate 2 2
Middle Childhood Graduate 1 11
Blended Early Childhood & Special Ed Graduate 3 3
Total: 710 622

 

Use links at right to access NCATE materials.

If you have questions about NCATE or the accreditation process, contact Director of Assessment and Academic Improvement Wendy Adams.

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 is awaiting CAEP recognition. The Unit went through the site visit process in Fall 2021 and will receive their status letter during the Spring 2022 Semester. Below is a list of programs that went through the CAEP accreditation process in Fall 2021. 

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
AYA Integrated Science - Graduate and Undergraduate
AYA Integrated Social Studies - Graduate and Undergraduate
AYA 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

 

As a Unit, we prepare leader-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.