Ohio University

Evidence of Teacher Quality

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 and completers) as well as internal sources of data (data that we have collected on our teacher candidates and completers).

CAEP Call for Third-Party Comments

The Gladys W. and David H. Patton College of Education at Ohio University is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on October 24-26, 2021. Interested parties are invited to submit third-party comments to the evaluation team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).

We invite you to submit written testimony to:

CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org

Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:

· In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.

· A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.

· Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review.

External Sources of Data

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.

The Value-Added data was not collected by the state for the 2019-2020 academic year due to the COVID-19 pandemic.

CAEP Annual Measure 2

Data included in this report include that align with CAEP Measure 1 are as follows: (a) teacher residency data and (b) OTES data.

The data show that the majority of our completers are "Skilled" and 100% are persisting in their residency for the 2020 Annual Performance Report. 

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 2021-2022 academic year.)

A P-12 student perception survey has been developed but has not been administered due to the COVID-19 pandemic. The anticipated administration of the survey is the 2021-2022 academic year.

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.

Survey of OHIO Patton College Employers

CAEP Annual Measure 3

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.

Eduventures Employer Survey.

Dashboard for employer information

ODHE no longer administers the Employer Survey and has provided the survey to institutions. The survey is being administered for the first time in the 2020-201 academic year and data will be available for the 2021-2022 academic year.

Eduventures Alumni Pulse Survey

CAEP Annual Measure 4

As a member of Eduventures' Schools of Education Learning Collaborative (SOE-LC), OHIIO's Patton College elected to participate in a survey of its recent graduates. Eduventures conducted 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. Overall, the data show that alumni perceptions of their preparation were positive, and felt prepared for their profession.

Results from the Alumni Pulse Survey.

The Patton College Academic Dashboard

CAEP Annual Measure 5

Other important facts about The Patton College and our candidates, including retention and graduation rates, student-faculty ratio, as well as other items, can be found by viewing our Patton College Dashboard.

CAEP Annual Measure 7

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.

Dashboard Survey Data

In response to the COVID-19 Pandemic, Ohio University began providing online instruction to all of its students beginning spring semester, the academic year 2019-2020. These data can be found by viewing our Patton College Dashboard.

Pearson Licensure Data

CAEP Annual Measure 6

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. The Council for the Accreditation of Educator Preparation requires that programs maintain an 80% minimum pass rate. Our overall pass rate in 2019-2020 was an 81.79%. 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.

Ohio Assessment for Educators Pass Rates 2019-2020

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)

71

97%

97%

252.4

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

122

93.4%

96.7%

246.7

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

105

83.8%

88.5%

241.3

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

58

93.1%

96.5%

249.9

Early Childhood

125

96.8%

97.6%

249.5

Educational Leadership

11

72.7%

72.7%

235.9

Special Education

29

93.1%

93.1%

246.9

English Language Arts

29

89.6%

*96.5%

245.1

Integrated Social Studies

26

69.2%

88.4%

235.9

Integrated Math

13

61.5%

*84.6%

235.9

Integrated Science

12

83.3%

91.6%

248.3

Middle Childhood English Language Arts

37

97.2%

*97.2%

249

Middle Childhood Math

34

73.5%

*79.4%

236.3

Middle Childhood Science

27

77.7%

*77.7%

241.1

Middle Childhood Social Studies

52

69.2%

*80.7%

232.6

Music Education

28

92.8%

92.8%

246.5

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

19

68.4%

84.2%

235.7

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

22

40.9%

42.8%

218.9

Foundations of Reading

246

74.8%

82.5%

237.1

Reading Endorsement

18 100% 100% 249.7

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.

Internal Sources of Data

CAEP Measure 8

University Student Loan Default Rate

The University Student Loan Default Rate was released in September 2020 and was 6.7% for the fiscal year 2017.

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.

 

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.