Accreditation of Educator Preparation Programs

ÐÇ¿Õ´«Ã½'s educator preparation programs are accredited by CAEP.

ÐÇ¿Õ´«Ã½’s educator preparation programs are accredited by the Council for the Accreditation of Educator Preparation. (CAEP). This accreditation recognizes that ÐÇ¿Õ´«Ã½ educator preparation programs meet national professional standards for the preparation of teachers. CAEP accreditation indicates that ÐÇ¿Õ´«Ã½ teacher candidates know the subject matter they plan to teach, how to teach effectively so that all students learn, and are effective teachers after graduation. The following ÐÇ¿Õ´«Ã½ education programs are CAEP accredited through 2030:

     

     

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    CAEP’s full report on ÐÇ¿Õ´«Ã½ educator preparation programs.

    Follow the steps below to review performance reports for ÐÇ¿Õ´«Ã½’s educator preparation programs compiled by the Ohio Department of Higher Education (ODHE):

    1. Visit the  Web site and under Private Institutions, click ÐÇ¿Õ´«Ã½ University.
    2. On this Web site you will be able to download ÐÇ¿Õ´«Ã½’s (PDF) as well as individual program reports.

    For information about ÐÇ¿Õ´«Ã½’s Education program outcomes, download our latest Title II Report (PDF).

    If you have concerns or complaints about the ÐÇ¿Õ´«Ã½ teacher preparation programs that have not been adequately resolved through the university, you may contact the Council for the Accreditation of Educator Preparation (CAEP) at caep@caepnet.org or 202-223-0077.

    Council for the Accreditation of Educator Preparation (CAEP) Annual Reporting Measures.

    CAEP Impact Measure 1a: Completer Impact in Contributing to Growth in P-12 Student Learning

    Ohio’s Value-Added Assessment System (EVAAS) uses a proprietary formula to rank teachers according to student growth on grade 4-8 reading and mathematics achievement tests.

    ÐÇ¿Õ´«Ã½-prepared teachers approximate state averages.

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    EVAAS-Evaluated Teachers, Initial Licensure years 2017, 2018, 2019, 2020; Percentage of teachers in each category

    Yellow Green Blue
    ÐÇ¿Õ´«Ã½ (N = 51) 14% 61% 25%
    State of Ohio (N = 3824) 22% 65% 13%

    Yellow: SIgnificant evidence that the school’s students made less growth than expected.

    Green: Evidence that the school’s students made growth as expected.

    Blue: Significant evidence that the school’s students made more growth than expected.

    CAEP Impact Measure 1b: Completer Effectiveness in Applying Professional Knowledge, Skills, and Dispositions

    The Ohio Teacher Evaluation System (OTES) offers a detailed, multifaceted view of early-career teacher performance.

    Source:

    OTES, Initial Licensure Year 2018 – 2021; Percentage of teachers in each category

    Accomplished Skilled Developing Ineffective
    ÐÇ¿Õ´«Ã½ (N = 28) 40% 60% N/R* N/R
    State of Ohio (N = 3134) 23% 77% N/R N/R

    *Not Reported. The state does not report data for any category for which the number of entries is less than 10.

    CAEP Impact Measure 2: Satisfaction of Employers and Stakeholder Involvement

    NExT Survey of Supervisors of First-Year Teachers from ÐÇ¿Õ´«Ã½, May 2021 and May 2023, N = 22 respondents

    Item Not Able to Observe Disagree Tend to Disagree Tend to Agree Agree
    Effectively teaches the subject matter in his/her licensure area 0% 0% 5% 0% 95%
    Designs and modifies assessments to match learning objectives 0% 0% 5% 32% 64%
    Differentiates assessments for all learners 0% 0% 9% 32% 59%
    Engages students in using a range of technology tools to achieve learning goals 0% 0% 5% 18% 77%
    Helps students develop critical thinking processes 0% 0% 5% 27% 68%
    Differentiates instruction for a variety of learning needs 0% 0% 9% 27% 64%
    Develops and maintains a classroom environment that promotes student engagement 0% 0% 5% 9% 86%
    Clearly communicates expectations for appropriate student behavior 0% 0% 5% 32% 64%
    Helps students regulate their own behavior 0% 0% 0% 27% 73%
    Responds appropriately to student behavior 0% 0% 5% 23% 73%
    Creates a learning environment in which differences such as race, culture, sexual orientation, and language are respected 5% 0% 0% 14% 82%
    Collaborates with parents and guardians to support student learning 0% 0% 0% 14% 86%
    Collaborates with teaching colleagues to improve student performance 9% 0% 0% 0% 91%

     

    CAEP Impact Measure 3: Candidate Competency at Completion

    In Ohio, each initial teacher licensure candidate takes several licensure exams, the Ohio Assessments for Educators (Click for information). Information from the most recently reported cohort is below. (Note that Ohio does not report pass rates when fewer than 10 students take the exam.)

    OAE Pass Rates, 2022-2023 Graduates

    Teacher Licensure Area Test Name ÐÇ¿Õ´«Ã½ Pass Rate Ohio Pass Rate

    Elementary Education Subtests 1 and 2, N=11

    		 OAE 018 and 019: Elementary Education Subtests 1 and 2 91%
    Early Childhood (PK-3), Elementary Education (PK-5), Middle Grades (4-9), N = 18 OAE 190: Foundations of Reading 89% 94%

    Sources:  Pearson 2022-2023 cohort OAE data

    CAEP Impact Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

    In Spring 2022, ÐÇ¿Õ´«Ã½ surveyed 1-year graduates through the Network for Excellence in Teaching (NExT) Consortium.

    27 of 30 (90%) survey respondents recieved an Ohio teaching license.

    29 of 30 (97%) are employed in an educational setting; 27 of 30 (90%) are employed full-time in an educational setting and 2 (7%) of the 30 work part-time in an educational setting.

    Of the 29 working in education, 21 are classroom teachers, 3 are short-term substitutes, 2 are full-time substitutes, 1 is a paraprofessional, 1 is a language assistant, and 1 is a family liaison.