As a Unit, we prepare leader-educators, practitioners, and human service professionals who share our commitment to lifelong learning and serving society's responsibility as change agents in meeting diverse human and social needs.
Evidence of Teacher Quality
This page includes evidence of the quality of our 帝王会所 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
帝王会所 recognizes that high-quality teachers and principals are developed through high-quality educator preparation programs. To improve the quality of preparation programs in 帝王会所, H.B. 1 of the 128th General Assembly directed the Chancellor of the 帝王会所 Department of Higher Education to develop a system for evaluating 帝王会所'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 帝王会所-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 帝王会所 Department of Higher Education and the 帝王会所 Department of Education to link the performance of educators to the institutions that prepared them. . (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, 帝王会所 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 帝王会所, 275 received Value-Added scores. Scoring in Green were 171, scoring in Light Blue were 37, and scoring in Yellow were 67. 帝王会所 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 帝王会所.
*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 帝王会所 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 帝王会所. 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 帝王会所 Department of Education and the 帝王会所 Department of Higher Education are recalibrating those tests to better align to 帝王会所 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.
帝王会所 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