2017 Reports
- Educator Preparation Performance Report | Overview
- Educator Preparation Performance Report | Statewide Report (PDF)
- Educator Preparation Performance Report | Institutional Reports - Linked below, by institution type.
- For the 2016 Ohio Educator Preparation Performance Reports, click here.
Overview
Introduction
High-quality teachers and principals are developed through high-quality educator preparation programs. To continuously improve the quality of educator preparation programs in Ohio, Ohio Revised Code 3333.048 requires the Chancellor of Higher Education and the Superintendent of Public Instruction to establish and publish metrics for institutions of higher education that prepare educators and other school personnel.
The identification of metrics and the report format were developed in collaboration with representatives from the public and private educator preparation institutions in Ohio, state agencies, and organizations. The Ohio Department of Higher Education works with the Ohio Department of Education and higher education institutions to collect data on the following identified metrics for the annual reports:
- Licensure Test Pass Rates
- Ohio Teacher Evaluation System (OTES) Results of Program Graduates
- Ohio Principal Evaluation System (OPES) Results of Program Graduates
- Value-added Data (EVAAS)
- Candidate Academic Measures Considered for Program Admission
- Field/Clinical Experiences
- Pre-Service Teacher Candidate Survey Results
- Resident Educator Survey Results
- Principal Intern Survey Results
- Principal Mentor Survey Results
- Employer Survey Results
- Resident Educator Persistence Data
- Excellence and Innovation Initiatives
- National Accreditation
Limitations of the Report
- The value-added linked data represent only teachers and principals with license effective dates 2012-2015 who serve in public K-12 schools and district-administered community schools in Ohio.
- Licensure pass rate data are from the Title II Report for 2014-2015 and reflect information for initial licenses only.
- Principal licensure pass rate data are reported by each institution and have not undergone the rigorous verification and matching process required by Title II.
Uses of the Report
The Educator Preparation Performance Report permits the public to view the aggregate data for all graduates statewide and by institution and program area. School districts and charter schools can use the report to make informed decisions about hiring; students interested in pursuing educator preparation programs can use the report to make decisions regarding which program to attend; and institutions of higher education can use the report to inform continuous improvement efforts, program planning, and research. These data will also assist state and institutional leaders in identifying trends to guide the development of targeted improvements in educator preparation programs throughout Ohio. The Ohio Department of Higher Education will continue its current practice of regularly convening representatives from schools, colleges, and departments of education to review the report data and format and to continuously address improvement opportunities related to emerging research and information learned from key state and national efforts.
Institutional Reports
Public Institutions
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Bowling Green State University |
- Institution Overview
- Early Childhood (PK-3)
- Early Childhood and Early Childhood Intervention Specialist
- Early Childhood Intervention Specialist (PK-3)
- Family and Consumer Services
- Health and Physical Education
- Hearing Impaired
- Integrated Business
- Integrated Language Arts
- Integrated Mathematics
- Integrated Social Studies
- Marketing
- Middle Childhood (4-9)
- Mild-Moderate Needs (K-12)
- Moderate-Intensive Needs (K-12)
- Multi-age Foreign Language
- Music
- Physical Education
- Science
- Visual Art
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Cleveland State University |
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Kent State University |
- Institution Overview
- Dance
- Early Childhood (PK-3)
- Early Childhood Intervention Specialist
- Health
- Hearing Impaired
- Integrated Language Arts
- Integrated Mathematics
- Integrated Social Studies
- Middle Childhood (4-9)
- Mild-Moderate Needs (K-12)
- Moderate-Intensive Needs (K-12)
- Multi-age Foreign Language
- Music
- Physical Education
- Science
- TESOL (Teaching English to Speakers of Other Languages)
- Trade and Industry
- Visual Art
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The Ohio State University |
- Institution Overview
- Agriscience
- Early Childhood (PK-3)
- Family and Consumer Sciences
- Health
- Integrated Business
- Integrated Language Arts
- Integrated Mathematics
- Integrated Social Studies
- Intervention Specialist - Hearing Impaired (PK-12)
- Middle Childhood (4-9)
- Mild-Moderate Needs (K-12)
- Moderate-Intensive Needs (K-12)
- Multi-age Foreign Language
- Music
- Physical Education
- Science
- TESOL (Teaching English to Speakers of Other Languages)
- Visual Art
- Visually Impaired
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Ohio University |
- Institution Overview
- Early Childhood (PK-3)
- Early Childhood Intervention Specialist (PK-3)
- Family and Consumer Sciences
- Integrated Language Arts
- Integrated Mathematics
- Integrated Social Studies
- Middle Childhood (4-9)
- Mild-Moderate Needs (K-12)
- Moderate-Intensive Needs (K-12)
- Multi-age Foreign Language
- Music
- Physical Education
- Science
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University of Akron |
- Institution Overview
- Dance
- Drama - Theatre
- Early Childhood (PK-3)
- Early Childhood Intervention Specialist (PK-3)
- Family and Consumer Sciences
- Health
- Integrated Language Arts
- Integrated Mathematics
- Integrated Social Studies
- Middle Childhood (4-9)
- Mild-Moderate Needs (K-12)
- Moderate-Intensive Needs (K-12)
- Music
- Physical Education
- Science
- Visual Art
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Wright State University |
- Institution Overview
- Early Childhood (PK-3)
- Early Childhood Intervention Specialist (PK-3)
- Health
- Integrated Language Arts
- Integrated Mathematics
- Integrated Social Studies
- Middle Childhood (4-9)
- Mild-Moderate Needs (K-12)
- Moderate-Intensive Needs (K-12)
- Multi-age Foreign Language
- Music
- Physical Education
- Science
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Youngstown State University |
- Institution Overview
- Early Childhood (PK-3)
- Family and Consumer Sciences
- Health
- Integrated Language Arts
- Integrated Mathematics
- Integrated Social Studies
- Middle Childhood (4-9)
- Mild-Moderate Needs (K-12)
- Moderate-Intensive Needs (K-12)
- Multi-age Foreign Language
- Music
- Physical Education
- Science
- Visual Art
Private Institutions
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American College of Education |
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Ashland University |
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Case Western Reserve University |
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Cedarville University |
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Cincinnati Christian University |
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Concordia University |
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Franciscan University of Steubenville |
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Indiana Wesleyan University |
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Mount St. Joseph University |
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Ohio Christian University |
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Ohio Dominican University |
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Otterbein University |
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University of Dayton |
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University of Mount Union |
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Walden University |
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Xavier University |
- Institution Overview
- Drama - Theatre
- Early Childhood (PK-3)
- Early Childhood and Early Childhood Intervention Specialist
- Early Childhood Intervention Specialist
- Gifted (K-12)
- Integrated Language Arts
- Integrated Mathematics
- Integrated Social Studies
- Middle Childhood (4-9)
- Mild-Moderate Needs (K-12)
- Moderate-Intensive Needs (K-12)
- Multi-age Foreign Language
- Music
- Physical Education
- Science
- Visual Art