Ed Prep | Transparency & Accountability

Become an Educator Educator Preparation Institutions Transparency & Accountability  Resources

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Measuring the Performance of Educator Preparation Programs

Ohio recognizes that high-quality teachers come from high-quality teacher preparation programs. To help improve the quality of educator preparation programs in Ohio, H.B. 1 of the 128th General Assembly directed the Chancellor of the the Ohio Department of Higher Education to develop and system for evaluation Ohio’s educator preparation programs (ORC section 3333.048).

The Metrics Report requirements were developed in collaboration with the leaders of both the public and private educator preparation programs. Approved Ohio Educator Preparation programs are required to complete the report between October 1-November 30, annually.

Access to the Metrics Reporting System is restricted to two designees per institution. Changes to the designees can be made by submitting a letter from the Dean of the College of Education to MRS-Admin@highered.ohio.gov.

PDF reports for the state, institution level, and individual licensure programs are posted each year.

Components of Educator Preparation Metrics Reports

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:

 

Limitations of the Report

  • The value-added linked data represent only teachers and principals with license effective dates within the reporting years 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 the individual reporting year 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.

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Ohio Educator Preparation Trends

Reporting periods 2013-2018. Click on a topic below for charts and expanded information.

Ohio Educator Program Completers Tested

The number of teacher program completers has decreased significantly over the last six years. There are over a third fewer teacher completers than there were in 2013. On a consistent note, virtually all completers tested end up passing their exams with an average five-year pass rate of 95.5%.

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Public School Employment Landscape

On average, slightly fewer than half of those teachers who receive their initial resident educator license find employment as teachers in their first year.  As shown below, more teachers find employment in subsequent years.  Some of this inability to find immediate employment can be attributed to saturated markets where specific license types are not in demand.  This is documented in the chart below where the average first-year employment rate for teachers with early childhood licenses is lower than for those teachers seeking to obtain an intervention specialist position.

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Teachers with Value-added Data

The number of teachers with value-added* data has increased significantly since 2013, in part due to end-of-course tests at the high school level being used to evaluate teachers.  The percentage of teachers with value-added data has increased from roughly 20 percent to nearly 40 percent since 2017.  Growth measures over the last six years have been similar to that of a bell curve with most educators teaching toward the middle.

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*Value-added teacher population is derived from rolling 4-year cohorts based on licensure year.

Received Knowledge of Value-added Growth Measure

When surveyed, the only measure where teachers, on average, disagreed with over the last six years was whether their licensure program provided them with knowledge of the value-added growth measure.  In fact, resident educators in their second year were more inclined to disagree with this statement than student teachers.

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Program Preparation Satisfaction

Teacher perceptions on the quality of their preparation programs have improved slightly over the last six years.  Looking at some of the underlying factors, most student teachers and resident educators agree that their programs prepared them with the knowledge to teach and assess their students.  They remain positive about their field and clinical experiences, and the support they receive from their program faculty.  Teacher candidates and resident educators have been less confident over the years when asked about Ohio-specific requirements, specifically the Ohio licensure program and Ohio school operating standards and the requirements for the resident educator program.

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Educator Preparation Provide (EPP) Performance Report Schedule

DATE DESCRIPTION
Feb 15
  • ODHE publishes previous academic year Ohio Educator Preparation Performance
    Report.
Feb 25
  • Deadline for EPPs to submit corrections for Performance Reports to ODHE.
  • ODHE requests EPP distribution lists for spring survey invitations: Pre-service Teachers,
    Principal Interns and Principal Intern Mentors.
March
(2nd week)
  • Survey opening date for spring Pre-Service Teacher Candidates, Principal Candidates
    and Principal Intern Mentors.
May 1
  • ODHE requests survey distribution lists for summer: Pre-service Teachers, Principal
    Interns, Principal Intern Mentors.
Jun 1
  • Survey closing date for spring Student Teacher, Principal Interns, and Principal Intern
    Mentors.
  • Deadline for EPPs to send survey distribution lists for summer: Pre-service Teacher,
    Principal Interns, Principal Intern Mentors.
Jun 15
  • Survey opening date for summer: Pre-Service Teachers, Principal Candidates and
    Principal Mentors.
Aug 31
  • Survey closing date for summer: Pre-service Teachers, Principal Interns, Principal Intern
    Mentors, and Employers of Teachers and Principals.
Sept 1
  • ODHE sends EPPs request for MRS corrections/updates to EPP Profile Summary and
    List of Approved Programs.
  • ODHE requests survey distribution lists for fall: Pre-service Teachers, Principal Interns,
    Principal Intern Mentors, and Employers of Teachers and Principals.
Oct 1
  • Deadline for EPPs to send ODHE the survey distribution lists for fall Pre-service Teachers,
    Principal Interns, and Principal Intern Mentors.
  • Metrics Reporting System (MRS) OPENS. Data collection for Sept. 1 through Aug. 31
    (previous academic year) begins.
Oct 9
  • Survey opening date for fall Pre-service Teachers, Principal Interns, and Principal Intern
    Mentors.
Nov 30
  • MRS CLOSES at 11:59 p.m. Data collection for Annual Performance Report ends.
  • Survey opens for Year 2 Resident Educators.
Dec 9
  • Survey closing date for Pre-service Teachers, Principal Interns, and Principal Intern
    Mentors.
Dec 20
  • Survey closes for Year 2 Resident Educators.