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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 Ohio Department of Higher Education to develop a system for evaluating 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:
- 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
- Due to Ohio's ordered school-building closure and subsequent emergency legislation addressing the coronavirus pandemic-related issues (House Bill 197 of the 133rd General Assembly), OTES/OPES and Value-Added data will be limited or not available. Additionally, during this challenging time, the distribution of some surveys were delayed, contributing to lower response rates.
- Licensure pass rate data are from the Title II Report for 2018-2019 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.
Reporting periods 2013-2020. 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 eight 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 pass rate of 94.9%.
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.
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 in 2013 to nearly 40 percent over the last several years. Growth measures over the last seven years have been similar to that of a bell curve with most educators teaching toward the middle.
*Value-added teacher population is derived from rolling 4-year cohorts based on licensure year.
Value-added data is not available for the 2019-2020 school year due to Ohio’s ordered school-building closure and subsequent emergency legislation addressing the coronavirus pandemic-related issues.
Received Knowledge of Value-added Growth Measure
When surveyed, the only measure where teachers, on average, disagreed with over the last eight 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.
Program Preparation Satisfaction
Teacher perceptions on the quality of their preparation programs have improved slightly over the last eight 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.
Educator Preparation Provide (EPP) Performance Report Schedule