Educator Outcomes Data


CAEP Annual Accreditation Reporting Measures

Measure 1: Impact on P-12 Learning and Development

Ohio's value-added data system provides information on student academic gains. As a vital component of Ohio's accountability system, districts and educators have access to an extensive array of diagnostic data through the Education Value-Added Assessment System (EVAAS). Schools can demonstrate through value-added data that many of their students are achieving significant progress. Student growth measures also provide students and parents with evidence of the impact of their efforts. Educators and schools further use value-added data to inform instructional practices.

The latest available value-added data was reported for the 2021-22 academic year. The full 2022 Ohio Educator Preparation Performance Report is located here.

Value -Added Data For Bowling Green State University-Prepared Teachers

Initial Licensure Effective
Years 2018, 2019, 2020, 2021
Associated Value-Added Classifications
Employed as Teachers Teachers with Value-Added Data Yellow Green Light Blue
805 206 N=47

*Associated Value-Added Classifications:

Yellow - Significant evidence that the school's students made less growth than expected.
Green - Evidence that the school's students made growth as expected.
Light Blue - Significant evidence that the school's students made more growth than expected.

Measure 2: Satisfaction of Employers and Stakeholder Involvement

The EPP held a focus group with experts in the field to respond to a survey of employers of BGSU teacher education and principal graduates. There were 12 participants in attendance. The group discussed employer perceptions of teacher education graduates and identified concerns regarding data collection and use, progress and monitoring tools, and diversity. They recommended that candidates need more experience assessing students and using data to make informed decisions. Furthermore, the group discussed perspectives on principal program graduates and identified the need for principals to work collaboratively on a plan with building leadership teams, monitor data, and advocate for gifted and disabled students. The group also discussed the need for more exposure to diversity in the classroom and the use of reflective tools to support professional growth.

Measure 3: Candidate Competency at Program Completion

The EPP’s overall Ohio Assessments for Educators licensure test pass rate for completers in 2021-22 is 97% as reported by the U.S. Department of Education Title 2 report. Pass rates on the Ohio Assessment for Educators (OAE) are reported by test. Tests with fewer than 10 test takers are reported as Low n.

APK: Early Childhood (PK–3) 13 92
APK: Middle Childhood (4–9) 1 Low n
APK: Adolescence to Young Adult (7–12) 3 Low n
APK: Multi-Age (PK–12) 27 100
Art 13 100
Biology 8 Low n
Chemistry 5 Low n
Early Childhood Education 138 100
Early Childhood Special Education 138 100
Earth and Space Science 3 Low n
English Language Arts 21 100
Health 9 Low n
Integrated Science 3 Low n
Integrated Social Studies 21 100
Mathematics 20 100
Middle Grades English Language Arts 23 100
Middle Grades Science 27 100
Middle Grades Mathematics 25 100
Middle Grades Social Studies 17 100
Music 26 100
Physical Education 9 Low n
Physics 2 Low n
Special Education 59 92
Foundations of Reading 239 97
WPT Spanish 1 Low n
Secondary English-Language Arts 21 100
Secondary History/Social Studies 21 100
Secondary Mathematics 19 100
Secondary Science 11 100
Special Education 79 100
Early Childhood 108 100
Visual Arts 13 100
Middle Childhood Mathematics 9 Low n
Middle Childhood Science 15 100
Middle Childhood English-Language Arts 19 100
Middle Childhood History/Social Studies 2 Low n
World Language 3 Low n
Business Education 2 Low n
Family and Consumer Sciences 1 Low n

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

Licenses by BGSU Program Area Academic Year
  2017-18 2018-19 2019-20 2020-21 2021-22*
Administrative Specialist Low n Low n 0 1 0
Early Childhood (P-3) and Early Childhood Intervention Specialist PreK-3) 135 160 163 154 135
Family and Consumer Science Education Low n Low n 0 3 1
Integrated Business and Marketing (4-12) 5 Low n 0 3 2
Integrated Language Arts (7-12) 22 11 14 17 17
Integrated Mathematics (7-12) 17 20 24 18 17
Integrated Social Studies (7-12) 12 19 23 32 17
Intervention Specialist (K-12) 83 52 60 68 53
Middle Childhood (4-9) 42 40 32 36 41
Music (PK-12) 20 19 26 27 24
Physical Education and Health Education PreK-12 Low n 8 8 11 8
Principal 32 19 33 31 24
Science 7-12 5 12 11 10 12
Superintendent 10 Low n 13 5 6
Visual Arts (PK-12) 9 12 11 11 14
World Language PreK-12 Low n Low n Low n 6 3

CAEP Accreditation

The Accreditation Council of the Council for the Accreditation of Educator Preparation (CAEP) granted the College of Education and Human Development at Bowling Green State University Accreditation at the initial-licensure level and the advanced level as described in the Accreditation Action Report. Accreditation is granted at the initial-licensure level and the advanced level. This Accreditation status is effective between Spring 2023 and Spring 2030. The next site review will take place in Fall 2029. No Areas for Improvement or Stipulations were identified in this report.

Summary of Standards

STANDARD R1/RA1: Content and Pedagogical Knowledge Met Met
STANDARD R2/RA2: Clinical Partnerships and Practice Met Met
STANDARD R3/RA3: Candidate Quality and Selectivity Met Met
STANDARD R4/RA4: Satisfaction with Preparation Met Met
STANDARD R5/RA5: Quality Assurance System and Continuous Improvement Met Met
STANDARD R6/RA6: Fiscal and Administrative Capacity Met Met
STANDARD R7/RA7: Record of Compliance with Title IV of the Higher Education Act Met Met

Updated: 05/22/2023 03:06PM