Educator Outcomes Data
CAEP Annual Accreditation Reporting Measures
Measure 1: Impact on P-12 Learning and Development
A temporary change approved in House Bill 197, House Bill 164, and House Bill 4040 of the 133rd General Assembly impact teacher, principal and school counselor evaluations. Due to the COVID-19 pandemic, value-added scores for the 2019-20 academic year were not provided to Ohio’s Educator Preparation Programs (EPPs).
The latest available value-added data was reported for the 2018-19 academic year. The full 2019 Ohio Educator Preparation Performance Report is located here.
| Initial Licensure Effective Years 2015, 2016, 2017, 2018 |
Associated Value-Added Classifications | |||||
|---|---|---|---|---|---|---|
| Employed as Teachers | Teachers with Value-Added Data | Most Effective | Above Average | Average | Approaching Average | Least Effective |
| 911 | 303 | N=51 17% |
N=29 10% |
N=96 32% |
N=44 15% |
N=83 27% |
Measure 2: Indicators of Teaching Effectiveness
The Ohio Departments of Education and Higher Education do not release teacher-level observation data to Educator Preparation Programs, however a summary of results from the Ohio Teacher Evaluation System (OTES) is provided in the 2020 Education Preparation Performance Report. No data was provided for the Ohio Principal Evaluation System in 2020. The full 2020 Ohio Educator Preparation Program Performance Report is located here.
| Associated Teacher Evaluation Classifications | ||||
|---|---|---|---|---|
| Initial Licensure Effective Year |
# Accomplished | # Skilled | # Developing | # Ineffective |
| 2016 | 38 | 66 | N<10 | N<10 |
| 2017 | 44 | 54 | N<10 | N<10 |
| 2018 | 24 | 47 | N<10 | N<10 |
| 2019 | 19 | 42 | N<10 | N<10 |
Additionally, the Resident Educator Program in Ohio encompasses a robust four-year teacher development system. The data below show the persistence of Ohio Educator Preparation Provider graduates through the program. Data from this table capture a year-to-year snapshot of the persistence of graduates and corrections to prior year reporting may be captured in the current year's reporting. Data used to create this "snapshot" table are sourced not only from the current year's resident educator completion data results, but also prior year results because a Resident Educator may fail to complete all the program year requirements within the same academic year.
Ohio EPP Completers Persisting in the State Resident
Educator Program who were Prepared at Bowling Green State University
| Initial Licensure Effective Year | Residency Year 1 | Residency Year 2 | Residency Year 3 | Residency Year 4 | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Entering | Persisting | Entering | Persisting | Entering | Persisting | Entering | Persisting | |||||
| 2016 | 7 | 6 | 85.7% | 18 | 18 | 100% | 66 | 66 | 100% | 219 | 218 | 99.5% |
| 2017 | 23 | 24 | 104.3% | 75 | 76 | 101.3% | 196 | 196 | 100% | N/A | N/A | N/A |
| 2018 | 61 | 61 | 100% | 173 | 173 | 100% | N/A | N/A | N/A | N/A | N/A | N/A |
| 2019 | 214 | 212 | 99.1% | N/A | N/A | N/A | N/A | N/A | N/A | N/A | N/A | N/A |
Additionally, the EPP’s attempts to collect observation data through case studies last year was interrupted by the COVID-19 pandemic. The EPP plans to resume case studies in the next academic year.
Measure 3: Satisfaction of Employers and Employment Milestones
The Ohio Department of Higher Education no longer coordinates the statewide educator preparation employer survey. Additionally, the EPP’s attempts to collect employer satisfaction data through case studies was interrupted by the COVID-19 pandemic. The EPP plans to resume case studies in the next academic year.
Measure 4: Satisfaction of Completers
Statewide Survey of Ohio Resident Educators' Reflections on their Educator Preparation Program
Description of Data:
Due to the COVID-19 pandemic-related issues, including school closures and staff transitions in Ohio during the 2019-2020 school year, the distributions of some surveys were delayed, contributing to lower response rates.
To gather information on alumni satisfaction with the quality of preparation provided by their educator preparation programs, the Ohio Department of Higher Education administers a survey aligned with the Ohio Standards for the Teaching Profession (OSTP), Ohio licensure requirements, and elements of national accreditation. All Ohio Resident Educators who completed their preparation in Ohio receive an invitation to complete the survey in the fall semester as they enter Year 2 of the Resident Educator program. A total of 453 respondents completed the survey statewide for a response rate of 12 percent. The complete survey can be found here.
In reviewing and analyzing the results, BGSU rated highest in the following areas:
| Item | Institution Average | State Average |
|---|---|---|
| My teacher licensure program prepared me to recognize characteristics of gifted students, students with disabilities, and at-risk students in order to plan and deliver appropriate instruction. | 3.43 | 3.19 |
| My teacher licensure program prepared me to differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities, and at-risk students. | 3.55 | 3.31 |
| My teacher licensure program prepared me to create learning situations in which students work independently, collaboratively, and/or a whole class. | 3.58 | 3.39 |
| My teacher licensure program prepared me to use strategies for effective classroom management. | 3.28 | 3.12 |
| My teacher licensure program prepared me to use technology to enhance teaching and student learning. | 3.50 | 3.22 |
| My teacher licensure program provided student teaching experience(s) that supported my development as an effective educator focused on student learning. | 3.68 | 3.52 |
| My teacher licensure program provided cooperating teachers who supported me through observation and conferences (face-to-face or via electronic media). | 3.68 | 3.52 |
BGSU also recognizes that there are opportunities for improvement in the following areas:
| Item | Institution Average | State Average |
|---|---|---|
| My teacher licensure program prepared me with high levels of knowledge and the academic content I plan to teach. | 3.20 | 3.27 |
| My teacher licensure program provided me with knowledge of the Ohio Standards for Professional Development. | 3.03 | 3.15 |
| My teacher licensure program provided me with knowledge of the Value-added Growth Measure as defined by the Ohio State Board of Education. | 2.73 | 2.85 |
| My teacher licensure program provided opportunities to interact with diverse faculty. | 3.08 | 3.17 |
| Overall, the faculty in my teacher licensure program demonstrated in-depth knowledge of their field. | 3.45 | 3.52 |
| Overall, the faculty in my teacher licensure program integrated diversity-related subject matter within coursework. | 3.20 | 3.37 |
| My teacher licensure program provided opportunities to voice concerns about the program. | 2.95 | 3.12 |
Measure 5: Graduation Rates
The graduation rate of candidates beginning their professional year experience in 2019-20 and completing their program in the same academic year is 96.4%.
Measure 6: Ability of Completers to Meet Licensing and State Requirements for Certification
The EPP’s overall Ohio Assessments for Educators licensure test pass rate for completers in 2019-20 is 91%, as reported by the U.S. Department of Education Title 2 report.
| Assessment Name | Takers | Passrate |
|---|---|---|
| APK: Early Childhood (PK–3) | 153 | 99 |
| APK: Middle Childhood (4–9) | 30 | 97 |
| APK: Adolescence to Young Adult (7–12) | 73 | 100 |
| APK: Multi-Age (PK–12) | 81 | 94 |
| Art | 13 | 100 |
| Biology | 8 | |
| Chemistry | 6< | |
| Early Childhood Education | 178 | 97 |
| Early Childhood Special Education | 177 | 100 |
| Earth and Space Science | 1 | |
| English Language Arts | 16 | 100 |
| Family and Consumer Sciences | 5 | |
| Health | 8 | |
| Integrated Social Studies | 24 | 100 |
| Marketing | 2 | |
| Mathematics | 24 | 100 |
| Middle Grades English Language Arts | 14 | 100 |
| Middle Grades Science | 20 | 100 |
| Middle Grades Mathematics | 19 | 100 |
| Middle Grades Social Studies | 19 | 100 |
| Music | 20 | 85 |
| Physical Education | 8 | |
| Physics | 1 | |
| Special Education | 44 | 86 |
| Foundations of Reading | 212 | 90 |
Measure 7: 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 |
|
| Administrative Specialist | Low n | Low n | Low n |
| Early Childhood (P-3) and Early Childhood Intervention Specialist PreK-3) | 135 | 160 | 163 |
| Family and Consumer Science Education | Low n | Low n | Low n |
| Integrated Business and Marketing (4-12) | 5 | Low n | Low n |
| Integrated Language Arts (7-12) | 22 | 11 | 14 |
| Integrated Mathematics (7-12) | 17 | 20 | 24 |
| Integrated Social Studies (7-12) | 12 | 19 | 23 |
| Intervention Specialist (K-12) | 83 | 52 | 60 |
| Middle Childhood (4-9) | 42 | 40 | 32 |
| Music (PK-12) | 20 | 19 | 26 |
| Physical Education and Health Education PreK-12 | Low n | 8 | 8 |
| Principal | 32 | 19 | 33 |
| Science 7-12 | 5 | 12 | 11 |
| Superintendent | 10 | Low n | 13 |
| Visual Arts (PK-12) | 9 | 12 | 11 |
| World Language PreK-12 | Low n | Low n | Low n |
Measure 8: Student Loan Default Rates and Other Consumer Information.
Bowling Green State University Student Loan Default Rate as reported by the U.S. Department of Education
| FY 2017 | FY 2016 | FY2015 | |
|---|---|---|---|
| Default Rate | 7.6 | 8.6 | 8.7 |
| No. in Default | 373 | 421 | 419 |
| No. in Repay | 4,851 | 4,847 | 4,779 |
| Enrollment figures Percentage Calculation |
22,278 21.7 |
21,713 22.3 |
22,215 21.5 |
National Accreditation
Bowling Green State University’s educator preparation programs are accredited by NCATE until 2023. Current initial and advanced programs included in the last NCATE visit are:
Inclusive Early Childhood (Early Childhood Education and Early Childhood Intervention Specialist)
Middle Childhood Education (Mathematics, Language Arts and Reading, Science, and Social Studies)
Adolescent to Young Adult (Integrated Mathematics, Integrated Language Arts, Integrated Social Studies, Integrated Science, Earth Science, Chemistry, Physics, Life Sciences, Integrated Sciences, Earth/Chemistry, Earth Physics, Life Sciences/Chemistry, Life Sciences/Earth Sciences, Life Sciences/Physics, Physics and Chemistry)
Intervention Specialist
Career Technical Education in Integrated Business and Marketing Education
Physical Education
World Languages (Chinese, French, German, Italian, Japanese, Latin, Russian, Spanish)
Visual Arts Education
Music Education
Principal (Grades PK-6, 4-9 and 5-12)
Superintendent
Administrative Specialist
Computer Technology Endorsement
Early Childhood Endorsement
Mathematics Specialist Endorsement
Science Specialist Endorsement
Middle Childhood Generalist Language Arts and Reading Endorsement
Middle Childhood Generalist Science Endorsement
Middle Childhood Generalist Social Studies Endorsement
Middle Childhood Generalist Mathematics Endorsement
Transition to Work
School Counselor
School Speech-Language Pathologist
Programs recognized by other national accreditors
Art Education (NASAD)
Music Education (NASM)
School Counseling (CACREP)
School Speech-Language Pathologist (CAA)