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 23% |
N=140 68% |
N=19 9% |
*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.
| ASSESSMENT NAME | TAKERS | PASSRATE |
| 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
| CAEP STANDARDS | INITIAL-LICENSURE LEVEL | ADVANCED LEVEL |
| 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