Educator Outcomes Data

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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)