Educator Outcomes Data

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CAEP Annual Accreditation Reporting Measures

Measure 1: Completer Effectiveness and 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 2022-23 academic year. The full 2023 Ohio Educator Preparation Performance Report is located on the Ohio Department of Higher Education website.

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

Initial Licensure Effective
Years 2019, 2020, 2021, 2022
Associated Value-Added Classifications
Employed as Teachers Teachers with Value-Added Data Yellow Green Light Blue
749 172 N=29
17%
N=122
71%
N=21
12%

*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 is committed to ensuring our graduates are well-equipped to meet the needs of schools and students through ongoing efforts to gather feedback and refine our program offerings. A productive focus group was held in the 2021-2022 academic year, bringing together 12 experts representing employers of BGSU teacher education and principal graduates. This group provided valuable insights into employer perceptions, particularly regarding data collection and utilization, progress monitoring tools, and candidate diversity. To gain a broader perspective, the EPP is currently utilizing a state-wide survey distributed to employers for the academic year 2022-2023. Data collection will close in June 2024.

In addition to the survey, the EPP convenes a teacher advisory board meeting each semester. This forum facilitates discussions with stakeholders about state education updates and employer perspectives on our teacher preparation program.

Through these initiatives, the EPP seeks continuous improvement in our programs and remains dedicated to preparing graduates who can effectively address the challenges of today’s classrooms.

Measure 3: Candidate Competency at Program Completion

The EPP’s overall Ohio Assessments for Educators licensure test pass rate for completers in 2022-23 is 96% 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)

10

100

APK: Middle Childhood (4–9)

2

Low n

APK: Adolescence to Young Adult (7–12)

6

Low n

APK: Multi-Age (PK–12)

31

90

Art

11

100

Biology

7

Low n

Chemistry

3

Low n

Early Childhood Education

144

100

Early Childhood Special Education

144

100

Earth and Space Science

3

Low n

English Language Arts

19

100

Health

9

Low n

Integrated Science

1

Low n

Integrated Social Studies

28

96

Mathematics

27

96

Middle Grades English Language Arts

19

100

Middle Grades Science

30

100

Middle Grades Mathematics

35

100

Middle Grades Social Studies

16

100

Music

28

82

Physical Education

9

Low n

Physics

3

Low n

Special Education

68

100

Foundations of Reading

130

100

WPT Spanish

3

Low n

Secondary English-Language Arts

19

100

Secondary History/Social Studies

28

100

Secondary Mathematics

23

100

Secondary Science

7

Low n

Special Education

68

100

Early Childhood

144

100

Visual Arts

11

100

Middle Childhood Mathematics

14

100

Middle Childhood Science

17

100

Middle Childhood English-Language Arts

15

100

Middle Childhood History/Social Studies

2

Low n

World Language

5

Low n

Business Education

2

Low n

Family and Consumer Sciences

2

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
 

2018-19

2019-20

2020-21

2021-22

2022-23

Administrative Specialist

Low n

0

1

0

0

Early Childhood (P-3) and Early Childhood Intervention Specialist PreK-3)

160

163

154

135

130

Family and Consumer Science Education

Low n

0

3

1

Low n

Integrated Business and Marketing (4-12)

Low n

0

3

2

Low n

Integrated Language Arts (7-12)

11

14

17

17

17

Integrated Mathematics (7-12)

20

24

18

17

21

Integrated Social Studies (7-12)

19

23

32

17

27

Intervention Specialist (K-12)

52

60

68

53

50

Middle Childhood (4-9)

40

32

36

41

43

Music (PK-12)

19

26

27

24

23

Physical Education and Health Education PreK-12

8

8

11

8

6

Principal

19

33

31

24

39

Science 7-12

12

11

10

12

9

Superintendent

Low n

13

5

6

16

Visual Arts (PK-12)

12

11

11

14

11

World Language PreK-12

Low n

Low n

6

3

7

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: 04/23/2024 11:55AM