CAEP Accountability Measures
Educator preparation programs provide information to the public on four CAEP Accountability Measures. These measures are designed to demonstrate the programs outcomes and impact. This report includes data for each of the CAEP Accountability Measures. Data is organized and reported by CAEP measure number and provided in numerical format with a short narrative description to provide context to the data.
The data indicate Ashland University education program completers are effective in P-12 classrooms, employers are generally satisfied with completers, candidates meet competency benchmarks at program completion, and are eligible to be hired for teaching positions in their area of preparation.
CAEP Accountability Measure 1 – Completer Impact and Effectiveness
Value-Added Data
Description of Data: 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 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.
Summary of Data: The COVID-19 pandemic has significant impacts on data collection and student learning. Ohio’s ordered school-building closure and subsequent emergency legislation addressing pandemic-related issues (HB 197) had substantial impacts on state testing during the 2019-2020 and 2020-2021 academic years. As a result, the state of Ohio did not collect or distribute Value-Added data to teacher preparation institutions for either of those two school years. Data for the 2021-2022 school year is the first available since before the pandemic. As indicated in the chart, the majority of AU completers are having positive impacts on student learning growth.
Ohio Teacher Evaluation System (OTES)
Description of Data: Ohio’s system for evaluating teachers (Ohio’s Teacher Evaluation System) provides educators with a detailed view of their performance, with a focus on specific strengths and opportunities for improvement. The system is research based and designed to be transparent, fair, and adaptable to the specific contexts of Ohio’s school districts. Furthermore, it builds on what educators know about the importance of ongoing assessment and feedback as a powerful vehicle to support improved practice. Teacher performance and student academic growth are the two key components of Ohio’s evaluation system. Data for AU’s graduates who participated in the OTES system are included here:
Summary of Data: Data from each of the last four years of graduates indicates the majority of AU completers assessed in Ohio’s system are rated as Accomplished or Skilled in the Teacher Evaluation System. Fewer than 10 teachers for any one licensure year were classified as Developing and fewer than 10 for any one licensure year were classified as Ineffective. These ratings are based on student academic growth and teacher performance, indicating AU completers are effective in the classroom.
The 2022 “Ohio Principal Evaluation System (OPES) Results for Individuals Completing Principal Preparation Programs at Ashland University” indicate that more program completers were rated Accomplished than any other individual classification in 2018, 2019, 2020, and 2021.
CAEP Accountability Measure 2 – Satisfaction of Employers and Stakeholder Information
Employer Satisfaction Survey
Description of Data: AU distributes an employer satisfaction survey to gather data about the satisfaction and perceptions of principals and superintendents who employ AU program completers. The survey is sent directly to administrators by AU Education staff and data is collected through Blackboard EAC and Ellucian Colleague.
Prompts:
- Applying data literacy to professional practice
- Using research and understanding qualitative, quantitative, and mixed methods
- Supporting diverse, equitable, and inclusive school environments using data analysis and evidence
- Leading or participating in collaborative activities with stakeholders (i.e., teachers, administrators, community organizations)
- Supporting appropriate applications of technology in their areas of specialization
- Adhering to applicable laws, policies, codes of ethics, and professional standards in their field
Summary of Data: The Fall 2022 survey was distributed to known employers of AU graduates. Respondents were asked to rate AU completers on six prompts with choices ranging from Very Well Prepared to Prepared to Somewhat Prepared to Not Prepared. Responses showed AU completers scored particularly high in the areas of using research and understanding mixed methods, supporting diverse, equitable, and inclusive environments using data analysis, leading or participating in collaborative activities with stakeholders, supporting appropriate application of technology and adhering to applicable laws, policies, codes of ethics, and professional standards. Data shows AU completers are consistently rated as well-prepared by employers.
Stakeholder Involvement
AU regularly partners with teachers, principals, administrators, and other service providers to improve preparation programs and impact P-12 student learning. Although the name has recently changed, The Dean’s Advisory Council was established over three decades ago, and includes AU teacher education faculty, program alumni, area teachers, principals, superintendents, and state support team members. The Dean’s Advisory Council meets twice per year and the membership provides feedback to AU to improve programs, launch new initiatives, and devise ways to better serve P-12 students. The Field Advisory Committee has had a long-standing mission in the College of Education. Its purpose is to provide a vehicle through which members can work together to enhance placement experiences of Ashland University’s pre-service teachers. The committee includes the Dean, Director of Field Experiences, Director of Educator Preparation, local administrators, principals, supervisors, cooperating teachers, faculty and staff, and other interested parties. Committee members offer suggestions, provide insight into the increasingly high expectations for future educators, provide ideas about how the EPP can collaborate to best prepare educators to become effective teachers, and review field placement related data. The Field Advisory Committee meets semesterly.
CAEP Accountability Measure 3 – Candidate Competency at Program Completion
Licensure Test Pass Rates
Description of Data: At program completion, candidates take required licensure exams for the state of Ohio (OAE Licensure Tests) that reflect the competency of EPP candidates in teaching pedagogy and content preparation.
The 2022 “Ohio Principal Licensure Examination Pass Rates at Ashland University” reveal a pass rate of 89% for Ashland Program completers.
Summary of Data: At program completion the EPP’s completers have a high degree pass rate of required licensure exams, indicating competency in teaching pedagogy and content preparation.
Student Teaching Evaluation CPAST Instrument
Description of Data: The CPAST instrument is a valid and reliable instrument to measure the teaching practice of student teachers as well as their dispositions (or attitudes and actions associated with the professional work of teachers). The CPAST has been aligned with the components of CAEP Revised Initial Standard 1 and the InTASC Standards. Criteria are scored on the following scale:
- Does Not Meet Expectations = 0
- Emerging = 1
- Meets Expectations = 2
- Exceeds Expectation = 3
Summary of Data: Mean scores for the EPP’s student teacher cohorts indicated candidates meet or exceed expectations for teaching practice and dispositions by the end of their student teaching internship and program completion.
The 2022 “Field and Clinical Experiences for Candidates at Ashland University” reveals 100% of teacher candidates and 91.76% of principal candidates satisfactorily complete their internships.
CAEP Accountability Measure 4 – Ability of completers to be hired in positions for which they have prepared
Please visit Ohio Educator Preparation Provider Performance Report Ashland University to view the full report.
The 2022 “Teacher Residency Program” data reveals a very high persistence rate of Ashland program completers in the state resident educator program. In 2017, 2018, 2019, and 2020, nearly all Ashland program completers entering the profession persisted each year as educators in the first four years after their licensure. The lowest persistent rate for all years was 85.7%.
The 2022 “Statewide Survey of Ohio Resident Educators’ Reflections on their EPP” data indicate that Ashland graduates working as educators believe their program prepared them with knowledge of research on how students learn, to understand, uphold, and follow professional ethics, policies, and legal codes of professional conducts, and to treat all students fairly and establish a respectful environment at a rate higher than the state average for all Ohio EPPs.
Initial Teacher Preparation Completer Survey
Description of Data: Initial Teacher Completers are asked to rate how well they were prepared by Ashland University’s College of Education by marking Very Well Prepared, Prepared, Somewhat Prepared or Not Prepared in ten areas.
Summary of Data: Ashland University Initial Teacher Preparation completers rated their preparation by Ashland University’s College of Education as Very Well Prepared or Prepared. AU completers scored the areas of “Utilizing a variety of instructional strategies” and “Acting ethically and professionally” particularly high. Data shows AU completers are consistently very well prepared or prepared by the College of Education at Ashland University.