CAEP Annual Review & CAEP Accountability Measures

CAEP Accountability Measures

Educator preparation programs provide information to the public on four CAEP Accountability Measures. These measures are designed to demonstrate the program’s 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.

Impact Measures	Outcome Measures
CAEP Accountability Measure 1 (Initial) Completer effectiveness and Impact on P-12 learning and development (Component R4.1)	CAEP Accountability Measure 3 (Initial and Advanced) Candidate competency at program completion (Component R3.3, RA3.3)
CAEP Accountability Measure 2 (Initial and Advanced) Satisfaction of employers and stakeholder involvement (Components R4.2, R5.3, RA4.1)	CAEP Accountability Measure 4 (Initial and Advanced) The ability of completers to be hired in education positions for which they have prepared

The following reporting measures give a snapshot of Ashland University’s College of Education program impact and its outcomes from the 2024 academic year. Source of measures:

Recent alumni and employer surveys from graduates in our initial and advanced licensure programs.
Institutional and national data.

Certain data elements for the 2025 reporting period are currently under development by the Ohio Department of Higher Education and are issued on a calendar-year cycle rather than an academic-year cycle. Because state reports are released in arrears, the most recently available finalized dataset does not fully align with the current academic year. The data included in this report represent the most current official information available. Upon public release of the finalized dataset, this report will be updated accordingly.

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.

Value-Added Data Report 2024

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.

Initial Licensure Effective Years 2020, 2021, 2022, 2023			Associated Value-Added Classification
	Employed as teachers	Teachers with value-added data	Yellow	Green	Light Blue
AU	283	75	N=17 23%	N=50 67%	N=8 11%
Ohio	9174	2844	N=661 23%	N=1844 65%	N=339 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

Summary of Data: Ashland University’s initial licensure candidates from the years 2020 to 2023 have demonstrated strong performance, particularly in fostering student growth. Among the 283 AU graduates employed as teachers, 67% were classified with green value-added scores, indicating that their students made the expected level of growth. Additionally, 11% of AU teachers achieved a light blue classification, showing that their students exceeded expected growth.

In comparison, statewide data for Ohio shows that 65% of teachers received a green classification, and 12% received a light blue classification. These results highlight that Ashland University’s teachers are performing at or above the state average, with a notable portion of them driving exceptional student growth.

Overall, the data reflects positively on the effectiveness of Ashland’s teacher preparation programs, as a significant number of their graduates are making substantial contributions to student success.

Ohio Teacher Evaluation System (OTES) Report 2024

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:

Associated Teacher Evaluation Classifications

Initial Licensure Effective Year	# Accomplished	# Skilled	#Developing	# Ineffective
2020	N<10	22	N<10	N<10
2021	N<10	25	N<10	N<10
2022	N<10	26	N<10	N<10
2023	N<10	41	11	N<10

Summary of Data: Across the 2020-2023 reporting years, Initial Licensure completers consistently demonstrated strong performance ratings. The majority of candidates were evaluated as Skilled each year (ranging from 40 to 57 individuals), with additional candidates earning the highest rating of Accomplished in multiple years (12 in both 2020 and 2021, and fewer than 10 in subsequent years).

Importantly, ratings in the Developing and Ineffective categories remained minimal throughout the reporting period (fewer than 10 annually) indicating these ratings were rare or too small to report.

Overall, the data reflect consistently high levels of candidate effectiveness, with the overwhelming majority performing at the Skilled or Accomplished levels and very few receiving lower performance ratings.

This suggests that Ashland University-prepared teachers are generally performing well in their early careers, with most meeting or exceeding professional standards. The consistently high number of Skilled and Accomplished ratings reflects positively on the quality of the teacher preparation program.

Ohio Principal Evaluation System (OPES) Results for Individuals Completing Principal Preparation Programs at Ashland University

Reporting period from September 1, 2023 to August 31, 2024.
(Data Source: State Board of Education)

Description of Data: Ohio's system for evaluating principals (Ohio's Principal Evaluation System) provides building leaders with a detailed view of their performance, with a focus on specific strengths and opportunities for improvement. The Ohio Principal Evaluation System (OPES) data reported here are limited in that the information in the report is for those individuals receiving their licenses within the previous four effective years.

Associated Principal Evaluation Classifications

Initial Licensure Effective Year	# Accomplished	# Skilled	# Developing	# Ineffective
2020	21	29	N<10	N<10
2021	28	29	N<10	N<10
2022	18	21	N<10	N<10
2023	24	11	N<10	N<10

Summary of Data: Across the 2020-2023 reporting years, Associated Principal Evaluation classifications of consistently strong performance outcomes. A substantial number of completers earned the highest rating of Accomplished each year (ranging from 18 to 28), alongside many rated Skilled (ranging from 11 to 29).

Importantly, ratings in the Developing and Ineffective categories remained minimal throughout the reporting period (fewer than 10 annually), and fewer than 1 in 2023 for Ineffective).

Overall, the data indicate that the clear majority of program completers were evaluated at the Skilled or Accomplished levels, demonstrating high levels of leadership effectiveness and positive impact in their roles.

Field and Clinical Experiences for Candidates at Ashland University

Reporting period from September 1, 2023 to August 31, 2024

Description of Data: Ohio requires that educator candidates complete field and clinical experiences in school settings as part of their preparation. These experiences include early and ongoing field-based opportunities and the culminating pre-service clinical experience commonly referred to as "student teaching."

Teacher Preparation Programs

Teacher Preparation Programs	Requirements
Require edTPA National Scoring from candidates in teacher preparation programs at the institution	N
Minimum number of field/clinical hours required of candidates in teacher preparation programs at the institution	180
Maximum number of field/clinical hours required of candidates in teacher preparation programs at the institution	265
Average number of weeks required to teach full-time within the student teaching experience at the institution	14
Percentage of teacher candidates who satisfactorily completed student teaching	100%

Summary of Data: Ashland University's Teacher Preparation Programs demonstrate a strong commitment to practical experience and high standards. Candidates are required to complete between 180 and 265 field/clinical hours, with an average of 14 weeks for full-time student teaching. Notably, 100% of teacher candidates successfully complete their student teaching, reflecting the program's effectiveness in preparing educators for the classroom.

Principal Preparation Programs

Field/Clinical Experience Element	Requirements
Total number of field/clinical weeks required of principal candidates in internship	32
Number of candidates who started internship	51
Number of candidates who completed internship	32
Percentage of principal candidates who satisfactorily completed internship	62.75%

Summary of Data: Ashland University’s Principal Preparation Program ensures strong real-world experience, with candidates required to complete 32 weeks of field/clinical internship. Of the 51 candidates who started the internship, 32 successfully completed it, resulting in an impressive 62.75% completion rate. This highlights the program’s effectiveness in preparing future school leaders through extensive hands-on experience.

Summary of Key Actions & Impact:

Expanding Feedback Collection: Broadening the case study approach ensures more comprehensive employer insights.
Engaging Stakeholders: Regular meetings and collaborations with employers and educational leaders enhance alignment with evolving educational needs.
Continuous Refinement: Proactive surveys, focus groups, and advisory board meetings drive ongoing program improvements, enhancing employer satisfaction and ensuring the EPP remains responsive to the needs of the education sector.

1. Expanding Case Study Approach

Action: The EPP is broadening its case study approach to include Middle Grades, AYA, and Integrated Science programs, aiming for a more comprehensive employer feedback collection.
Key Takeaway: This expansion ensures diverse and representative feedback from all program areas, enhancing the quality of insights gathered.
Expected in May 2026.

2. Strengthening Stakeholder Engagement

Action: Key meetings were held with the Academic Advisory Board (May 2024) and the ITP Stakeholder Team (April 2024), with follow-up in April 2025.
Key Takeaways:
- Goals: Enhance teacher preparation by focusing on professionalism, Science of Reading, Multi-Sensory Math, differentiated instruction, modern grading practices, and data collection skills.
- Focus: Preparing adaptable, well-equipped teachers for modern classrooms through collaborative feedback with stakeholders.

3. Employer Feedback Surveys & Focus Groups

Action: The EPP conducted surveys and focus groups with Principals and Superintendents (April 2025, Nov. 2025, upcoming April 2026), addressing employer satisfaction with the Principal and Superintendent programs.
Key Findings:
- Principal Program: Strengths include leadership in promoting school values, ethics, and continuous improvement. Opportunities for growth include stakeholder collaboration and aligning curriculum to maintain high expectations.
- Superintendent Program: Strengths include communication, collaboration, resource management, and staff retention. Areas for improvement include data use and clearer goal-setting.
Outcome: Findings presented to the Dean’s Advisory Board in November 2024, fostering direct dialogue and program refinement.

4. Engagement with Educational Leaders

Action: The EPP engaged with BASA Buckeye Association of School Administrators (April 2025, upcoming April 2026) to strengthen relationships with educational leaders across Ohio.
Key Takeaways:
- Feedback from 29 school districts is being analyzed, helping address challenges and ensuring program responsiveness to district needs.
- Ongoing focus groups will continue to provide insights for continuous program improvement.

5. Continuous Improvement via Advisory Boards

Action: Ongoing meetings, including the Dean’s Advisory Board (Nov. 2025) and updates on Principal and Superintendent programs.
Key Takeaways:
- Initiatives Discussed: Interim Licenses, Credentialing, and program flexibility, Superintendent curriculum and Principal Licensure program.
- Next Steps: Incorporating employer feedback into ongoing program development and refinement.

6. Collaborative Efforts with Professional Learning Services

Action: Collaboration with the Professional Learning Services Advisory Council (April 2025, Nov. 2025, upcoming April 2026) to gather input on regional initiatives, curriculum audits, and professional learning.
Key Takeaways: Focused on high-priority topics in professional learning to further enhance teacher preparation and meet emerging educational needs.

The Ohio Department of Higher education is no longer reporting data on the following two surveys. This survey data will be collected by the EPP beginning with the 2025-2026 cohort. Validity has been established by the state of Ohio and content validity of the instrument given by the EPP is in progress. Previous data is reported below.

Statewide Survey of Ohio Resident Educators' Reflections on their Educator Preparation Program

Reporting period from September 1, 2022, to August 31, 2023.
Description of Data: 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.

Summary of Survey Data: Report 2023 had N<10, therefore state data was not reported. 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.

Principal Intern Survey

An EPP created exit survey was piloted Fall of 2025 and will continue with the 2025-2026 cohort. Items are aligned to CAPE RA1 and RA4 standards. Content validity has been established by the EPP. Disaggregated data is expected to be available Summer of 2026. Previous data is reported below.

Reporting period from September 1, 2022,to August 31, 2023. Survey response rate = 12.5%

Description of Data: To gather information on the quality of preparation provided by their educator preparation providers, the Ohio Department of Higher Education distributes a survey to Ohio principal interns. Questions on the survey are aligned with the Ohio Standards for Principals, Ohio licensure requirements, and elements of national accreditation.

Summary of Survey Data: Across all 23 items, Ashland University scored very closely to or slightly above the state average in most categories. Scores ranged from 3.42 to 3.83 on a 4-point scale, indicating a generally positive perception of the program.
Highlights:

Highest-rated areas (3.83):
- Establishing effective working teams and collaboration structures.
- Fostering positive professional relationships.
Lowest-rated area (3.42):
- Connecting the school with the community through media.
Areas notably above the state average:
- Leading instruction and continuous improvement.
- Supporting staff in safe, ethical, and inclusive environments.

Overall, respondents felt well-prepared, with most institutional averages equal to or exceeding state averages, suggesting Ashland’s program is aligned with state expectations and standards.

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.

CPAST Report Means for a Single Internship Cohort by Year

Pedagogy:	22-3/FA	23-1/SP	23-3/FA	24-1/SP	24-3/FA	25-1/SP
A. Focus for Learning: Standards and Objectives/Targets OSTP 4.1 InTASC 07.01	2.77	2.69	2.51	2.61	2.74	2.62
B. Materials and Resources OSTP 4.7 InTASC 07.02	2.73	2.76	2.62	2.69	2.74	2.79
C. Assessment of P-12 Learning OSTP 2.3 InTASC 06.02	2.53	2.62	2.36	2.49	2.49	2.56
D. Differentiated Methods OSTP 4.5 InTASC 02.03	2.48	2.54	2.35	2.38	2.49	2.51
E. Learning Target and Directions OSTP 4.3 InTASC 07.03	2.67	2.55	2.49	2.45	2.53	2.53
F. Critical Thinking OSTP 4.6 InTASC 05.04	2.44	2.33	2.32	2.44	2.46	2.41
G. Checking for Understanding and Adjusting Instruction through Formative Assessment OSTP3.2 InTASC 08.02	2.65	2.70	2.58	2.48	2.61	2.63
H. Digital Tools and Resources OSTP 4.7 CAEP R1.5	2.70	2.73	2.45	2.56	2.67	2.71
I. Safe and Respectful Learning Environment OSTP 5.1, 5.2, 5.5 InTASC 03.04	2.65	2.66	2.54	2.54	2.60	2.70
J. Data-Guided Instruction OSTP 3.3 CAEP R2.3	2.49	2.46	2.36	2.37	2.42	2.45
K. Feedback to Learners OSTP 3.4 InTASC 06.04	2.64	2.65	2.50	2.51	2.58	2.62
L. Assessment Techniques OSTP 3.1 InTASC 07.04	2.40	2.54	2.45	2.43	2.42	2.47
M. Connections to Research and Theory OSTP 4.4 CAEP R1.2	2.68	2.59	2.39	2.55	2.63	2.68
N. Participates in Professional Development OSTP 7.2	2.70	2.71	2.69	2.66	2.65	2.70
O. Demonstrates Effective Communication with Parents or Legal Guardians OSTP 3.4 InTASC 10.04	2.57	2.52	2.35	2.34	2.37	2.46
P. Demonstrates Punctuality OSTP 7.1 InTASC 9.15	2.90	2.95	2.89	2.85	2.93	2.90
Q. Meets Deadlines and Obligations OSTP 7.1 InTASC 9.15	2.83	2.73	2.65	2.68	2.75	2.67
R. Preparation OSTP 7.1 InTASC 3.04	2.85	2.84	2.68	2.70	2.81	2.79
S. Collaboration OSTP 6.3 InTASC 10.02	2.86	2.85	2.77	2.69	2.79	2.86
T. Advocacy to Meet the Needs of Learners or for the Teaching Profession OSTP 6.3 InTASC 10.10	2.62	2.63	2.55	2.50	2.67	2.67
U. Responds Positively to Constructive Criticism InTASC 9.14	2.84	2.92	2.82	2.81	2.95	2.86
Total M	2.67	2.66	2.54	2.56	2.63	2.65

Summary of Data: Ashland University’s internship cohorts have maintained strong overall performance in both pedagogy and professional dispositions.

Overall, candidates demonstrated consistently strong performance and thorough preparation across cohorts. Mean scores across all 21 domains were high (2.63 and 2.67 out of 3), reflecting proficiency in instructional practices, professional dispositions and continuous improvement. Candidates excelled in professional responsibilities--particularly responding positively to feedback, punctuality and preparation--while also showing strong capabilities in instructional areas such as the use of digital tools and fostering save, respectful learning environments. Standard deviations were moderate to low, indicating stable and reliable performance. Collectively, these results reflect well-prepared, professional candidates who are ready to meet the demands of teaching and aligned strongly with CAEP standards.

The data reflects the EPP’s commitment to consistently preparing well-rounded, professional, and instructionally capable educators through steady improvement in key instructional and professional practice areas.

Teacher Beliefs and Mindset Survey

Description of Data: The instrument is a teacher self-assessment survey designed to measure perceived confidence across four domains: Classroom Management & Motivation, Instruction & Assessment, Culturally Responsive Teaching and Family Engagement. Teachers rate their confidence on a 1–9 scale, with higher scores indicating greater perceived competence. Data were collected at two points—fall (24FA) and spring (25SP)—allowing for longitudinal comparison and calculation of changes over time. Results are disaggregated by program/grade level (Primary Grades, Middle Grades, Intervention Specialists, and AYA/K-12) and teacher gender, providing nuanced insights into trends across subgroups. Race-specific disaggregated data exist but were omitted to make the report more accessible to non-specialist readers. The survey includes both quantitative ratings and qualitative summaries, with visual indicators of growth, decline, or stability, facilitating interpretation for professional development planning. The instrument is particularly useful for identifying strengths, such as younger and middle grade teachers’ confidence, as well as areas for growth, including supporting older students, ELL families, and culturally responsive practices.

Classroom Management & Motivation by Program

Program	24/FA Avg.	25/SP Avg.	Change	Female Teachers (F)	Male Teacher (M)	Summary
Primary Grades	7.30	7.56	+0.26	Increase / improvement from Fall to Spring	Increase / improvement from Fall to Spring	Teachers feel slightly more confident managing behavior and motivating students.
Middle Grades	6.40	7.00	+0.60	Increase / improvement from Fall to Spring	Increase / improvement from Fall to Spring	Noticeable improvement in classroom management skills.
Intervention Specialist	7.10	7.00	-0.10	Stable / little or no change from Fall to Spring	Stable / little or no change from Fall to Spring	Stable confidence, minor decrease in spring.
AYA/K-12	6.60	5.67	-0.93	Decrease / decline from Fall to Spring	Decrease / decline from Fall to Spring	Drop in confidence managing classroom behavior for older students.

Takeaway: Confidence in classroom management generally increased in spring, especially in helping students follow rules and value learning.

Instruction & Assessment by Program

Program	24/FA Avg.	25/SP Avg.	Change	Female Teachers (F)	Male Teacher (M)	Summary
Primary Grades	7.09	7.68	+0.59	Increase / improvement from Fall to Spring	Increase / improvement from Fall to Spring	Strong improvement in questioning, explaining, and assessing.
Middle Grades	6.80	7.00	+0.20	Increase / improvement from Fall to Spring	Increase / improvement from Fall to Spring	Slight gains in instructional confidence.
Intervention Specialist	6.90	7.40	+0.50	Increase / improvement from Fall to Spring	Increase / improvement from Fall to Spring	Moderate improvement in teaching strategies.
AYA/K-12	6.60	5.67	-0.93	Decrease / decline from Fall to Spring	Decrease / decline from Fall to Spring	Decrease in instructional confidence, especially with older students.

Takeaway: Instructional confidence improved moderately from fall to spring, especially in questioning and explaining concepts.

Culturally Responsive Teaching by Program

Program	24/FA Avg.	25/SP Avg.	Change	Female Teachers (F)	Male Teacher (M)	Summary
Primary Grades	6.43	7.00	+0.57	Small or moderate increase / improvement	Small or moderate increase / improvement	Teachers using culture and language in teaching improved.
Middle Grades	5.80	7.00	+1.20	Small or moderate increase / improvement	Small or moderate increase / improvement	Significant improvement in culturally responsive practices.
Intervention Specialist	7.00	7.20	+0.20	Minimal change / slight stability	Minimal change / slight stability	Stable high confidence.
AYA/K-12	6.13	4.67	-1.46	Decrease / decline from Fall to Spring	Decrease / decline from Fall to Spring	Confidence decreased in applying culturally responsive methods with older students.

Takeaway: Teachers are making progress in culturally responsive teaching, with small gains in using students’ culture and languages.

Family Engagement by Program

Program	24/FA Avg.	25/SP Avg.	Change	Female Teachers (F)	Male Teacher (M)	Summary
Primary Grades	7.09	7.32	+0.23	Minimal change / slight stability	Minimal change / slight stability	Slight improvement in building relationships with families.
Middle Grades	7.60	7.00	-0.60	Minimal change / slight stability	Minimal change / slight stability	Slight decrease but still strong overall.
Intervention Specialist	7.30	7.00	-0.60	Minimal change / slight stability	Minimal change / slight stability	Improvement in family engagement.
AYA/K-12	6.27	3.33	-2.94	Decrease / decline from Fall to Spring	Decrease / decline from Fall to Spring	Major decline in family engagement with older students.

Takeaway: Family engagement remains strong, though support for ELL families could improve slightly.

Overall Term Comparison

Fall 24/FA: Strong in building relationships, motivating students, and classroom management.
Spring 25/SP: Gains in classroom management, alternative explanations, culturally responsive teaching.
Areas for growth: Supporting ELL families and increasing culturally responsive practices in daily routines.

Area	Primary Grades	Middle Grades	Intervention Specialists	AYA/K-12 (Older Students)	Female Teachers (F)	Male Teacher (M)	Summary
Classroom Management & Motivation	+0.26	+0.60	-0.10	-0.93	Increase / improvement from Fall to Spring	Increase / improvement from Fall to Spring	Teachers feel slightly more confident managing behavior and motivating students.
Instruction & Assessment	+0.59	+0.20	+0.50	-0.93	Increase / improvement from Fall to Spring	Increase / improvement from Fall to Spring	Noticeable improvement in classroom management skills.
Culturally Responsive Teaching	+0.57	+1.20	+0.20	-1.46	Small or moderate increase / improvement	Small or moderate increase / improvement	Stable confidence, minor decrease in spring.
Family Engagement	+0.23	-0.60	+0.30	+2.94	Minimal change / slight stability	Minimal change / slight stability	Drop in confidence managing classroom behavior for older students.

Quick Takeaways:

Biggest gains: Classroom management, instructional strategies, and culturally responsive teaching in younger and middle grades.
Biggest challenges: Older students (AYA/K-12), especially in behavior management, culturally responsive practices, and family engagement.
Gender differences: Female teachers slightly stronger in classroom management and family engagement; both genders improved overall.
Focus areas for next term:
- Support older students and ELL families
- Embed culturally responsive practices consistently
- Continue improving instructional confidence across all grades

Ohio Assessment for Educators (OAEs) Licensure Test Pass Rates 2023-2024

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 at both the initial and advanced program levels.

Group	Number Taking Tests	Number Passing Tests	Pass Rate (%)
2024-2025	84		85%
2023-2024	87	81	93%
2022-2023	88	80	91%
2021-2022	99	88	89%

Summary of Data: Across multiple years, pass rates remained strong, ranging from 85% to 93%, reflecting consistent and effective test preparation. The program demonstrates overall strong effectiveness in preparing candidates for licensure exams.

Title II PSAE Pass Rate Report Years Initial Program

Disaggregated data for 2024-2025 will be available after May 2026.

Program OAE	Year 2021-22	Year 2022-23	Year 2023-24
003-APK: Adolescence to Young Adult (7-12)	100%	100%	100%
001-APK: Early Childhood (PK-3)	98%	95%	100%
002-APK: Middle Childhood (4-9)	100%	100%	100%
004-APK: Multi-Age (PK-12)	95%	N<10	N<10
006-Art	N<10	N<10	N<10
012-Early Childhood Education	97%	97%	N<10
013-Early Childhood Special Education	83%	89%	N<10
018-Elementary Education Subtest I	N<10	88%	N<10
019-Elementary Education Subtest II	N<10	94%	N<10
020-English Language Arts	N<10	N<10	N<10
190-Foundations of Reading	88%	90%	93%
024-Integrated Science	N<10	N<10	N<10
025-Integrated Social Studies	92%	N<10	N<10
027-Mathematics	N<10	N<10	N<10
028-Middle Grades English Language Arts	N<10	N<10	90%
030-Middle Grades Mathematics	N<10	N<10	N<10
029-Middle Grades Science	N<10	N<10	N<10
031-Middle Grades Social Studies	100%	N<10	N<10
032-Music	N<10	N<10	N<10
043-Special Education	100%	100%	N<10

Summary of Data: Over the past three academic years, Ashland University’s educator preparation programs have shown consistently strong performance on the Ohio Assessments for Educators (OAE). Several licensure areas have demonstrated remarkable and sustained success, particularly in core teaching fields.

Programs such as Adolescence to Young Adult (7–12) and Middle Childhood (4–9) have maintained a perfect 100% pass rate across all three years, reflecting the program’s excellence in preparing future

teachers. Similarly, Early Childhood Education (PK–3) achieved a perfect 100% pass rate in 2023–24, continuing a strong trend from previous years.

Other areas like Foundations of Reading have shown steady improvement, increasing from 88% in 2021–22 to 93% in 2023–24, while Early Childhood Special Education also improved significantly from 83% to 89% over two years.

While data is limited (N<10) for some specialized licensure areas, available results consistently show high pass rates where measurable, further supporting Ashland’s reputation for strong educator preparation. Overall, the university’s programs continue to equip teacher candidates with the skills and knowledge necessary to succeed on licensure exams and in the classroom.

OAE 015 Educational Leadership

Passing Score: 220

Description of Data: The OAE 015 evaluates candidates' knowledge and leadership skills in areas such as school vision, instructional leadership, organizational management, and engagement with families and communities. Passing this exam is a key requirement for principal licensure in Ohio.

Overall Results by Year

Year	Number Tested	Number Passed	Pass Rate	Average Score
2022	994	910	91.5%	240
2023	756	686	90.7%	240
2024	1400	1134	81.0%	236
Total (3 years)	3150	2730	86.7%	238

Summary of the Data: From 2022–2024, candidates performed well overall on the OAE 015 Educational Leadership exam. Across 3,150 test takers, 86.7% passed, with average scores consistently above the state-required passing score of 220. Pass rates were above 90% in 2022 and 2023 but declined to 81% in 2024, with a slight drop in the average score that year. Overall, results indicate strong program performance, with continued attention needed for the 2024 decline and identified subgroup gaps.

Overall Results by Gender (3-Year Total)

Group	Number Tested	Number Passed	Pass Rate	Average Score
Female	2198	1960	89.2%	240
Male	952	770	80.9%	235

Summary of Data: Female candidates had a higher overall pass rate (89%) than male candidates (81%). By program, Principal License candidates performed strongest (91% pass rate), followed by M.Ed. Educational Leadership candidates (86%). Superintendent candidates had a 100% pass rate, though the group was small. Doctoral candidates showed lower performance and represent an area for review.

Overall Results by Program (3-Year Total)

Program	Number Tested	Number Passed	Pass Rate	Average Score
Principal License	1190	1078	90.6%	241
M.Ed. in Educational Leadership	1638	1400	85.5%	237
Other	266	224	84.2%	233
Doctoral	42	14	33.3%	213
Superintendent License	14	14	100%*	261

* Small Sample Size

Overall Results by Race (3-Year Total)

Program	Number Tested	Average Score
White	2702	240
Black or African American	210	217
Hispanic	42	246
Two or More Races	42	229
Declined to State	28	240
Non-White (combined category)	126	227

Ohio Resident Educator Program: Report 2024

Description of Data: The Ohio Resident Educator (RE) Program is a comprehensive, two-year initiative to assist beginning teachers with mentoring and professional development as they start their education careers. Requirements of the program include successful completion of two years of locally determined mentoring activities as well as the Resident Educator Summative Assessment (RESA), and it results in eligibility for professional licensure. The RE Program is designed to improve teacher retention, enhance teacher quality, and result in improved student achievement. Prior to the 2023-2024 school year the RE Program was a four-year initiative.

Data from this table capture a year-to-year snapshot of the persistence of Ohio Educator Preparation Provider graduates through the program. 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.

Some of the scenarios addressed in the design of the table are as follows:

A normal scenario, where a student is reported each year and is listed as completed. In this case, we include them in only the Entering/Persisting counts for the current year.
A scenario where a student is reported as entering one year, but not as completed, but then reported the following year as completing the previous year and current year. In this case, we include them in the Persisting count for the previous year, but not the Entering count. We also include them in the Entering and Persisting counts for the current year.
A scenario where a student is not reported for one year, but reported with records for the previous year and the current year the following year (both as completed). In this scenario, we include them in both the Entering and Persisting counts for both years.
A scenario involving a registration fluke where a student completes Year 1 of the RE program with an issued RE license, but not an effective or valid license until the following school year. For example, a teacher has all the qualifications for a full license, but completed Year 1 under a sub-license (in which the work is counted) and Year 2 under a RE license.

Ohio EPP Program Completers Persisting in the State Resident
Educator Program who were Prepared at Ashland University

Initial Licensing Effective Year	Residency year one			Residency year 2			Residency year 3			Residency year 4
Initial Licensing Effective Year	Entering	Persisting		Entering	Persisting		Entering	Persisting		Entering	Persisting
2020	2	N/A	%	8	N/A	%	1	N/A	%	1	N/A	%
2021	2	N/A	%	6	N/A	%	1	N/A	%	N/A	N/A	N/A
2022	4	1	25%	16	1	6.3%	N/A	N/A	N/A	N/A	N/A	N/A
2023	18	N/A	%	58	N/A	%	N/A	N/A	N/A	N/A	N/A	N/A

Summary of Data: Ashland University has demonstrated a steady and growing contribution to Ohio’s teacher workforce through its Educator Preparation Program. Over the past several years, the number of program completers entering the State Resident Educator Program has increased from just 2 in 2020 to 18 in 2023, reflecting the university’s expanding role in preparing new educators for the state’s schools.

Despite the challenges of early-career teaching, Ashland graduates have shown promising persistence. In 2022, for instance, one-quarter of Year 1 participants successfully continued in the program, and a participant in Year 2 also persisted. These outcomes highlight that Ashland-prepared educators are actively engaging with the professional development and support offered through the Resident Educator Program.

Looking ahead, this consistent entry and participation of Ashland graduates in the Resident Educator Program positions them to make a meaningful, long-term impact on Ohio schools. By increasing the number of qualified, dedicated teachers entering classrooms each year, Ashland University is helping strengthen the foundation of education across the state, ensuring that students benefit from well-prepared, committed educators.

Principal Value-Added Data (2020-2023)

Initial Licensure Effective Years 2020, 2021, 2022, 2023		Principals Serving by Letter Grade of Overall Building Value-Added
Employed as Principals	Principals with Value-Added Data	A	B	C	D	F
27	47	N/A	N/A	N/A	N/A	N/A

Demographic Information for Schools where Ashland University-Prepared Principals with Value-Added Data Serve

Principals Serving by School Level

Elementary School	Middle School	Junior High School	High School	No School Level
N=21	N=14	N=1	N=14	N/A
43%	30%	2%	30%	N/A

Principals Serving by School Type

Community School	Public School	STEM School	Educational Service Center	Career-Tech	No School Type
N=4	N=44	N=1	N/A	N/A	N/A
9%	94%	2%	N/A	N/A	N/A

Principals Serving by Overall Letter Grade of School

A	B	C	D	F	NR
N/A	N/A	N/A	N/A	N/A	N/A
N/A	N/A	N/A	N/A	N/A	N/A

Principals Serving by Minority Enrollment by Quartiles

High Minority	Medium-High Minority	Medium-Low Minority	Low Minority	No Minority Quartile
N=29	N=22	N=10	N=8	N/A
19%	47%	21%	17%	N/A

Summary of Data: Ashland University-prepared principals are making meaningful contributions to schools across Ohio. Most serve in public schools (94%), with representation across elementary, middle, and high school levels, ensuring strong leadership throughout the education system. Many lead schools serving diverse student populations: 66% work in schools with medium-high or high minority enrollment, and 42% lead schools in medium-high or high poverty quartiles.

These placements demonstrate that Ashland University graduates are stepping into leadership roles where their skills and guidance can have the greatest impact. By preparing principals who serve in schools with diverse needs, Ashland University is helping strengthen educational outcomes and support equitable opportunities for all students in Ohio.

The Ohio Department of Higher Education is no longer collecting statewide data on the Ohio Resident Educator’s Reflections on their Educator Preparation Program and the Principal Intern Survey. This survey data will be collected by the EPP beginning with the 2025-2026 cohort. Contend validity of the instrument given by the EPP is in progress. Disaggregated data will be available in Summer 2026.

Contact Information

Lisa Vernon-Dotson, Ph.D.

Dean, Dwight Schar College of Education

114 Dwight Schar College of Education

lvernond@ashland.edu

419-289-5377

Lisa Weller, M.Ed.

Director of Accreditation and Educator Preparation

127 Dwight Schar College of Education

lweller@ashland.edu

419-289-5754