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Educator Quality Data

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National Accreditation

Wright State University is fully accredited by the National Council for Accreditation of Teacher Education (NCATE) and was last reviewed in Fall 2015. Since our last accreditation visit, NCATE transitioned to the Council for the Accreditation of Educator Preparation (CAEP). The following educator preparation programs will be reviewed by CAEP to renew our accreditation in Fall 2022:

Initial Licensure Programs

Program Undergraduate Graduate

Adolescence to Young Adult Education

  • Integrated Language Arts
  • Integrated Mathematics
  • Integrated Social Studies
  • Science Education

Licensure

M.Ed./Licensure
Elementary Education P-5 B.S.Ed./Licensure  
Health and Physical Education B.S.Ed./Licensure  
Intervention Specialist, Mild to Moderate B.S.Ed./Licensure M.Ed./Licensure
Middle Childhood Education B.S.Ed./Licensure M.Ed./Licensure
Multi-Age Education

Licensure

  • TESOL
  • World Languages

M.Ed./Licensure

  • World Languages

For additional information on the quality standards that Wright State University's educator preparation programs adhere to, see the CAEP Unit Standards.

Completer Effectiveness and Impact on P-12 Learning and Development

Completer Effectiveness

Ohio Teacher Evaluation System (OTES) Results: 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. Each teacher is evaluated using the evaluation framework, which is aligned to the Ohio Standards for the Teaching Profession. Teachers receive an evaluation classification based on their performance.   

Analysis of Results* Comparisons with Benchmarks and Trends*
In 2018-2019, 91% of teachers prepared at Wright State University were rated as “accomplished” or “skilled.” The effectiveness ratings of teachers prepared by Wright State improved as the teachers gained more experience. For example, 100% of teachers who earned licenses in 2015 were rated as “accomplished” or “skilled” in 2018-2019. Teachers prepared at Wright State University consistently perform above the state average. In each of the last four years, a higher percentage of WSU-prepared teachers earned the highest rating of “accomplished” compared to the state average. Similarly, in each of the last three years, a smaller percentage of WSU-prepared teachers earned ratings of “developing,” compared to teachers across the state. 

*In response to the COVID-19 pandemic, Ohio law (H.B. 164, 197, 404) granted temporary changes allowing school districts to forgo teacher evaluations. As a result, Ohio did not report OTES data for the 2019-2020 and 2020-2021 school years. We hope to resume our analysis of OTES data from the 2021-2022 school year when the state begins providing us this data again in 2023.

Data Source - Ohio Teacher Evaluation System (OTES) Results for Wright State University-Prepared Teachers Compared to Teachers Prepared by all Ohio Educator Preparation Providers

 

Completers' Impact on P-12 Learning and Development

Value-Added: Ohio's value-added data system provides information on student academic gains. The value-added data included are those reported by Ohio's Education Value-Added Assessment System (EVAAS) based on Elementary and Middle School Tests (Grades 4-8) and End-of-Course Tests for high school credit. Value-added classifications are calculated for teachers based on the value-added data of the students they taught. On average, approximately 40 percent of the employed teachers who earn licenses in the three preceding years receive value-added classifications.

Analysis of Results* Comparisons with Benchmarks and Trends*
Wright State-prepared teachers are effective in impacting student learning and development. For the 2018-2019 academic year, 58% of Wright State University-prepared teachers earned value-added classifications at the three highest levels: most effective (22%), above average (11%), or average (25%).  In three of the last four years, the value-added classifications of Wright State-prepared teachers were higher than those of teachers prepared by all Ohio educator preparation providers. On average, the percentage of teachers earning the three highest value-added classifications for Wright State was 2-3% higher than for teachers across the state. 
A review of the value-added data by licensure area reveals great variation in the number of teachers with value-added data across licensure areas. In 2018-2019, Wright State-prepared teachers with licenses in early childhood (N=8), intervention specialist (N=14), or multi-age (N=0) were less likely to have value-added data than teachers with licenses in middle childhood (N=76) or adolescent to young adult (N=51). The same was true in each of the preceding three years.  Due to the small numbers for some programs, comparisons by licensure area are of limited value. 

*In response to the COVID-19 pandemic, Ohio law (H.B. 164, 197, 404) granted temporary changes that prohibited using student academic growth data in employee performance evaluations. As a result, Ohio did not report value-added data for the 2019-2020 and 2020-2021 school years. We hope to resume our analysis of value-added data from the 2021-2022 school year when the state begins providing us this data again in 2023.

Data Sources

Value-Added Classifications for Wright State University-Prepared Teachers Compared to Teachers Prepared by all Ohio Educator Preparation Providers

Value-Added Classifications for Wright State University-Prepared Teachers by License Type in School Year

    Satisfaction of Employers and Stakeholder Involvement

    Employer Satisfaction

    To gather information on the quality of preparation provided by their educator preparation providers, the Ohio Department of Higher Education (ODHE) distributed a survey annually to employers of Ohio educators. Questions on the 15-item survey are aligned with Ohio's Learning Standards, Ohio licensure requirements, and elements of national accreditation.

    Due to low response rates statewide, ODHE suspended distribution of the employer survey in the 2018-2019 academic year. Institutions of higher education throughout Ohio collaborated in the 2019-2020 academic year to begin distributing this survey again in 2020-2021 and capture the results from all of our institutions for comparison purposes. Responses remained low in 2020-2021 due to the COVID-19 pandemic limiting our plans to distribute the survey. We hope to report results again in 2023 for the 2021-2022 academic year.

    Analysis of Results Comparisons with Benchmarks and Trends
    Employers indicated a high level of satisfaction with the quality of the preparation provided by WSU. All items on the survey earned a rating of 3.00 or higher (on an agreement scale of 1 to 4). The survey results suggest that employers perceive that WSU prepares teachers especially well to collaborate effectively with other teachers, administrators, and staff. When compared to the state results, employers rated the quality of preparation provided by WSU similarly. Each year the lowest rated items on the survey for WSU are also the lowest rated items for the state. For example, in 2017-2018, items #6 and #7 were low for both. The lowest rated items on the survey for WSU were also among the lowest rated items for the state: #6 preparing graduates to analyze data to monitor student progress and learning (WSU 3.00 compared to state 3.12) and #7 preparing graduates to use data to plan, differentiate, and modify instruction (WSU 3.11 compared to state 3.13). The highest rated item in two of the last three years was also the same for WSU and the state: #10 preparing graduates to treat students fairly and establish a learning environment that is respectful, supportive, and caring.

    Data Source - Employer Perceptions of Ohio Educator Preparation Providers Survey Results: Wright State University Average and State Average

    Stakeholder Involvement

    Through our Office of Partnerships and Field Experiences (OPFE), Wright State University has long-standing partnerships with area school districts that are essential to the success of our programs. There are documented affiliation agreements with nearly 120 school districts (150+ schools) serving as placement sites for candidates completing field experiences. Nine school districts have agreed to be formal partners. Formal partner affiliation agreements go beyond field placement arrangement, focusing on a variety of potential partnership activities. The goal of formal partnership is to positively impact P-12 schools and teacher preparation programs, focusing on mutually beneficial endeavors for all involved parties. 

    We engage with our partners in an ongoing, collaborative process. Partner school representatives continually provide input and recommendations for program improvement. We visit each formal partner annually, meeting with district leaders to review the prior school year and set goals for the coming school year. At these Annual Onsite Partner Meetings, we review candidate field data, partnership activity participation, discuss current district initiatives, and share University needs/challenges. These meetings result in a variety of endeavors that support district needs and benefit the EPP’s candidates.

    Data Source - Example Annual Onsite Partner Meeting Reports

    Candidate Competency at Program Completion

    Licensure Examinations

    As part of the process of becoming a licensed educator in particular areas in Ohio's pre-kindergarten through grade 12 system, candidates must pass licensure exams. Depending on the content area, the tests for initial licensure are the Ohio Assessment for Educators, the ACTFL/LTI examinations for candidates who wish to teach world languages and Praxis assessments in selected areas.

    Analysis of Results Comparisons with Benchmarks and Trends
    The results indicate that Wright State University program completers are successful in passing the state-required licensure examinations. From 2014-2020, 96% of Wright State University program completers passed the state’s licensure examinations. Wright State University program completers perform better than the state as a whole on the required licensure examinations. The average pass rate for Wright State University from 2014-2019 was 2 percentage points higher than the average pass rate for the state as a whole for that same period.
    The results indicate that Wright State University program completers perform well on the state-required licensure exams. All exams with reported scores had pass rates above 80% The pass rates for Early Childhood Education and all of the Middle Childhood content areas was 100%. 

    Data Sources

    Initial Programs: Overall Licensure Test Pass Rates Wright State University and State

    Initial Programs: Licensure Test Pass Rates by Test Wright State University Completers

    Teacher Performance Assessment - edTPA

    The Teacher Performance Assessment, known as edTPA, is a pre-service assessment process designed by educators to answer the essential question: "Is a new teacher ready for the job?" edTPA includes a review of a teacher candidate's authentic teaching materials as the culmination of a teaching and learning process that documents and demonstrates each candidate's ability to effectively teach his/her subject matter to all students. Candidates' participation in this process is a valuable learning opportunity and provides excellent preparation for the Resident Educator Summative Assessment (RESA) and the Ohio Teacher Evaluation System (OTES). edTPA also provides evidence of a teacher’s readiness to enter the profession that can be acted upon to support candidate and program improvement.

    Analysis of Results Comparisons with Benchmarks and Trends
    Wright State University program completers perform well on the edTPA. The unit pass rate was a 90% in 2020-2021. The highest scores were found in Task 3 on Assessment. Individual rubric scores show candidates score well on Rubric 12 - Providing Feedback to Guide Learning. 

    The unit pass rate was slightly higher than the previous year. 100% of students completing Early Childhood, Middle Childhood Science, Secondary Language Arts, and Secondary Social Studies passed the edTPA. Pass rates for Adolescence to Young Adult areas improved significantly to 97% of candidates (from 84% in 2019-2020 and 86% in 2018-2019). Average overall scores are highest in the Middle Childhood assessment areas.

    Data Source

    Ability of Completers to be Hired in Education Positions for Which They Have Prepared

    Employment in Ohio Public School Districts

    The Ohio Department of Higher Education provides universities with employment data annually. The data include Wright State University program completers who were employed in an Ohio public school during the academic year and earned licenses in the three preceding years. The employment data do not include program completers who were employed in private schools or who were employed outside the state of Ohio.

    Analysis of Results Comparisons with Benchmarks and Trends
    Across all licensure areas, on average, 55% of Wright State University program completers who earned licenses in 2018-2021 were employed in Ohio public schools one year after earning licensure. For graduates earning licenses in the period of 2018-2021, those with licenses in middle childhood education and adolescence to young adult education had the highest employment rates in Ohio public schools one year after earning licensure. Graduates with licenses in early childhood or health and physical education had the lowest employment rates in Ohio public schools one year after licensure.
    Data indicate that 70% of the 2017-2018 program completers were employed in Ohio public schools three years after earning licensure.  52% were employed in Ohio public schools after one year and 70% were employed after two years.   A review of the employment data by licensure area reveals that Wright State University program completers with the highest rates of employment in Ohio public school districts after three years were those who earned licenses in 2017-2018 in adolescence to young adult science and math (100%), and middle childhood education (90%). Although program completers who earned licenses in 2017-2018 in intervention specialist or health and physical education were less likely to be employed in Ohio public schools one year after earning licensure, over 75% were employed three years after licensure.

    Data Sources

    Wright State University Program Completers Employed in Ohio Public Schools – One Year After Recommendation for Licensure

    Wright State University Employment Rates in Ohio Public Schools, One, Two, and Three Years After Recommended

    Location of Employment

    The Ohio Department of Higher Education provides universities with employment data annually on program completers employed in an Ohio public school. The employment data do not include program completers who were employed in private schools or who were employed outside the state of Ohio. Wright State University examines this data to determine where program completers find employment, including employment in the Raider Country region, the university’s partnership school districts, and rural/small town, suburban, and urban school settings.

    Analysis of Results Comparisons with Benchmarks and Trends
    For the period of 2014-2021, the vast majority (more than 80%) of Wright State University recent graduates who were employed in Ohio public school districts were working at public schools in the 16-county region in Ohio anchored by our two campuses, called Raider Country.  Approximately 20% of these teachers were working in one of the university’s nine partnership school districts. Wright State University graduates not only find employment in public school districts in Raider Country, they also stay in Raider Country.  Data indicate that more than 80% of those who got jobs in a Raider Country public school district were still teaching in a Raider Country district after three years.
    Wright State University-prepared teachers work in all types of Ohio public school settings. In 2020-2021, 39% were working in rural/small town districts compared to 36% working in urban districts and 23% in suburban districts.  While only 9% of Ohio’s public school districts are classified as urban by the state, a large percentage of Wright State University-prepared teachers find employment in urban districts. For example, 47% of the teachers who earned licenses in 2013-2014 and 34% who earned licenses in 2014-2015, and who were employed in Ohio public schools one year later, were working in urban districts. More than a third of those teachers were still working in urban districts after three years. In contrast, while 71% of Ohio’s public school districts are located in small towns or rural settings, only 31% of the 2013-2014 and 44% of the 2014-2015 licensees who were employed in Ohio public schools one year later were working in small town/rural public schools. More than 20% of the 2013-2015 licensees who were employed in Ohio one year later were working in suburban public schools.   

    Data Sources

    Wright State University Prepared Teachers Employed in Raider Country Region

    Wright State University Prepared Teachers Employed in Partnership Districts

    Employment in High-Needs Schools

    As an additional measure, Wright State University tracks the percentage of its graduates who address employer needs by working in high-needs schools in Ohio. Data is obtained from the Ohio Department of Higher Education and includes only those teachers who have value-added data and work in schools with high-poverty or medium-high poverty.

    Analysis of Results* Comparisons with Benchmarks and Trends*
    In 2018-2019, 42% of Wright State University-prepared teachers were employed in high-needs schools. When compared to the state average, over the last three years, a lower percentage of Wright State University-prepared teachers were employed in high-needs schools than other Ohio teachers.

    *In response to the COVID-19 pandemic, Ohio law (H.B. 164, 197, 404) granted temporary changes that prohibited using student academic growth data in employee performance evaluations. As a result, Ohio did not report value-added data for the 2019-2020 and 2020-2021 school years. We hope to resume our analysis of value-added data from the 2021-2022 school year when the state begins providing us this data again in 2023.

    Data Sources

    Employment in High Needs Schools: Demographic Information for Schools where Teachers with Value-Added Data Serve, Wright State University-Prepared Teachers and Ohio Teachers

    Wright State University Prepared Teachers Employed in Ohio High-Needs Schools

    Other Completer Measures

    Graduation/Completion Rate

    Wright State University tracks the number and percentage of students who complete an initial educator preparation program within the expected timeframe after formal admission to the program. 

    Analysis of Results Comparisons with Benchmarks and Trends
    77% of candidates formally entering an initial preparation program in 2019-2020 completed their program within the expected timeframe. Due to variation in the structure and length of programs in the unit and across the university, comparisons are not meaningful.

    Data Sources

    Wright State University Initial Educator Preparation Candidates Completing their Program in the Expected Timeframe

    Completer Persistence in Profession

    Using employment records for Ohio public school districts provided by the state, Wright State University tracks the degree to which program completers remain in the teaching profession.  Completer persistence in the profession is a metric that examines the degree to which program completers who earned licenses and were hired in an education position remain in the field 3 years following recommendation for licensure. 

    Analysis of Results Comparisons with Benchmarks and Trends
    The data reveal that the persistence rate of teachers prepared by WSU is very high. In 2020-2021, 90% of the WSU-prepared teachers who earned their licenses in 2018 were still teaching in Ohio public schools.  National data indicate that approximately 50% of new teachers leave the profession within 3-5 years. Our data indicate that the persistence rate of teachers prepared by WSU far exceeds those national data. More than 90% of WSU completers earning licenses from 2014-2018 were still teaching in Ohio public schools after three years.  

    Data Sources

    Ohio Program Completers Persisting in the State Resident Educator Program: Wright State University Average and Ohio Average

    Wright State University Program Completers Persisting in the Teaching Profession after Three Years

    Completer Satisfaction

    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.

    Analysis of Results Comparisons with Benchmarks and Trends
    Wright State University-prepared teachers generally indicated a high level of satisfaction with the quality of the preparation they received. Only one item on the 49-question survey received a mean below 3.0 (on an agreement scale of 1 to 4), and a majority of the items on the survey earned a rating of 3.25 or higher. The highest rating on the survey was #33 - provided cooperating teachers who supported me through observations and conferences (3.67), while the lowest rating on the survey was #2 - recognize characteristics of gifted students, students with disabilities, and at-risk students in order to plan and deliver appropriate instruction (2.89). Results across the last three years have varied significantly, with few areas of consistency. WSU-prepared teachers consistently rated the preparation they received higher than the state average on items #41 and 44. These items indicate strong completer satisfaction with the faculty in their licensure program. Consistently, the lowest rated item on the survey for the state over the past five academic years was #29 - knowledge of the state’s Value-Added Growth Measure. However, in five of the past six academic years, WSU-prepared teachers rated the preparation they received higher than the state average on this item and much higher than the state average in 2020-2021 (WSU 3.22 compared to 2.85 state average).

    Data Source - Statewide Survey of Ohio Resident Educators' Reflection on their Educator Preparation Program: Wright State University Average and State Average

    Consumer Information

    Student Loan Cohort Default Rate

    A cohort default rate is the percentage of a school's borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or William D. Ford Federal Direct Loan (Direct Loan) Program during a particular federal fiscal year (FY). The U.S. Department of Education releases official cohort default rates once per year.

    Analysis of Results Comparisons with Benchmarks and Trends
    The student default rate for FY 2018 for Wright State University was 5.5%. Students who attended Wright State University were less likely to default on their student loan payments than students who attended other universities.  The student loan default rate for Wright State University (5.5%) was below average for public institutions of 7.0% and the federal average of 7.3%.  

    Data Source - Official Student Loan Default Rates for Wright State University

    Cost of Attendance

    Wright State University is pleased to provide student aid calculators to assist in early financial planning for college. The Cost Estimator can provide students and families with an idea of the estimated expenses that could be incurred at Wright State University (minus any financial aid awards) based on costs established for the selected academic term.

    Salary

    Average Minimum Starting Salary by Licensure Area for Wright State University Prepared Teachers, 2015-2016 (PDF)

    Ohio Department of Higher Education Educator Preparation Performance Report

    To continuously improve the quality of educator preparation programs in Ohio, Ohio Revised Code 3333.048 requires the Chancellor of Higher Education and the Superintendent of Public Instruction to establish and publish metrics for institutions of higher education that prepare educators and other school personnel. Reports are available for all institutions and initial licensure programs in the state. Ohio Department of Higher Education Educator Preparation Performance Report

    Federal Title II Report on the Quality of Teacher Preparation

    Title II of the federal Higher Education Act requires annual reports on the quality of teacher preparation. The reports provide information on a number of measures including enrollment, clinical experiences, licensure test pass rates, and other measures.

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