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Educator Quality Data

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National Accreditation

Wright State University's Educator Preparation Initial-License Programs are fully accredited by the Council for the Accreditation of Educator Preparation (CAEP). The following educator preparation programs were reaccredited by CAEP through Spring 2030:

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

 

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 

CAEP Accountability Measure 1: 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 2022-2023, 94% of teachers prepared at Wright State University were rated as “accomplished” or “proficient.”  Teachers prepared at Wright State University consistently perform at the state average (92%). 

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

*In response to the COVID-19 pandemic, Ohio law (H.B. 164, 197, 404) granted temporary changes allowing school districts to forgo teacher evaluations. OTES data for the 2019-2020 and 2020-2021 school years was limited. 

CAEP Accountability Measure 1: 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 2022-2023 academic year, 76% of Wright State University-prepared teachers earned value-added classifications at the expected (62%) or greater than expected growth (14%).  For 2021-2022, Wright State-prepared teachers were not as likely to meet expected growth as all teachers across the state. State data for 2022-2023 will be released later in May.

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

*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. 

Satisfaction of Employers and Stakeholder Involvement

CAEP Accountability Measure 2: 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 the 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. 

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. The lowest rated survey items on 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 3.15 compared to state 3.26) and #7 preparing graduates to use data to plan, differentiate, and modify instruction (WSU 3.01 compared to state 3.27). 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 (3.68 for both WSU and the state).

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

CAEP Accountability Measure 2: 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 arrangements, 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

CAEP Accountability Measure 3

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 2018-2023, 92% of Wright State University program completers passed the state’s licensure examinations. In 2017-2022, 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 2017-2021 was 92%.  

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 89% in 2022-2023. 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. All students (100%) completing Middle Childhood Science, Middle Childhoold Reading & Language Arts, and Middle Childhood Social Studies passed the edTPA. 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

CAEP Accountability Measure 4

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, 50% of Wright State University program completers who earned licenses in 2020-2023 were employed in Ohio public schools one year after earning licensure. For graduates earning licenses from 2020 to 2023, those with licenses in middle childhood education, science, and mathematics areas had the highest employment rates in Ohio public schools one year after earning licensure. Graduates with licenses in early childhood or integrated social studies had the lowest employment rates in Ohio public schools one year after licensure.
Data indicate that 81% of the 2019-2020 program completers were employed in Ohio public schools three years after earning licensure. Fifty percent (50%) were employed in Ohio public schools after one year and 83% were employed after two years.   A review of the employment data by licensure area reveals that 2020 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 7-12 content areas (100%). 

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

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 variations 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 WSU-prepared educators persist in the State Resident Educator Program.  Statewide, 99% of teachers in the state’s Resident Educator program complete the program, meaning that WSU-prepared teachers are just as successful as teachers across the state. 

Data Sources

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

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. The highest ratings on the survey were #16 (prepared me to understand, uphold, and follow professional ethics, policies, and legal codes of professional conduct) & #30 (provided field experiences that supported my development as an effective educator focused on student learning) – (3.53), while the lowest rating on the survey was #29 – provided me with knowledge of the Value-added Growth Measure (2.59). Results across the last three years have varied significantly, with few areas of consistency. 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.

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

Consumer Information

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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