On this page:
- National Accreditation
- Completer Effectiveness and Impact on P-12 Learning and Development (CAEP Accountability Measure 1)
- Satisfaction of Employers and Stakeholder Involvement (CAEP Accountability Measure 2)
- Candidate Competency at Program Completion (CAEP Accountability Measure 3)
- Ability of Completers to be Hired in Education Positions for Which They Have Prepared (CAEP Accountability Measure 4)
- Consumer Information
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
|
||
| 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 |
|
For additional information on the quality standards that Wright State University's educator preparation programs adhere to, see the CAEP Unit Standards.
*The Health and Physical Education program is no longer admitting students. Current students are able to complete their degree.
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 2024-2025, 96% of teachers prepared at Wright State University were rated as “accomplished” or “proficient.” | Teachers prepared at Wright State University at the 2024-2025 state average (92% in teachers rated as "accomplished" or "proficient." |
Data Source - Ohio Teacher Evaluation System (OTES) Results for Wright State University-Prepared Teachers Compared to Teachers Prepared by all Ohio Educator Preparation Providers
| Initial Licensure Effective Year | Associated Teacher Evaluation Classifications | |||
|---|---|---|---|---|
| Accomplished | Proficient | Developing | Ineffective | |
|
2021 |
N=22 26% |
N=62 |
N < 10 |
N < 10 |
|
2022 |
N=12 |
N=60 83% |
N < 10 |
N < 10 |
| 2023 N=121* |
N < 10 |
N=104 100% |
N < 10 |
N < 10 |
| 2024 N=101* |
N < 10 |
N=81 83% |
N=16 17% |
N < 10 |
| AVERAGE for Wright State Prepared Teachers N=357* |
N=34 10% |
N=307 86% |
N=26 4% |
N < 12 |
*Total number and percentages calculated excluding cases where the actual N is unknown.
| Initial Licensure Years | Associated Teacher Evaluation Classifications | |||
|---|---|---|---|---|
| Accomplished | Proficient | Developing | Ineffective | |
| 2021 N=1965 |
N=479 24% |
N=1420 72% |
N=66 |
N < 10 |
|
2022 |
N=341 21% |
N=1246 75% |
N=72 4% |
N < 10 |
| 2023 N=2348 |
N=219 9% |
N=1936 82% |
N=179 8% |
N=14 |
|
2024 N=1925 |
N=113 6% |
N=1506 78% |
N=306 16% |
N < 10 |
| AVERAGE for Ohio Teachers | N=1152 15% |
N=6108 77% |
N=623 8% |
N < 10 |
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. The state report contains the aggregate academic growth data for students assigned to graduates of Ohio-approved teacher preparation programs who teach English language arts or mathematics in any grades four to eight in public schools in Ohio. This data is an aggregate of those teachers who obtained their license in the previous effective years, 2024.
| Analysis of Results | Comparisons with Benchmarks and Trends |
|---|---|
| Wright State-prepared teachers are effective in impacting student learning and development. For the 2024-2025 academic year, 86% of Wright State University-prepared teachers earned value-added classifications at the expected (86%) or greater than expected growth (3%). | For 2024-2025, Wright State-prepared teachers were less likely to exceed expected growth as all teachers across the state (7%) and were more likely to meet expected growth, at 84% for Wright State-prepared teachers compared to 74% across the state. |
| Initial Licensure Effective Year 2024 | |||||
|---|---|---|---|---|---|
| Associated Value-Added Classifications | |||||
| Teachers with Value-Added Data | Less than Expected Growth Yellow |
Growth as Expected Green |
More Growth than Expected Light Blue |
Expected Growth or Greater | |
| Wright State Prepared Teachers | N=37 | N=5 14% |
N=31 84% |
N=1 3% |
N=32 86% |
| Ohio EPP Prepared Teachers | N=665 | N=127 19% |
N=494 74% |
N=44 7% |
N=538 81% |
Data Sources
Value-Added Classifications for Wright State University-Prepared Teachers Compared to Teachers Prepared by all Ohio Educator Preparation Providers
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.
| Analysis of Results | Comparisons with Benchmarks and Trends |
|---|---|
| Employers indicated a high level of satisfaction with the quality of the preparation provided by WSU. For 2024-2025, 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 “treat students fairly and establish an environment that is respectful, supportive, and caring” and to “understand, uphold, and follow professional ethics, policies, and legal codes of professional conduct.” | When compared to the state results, employers rated the quality of preparation provided by WSU similarly. Consistent with previous years, the lowest-rated items on the survey for 2024-2025 for WSU are also the lowest-rated items for the state. The lowest rated survey items 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 3.00) and #7 preparing graduates to use data to plan, differentiate, and modify instruction (WSU 3.04 compared to state 3.01). One of the highest-rated items in 2024-2025 was 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 (3.58 for both WSU and 3.53 for the state). |
|
Question The institution prepares its graduates to: |
Average |
Average |
||
|---|---|---|---|---|
| WSU (N=26) | Ohio (n=169) | WSU (N=74) | Ohio (N=340) | |
|
1. understand student learning and development. |
3.42 | 3.37 | 3.29 | 3.29 |
| 2. respect the diversity of the students they teach. | 3.58 | 3.50 | 3.51 | 3.49 |
| 3. know and understand the content area for which they have instructional responsibility | 3.38 | 3.50 | 3.16 | 3.24 |
| 4. understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline | 3.23 | 3.32 | 3.09 | 3.20 |
| 5. be knowledgeable about assessment types, their purposes, and the data they generate. | 3.15 | 3.15 | 3.07 | 3.08 |
| 6. analyze data to monitor student progress and learning. | 3.00 | 3.00 | 2.95 | 3.00 |
| 7. use data to plan, differentiate, and modify instruction. | 3.04 | 3.01 | 2.91 | 2.96 |
| 8. align their instructional goals and activities with school and district priorities. | 3.31 | 3.26 | 3.18 | 3.25 |
| 9. differentiate instruction to support the learning needs of all students. | 3.04 | 3.09 | 3.01 | 3.08 |
| 10. treat students fairly and establish an environment that is respectful, supportive, and caring. | 3.58 | 3.53 | 3.50 | 3.53 |
| 11. maintain an environment that is conducive to learning for all students. | 3.54 | 3.40 | 3.39 | 3.39 |
| 12. communicate clearly and effectively. | 3.50 | 3.34 | 3.34 | 3.35 |
| 13. collaborate effectively with other teachers, administrators, and district staff. | 3.50 | 3.38 | 3.39 | 3.38 |
| 14. understand, uphold, and follow professional ethics, policies, and legal codes of professional conduct. | 3.58 | 3.51 | 3.51 | 3.49 |
| 15. assume responsibility for professional growth. | 3.50 | 3.31 | 3.39 | 3.34 |
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 2020-2025, 90% of Wright State University program completers passed the state’s licensure examinations. The highest pass rate for WSU students in 2024-2025 was 100% for both Middle Childhood Mathematics and Middle Childhood Social Studies, closely followed by 98% passing the OAE 055 Primary Education (PK-5). | Wright State University program completers perform well overall on the required licensure examinations. The average pass rate for Wright State University from 2021-2025 was 90%, |
| Year | Number of Tests Taken | Pass Rate |
|---|---|---|
| 2024-2025 | 148 | 89% |
| 2023-2024 | 138 | 88% |
| 2022-2023 | 177 | 94% |
| 2021-2022 | 212 | 89% |
Data Sources
Initial Programs: Overall Licensure Test Pass Rates Wright State University
| Licensure Test | Number Taking Test | Average Scaled Score | Number Passing Test | Pass Rate % |
|---|---|---|---|---|
| 002 APK: Middle Childhood Education | 1 | |||
| 003 APK: Adolescence to Young Adult (7-12) | 1 | |||
| 004 APK: Multi Age (PK-12) | 3 | |||
| 020 English Language Arts | 9 | |||
| 021 English To Speakers of Other Languages | 1 | |||
| 023 Health | 4 | |||
| 025 Integrated Social Sciences | 5 | |||
| 027 Mathematics | 3 | |||
| O28 Middle Grades English Language Arts | 4 | |||
| 029 Middle Grades Science | 8 | |||
| 030 Middle Grades Mathematics | 14 | 242 | 14 | 100% |
| 031 Middle Grades Social Studies | 14 | 236 | 14 | 100% |
| 032 Music | 3 | |||
| 035 Physics | 1 | |||
| 043 Special Education | 19 | 231 | 14 | 74% |
| 055 Primary Education (PK-5) | 82 | 245 | 80 | 98% |
| 190 Foundations of Reading | 118 | 234 | 103 | 87% |
Initial Programs: Licensure Test Pass Rates by Test Wright State University Completers
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, 90% of Wright State University program completers who earned licenses in 2022-2025 were employed in Ohio public schools one year after earning licensure. The highest employment areas were 100% for Integrated Mathematics (7-12), Science Education (7-12), and World Languages (P-12); and 89% for Integrated Social Studies (7-12). | For graduates earning licenses in 2022, those with licenses in Adolescent and Young Adult Science Education (7-12) and Middle Childhood Education had the highest employment rates in Ohio public schools one year after earning licensure. Graduates with licenses in Health and Physical Education have the lowest employment rates in Ohio public schools one year after licensure. |
| Licensees Recommended | Candidate Employed | Percentage | Average Precentage | |||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 2022 | 2023 | 2024 | 2022-2023 | 2023-2024 | 2024-2025 | 2022-2023 | 2023-2024 | 2024-2025 | ||
| Primary (P-5) | 28 | 73 | 90 | 23 | 58 | 76 | 82% | 79% | 84% | 82% |
|
Integrated Language Arts |
6 | 9 | 3 | 5 | 7 | 3 | 83% | 78% | 100% | 83% |
| Integrated Mathematics | 3 | 2 | 2 | 3 | 2 | 2 | 100% | 100% | 100% | 100% |
| Science Education | 3 | 1 | 0 | 3 | 1 | 0 | 100% | 100% | 100% | |
| Integrated Social Studies | 4 | 11 | 4 | 2 | 11 | 4 | 50% | 100% | 100% | 89% |
| Middle Childhood Education | 5 | 9 | 23 | 4 | 6 | 16 | 80% | 67% | 70% | 70% |
| Intervention Specialist | 39 | 39 | 10 | 33 | 33 | 10 | 85% | 85% | 100% | 86% |
| Health and Physical Education | 6 | 3 | 1 | 3 | 2 | 1 | 50% | 67% | 100% | 72% |
| World Languages | 0 | 1 | 1 | 0 | 1 | 1 | 100% | 100% | 100% | |
| Total | 117 | 148 | 134 | 76 | 121 | 113 | 78% | 82% | 94% | 87% |
Data Sources
Wright State University Program Completers Employed in Ohio Public Schools – One Year After Recommendation for Licensure
| Licensees Recommended | Licensees Employed | Percentage | |||||
|---|---|---|---|---|---|---|---|
| 2022 | 2022-2023 | 2023-2024 | 2024-2025 | 2022-2023 | 2023-2024 | 2024-2025 | |
| Primary (P-5) | 28 | 23 | 26 | 26 | 83% | 93% | 93% |
| Integrated Language Arts | 6 | 5 | 5 | 5 | 83% | 83% | 83% |
| Integrated Mathematics | 3 | 2 | 3 | 2 | 67% | 100% | 67% |
| Science Education | 3 | 3 | 3 | 3 | 100% | 100% | 100% |
| Integrated Social Studies | 4 | 2 | 2 | 2 | 50% | 50% |
50% |
| Middle Childhood Education | 39 | 37 | 38 | 37 | 95% | 97% | 95% |
| Intervention Specialist | 5 | 4 | 4 | 5 | 80% | 80% | 100% |
| Health and Physical Education | 6 | 3 | 3 | 4 | 50% | 50% | 67% |
| World Languages | 0 | 0 | 0 | ||||
| Total | 94 | 79 | 85 | 85 | 85% | 90% | 90% |
Wright State University Employment Rates in Ohio Public Schools, One, Two, and Three Years After Recommended
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