CAEP Annual Reporting Measures

Per the : the annual reporting measures provide incentives for providers to routinely gather, analyze, and report critical data about their programs as one means for public accountability, transparency, and continuous improvement. The data encourage in-depth evaluation, self-interrogation, and reporting, and they are useful for both employers and prospective applicants.

Supporting evidence is provided by academic year.

2022-2023 Impact Measures

1. Completer effectiveness and impact on P-12 learning and development (Component R1.4).

Completer Effectiveness

Ohio Teacher Evaluation System (OTES) Data

OTES is the primary source of data we use to evaluate program impact and to assess completer effectiveness. This research-based educator evaluation tool was developed by educators from diverse fields and is used by Ohio school districts to evaluate teacher performance.

Associated Teacher Evaluation Classifications*
Initial Licensure Effective Year	# Accomplished	# Skilled	# Developing	# Ineffective
2019	55	141	10	N<10
2020	31	153	11	N<10
2021	18	107	12	N<10
2022	N<10	63	10	N<10

* Data provided by Ohio Department of Education via 2023 ODHE EPPR Report (linked above).

Completer Focus Groups

Impact on P-12 Learning and Development

Value-Added Measures

Value-Added data are a subset of data related to student growth from OTES. Value-added data only cover select content areas and age bands.

*†

*Value-Added Data were not collected by the state for 2020. For historical value-added data, see KSU's 2019 CAEP Annual Report.
†Beginning in the 2022 reporting year, the Ohio Department of Education has shifted the scaling on this metric to a , consisting of evidence of 'lesser than expected growth', 'expected growth', and 'greater than expected growth.' This change in scaling will affect the ability for longitudinal comparison.

2. Satisfaction of employers and stakeholder involvement (Components R4.2; R5.3; R4.1).

Satisfaction of Employers

Employer Survey

�鶹ӰԺ’s Research and Evaluation Bureau conducted a phone survey with area administrators about their satisfaction with the preparation of our graduates. The survey was last conducted in the 2020-21 academic year; we plan to administer the survey every three years to avoid overburdening our partners. The results of the survey's next distribution will be available in 2025.

Stakeholder Involvement

Partner Focus Groups

See pages 6-7 for focus groups conducted in the 2021-2022 academic year.

Clinical Partner Survey

The Clinical Experience Advisory Committee (CEAC) survey was last conducted in 2022. We plan to re-administer this survey periodically to avoid overburdening our partners.

3. Candidate competency at program completion (Components R3.3; R3.4).

Ohio Assessments for Educators

The Ohio Assessments for Educators (OAE) program assesses the content-area and professional (pedagogical) knowledge of candidates who are seeking initial Ohio educator licensure or adding a new licensure area. The assessments are aligned with Ohio's Learning Standards. Ohio licensure candidates are required to successfully complete only ONE assessment of professional (pedagogical) knowledge for their first license. The addition of other licensure areas or endorsements will require only successful completion of the associated content-area assessment. For more information see, .

OAE Summary Pass Rates
Group	Number taking tests	Number passing tests	Pass Rate (%)
All program completers, 2021-22	348	285	82
All program completers, 2020-21	358	332	93
All program completers, 2019-20	332	319	96

Data via 2023 USED Title II Report

4. Ability of completers to be hired in education positions for which they have prepared.

Employment Data

�鶹ӰԺ is currently working with a vendor to assist in identification of post-program employment in educational settings; data have been collected for four semesters’ worth of graduates, but response rates are so low they are not interpretable. We do not have enough data to provide for review at this time but anticipate being able to do so in 2025.

Completer Persistence in Employment

For information about the program, see .

Program Completer Persistence in the Ohio Teacher Residency Program*
Initial Licensure Effective Year	Residency Year 1			Residency Year 2			Residency Year 3			Residency Year 4
	Entering	Persisting		Entering	Persisting		Entering	Persisting		Entering	Persisting
2019	9	10	111.1%	36	36	100%	69	69	100%	124	124	100%
2020	37	37	100%	124	124	100%	104	101	97.1%	N/A	N/A	N/A
2021	58	58	100%	103	102	99%	N/A	N/A	N/A	N/A	N/A	N/A
2022	115	112	97.4%	N/A	N/A	N/A	N/A	N/A	N/A	N/A	N/A	N/A

Though the above data do not directly demonstrate the ability of our program completers to be hired, it does indicate that when hired, our graduates persist in Ohio's teacher residency program at high rates. Therefore, we understand this to be indirect evidence of this measure, as program completers are able to maintain employment in the education position(s) for which they have been prepared.

*Source: 2023 KSU ODHE EPPR

2021-2022 Impact Measures

Note: The Ohio Departments of Education and Higher Education are currently experiencing data issues related to the annual Educator Preparation Performance Report (EPPR) . The data presented herein are what we were most recently provided by the State as of the CAEP Annual Report submission deadline of 4/30/2023. Several Ohio EPPs have reported potential data errors to ODE/ODHE, which are currently investigating. We believe our performance report may contain such inaccuracies. When updated or corrected data become available, we will update the data tables for this page, upload a new PDF report, and note when such changes were made.

1. Completer effectiveness and impact on P-12 learning and development (Component R1.4).

Completer Effectiveness

Ohio Teacher Evaluation System (OTES) Data

Associated Teacher Evaluation Classifications*
Initial Licensure Effective Year	# Accomplished	# Skilled	# Developing	# Ineffective
2018	22	55	N<10	N<10
2019	24	64	N<10	N<10
2020	15	61	N<10	N<10
2021	N<10	34	N<10	N<10

* Data provided by Ohio Department of Education via 2022 ODHE EPPR Report (linked above).

Completer Focus Groups

Impact on P-12 Learning and Development

Value-Added Measures

Value-Added data are a subset of data related to student growth from OTES. Value-added data only cover select content areas and age bands.

*†

2. Satisfaction of employers and stakeholder involvement (Components R4.2; R5.3; R4.1).

Satisfaction of Employers

Employer Survey

�鶹ӰԺ’s Research and Evaluation Bureau conducted a phone survey with area administrators about their satisfaction with the preparation of our graduates. The survey was last conducted November 2020 - February 2021; we plan to administer the survey every three years to avoid overburdening our partners. The survey's next administration is scheduled for Fall 2023.

Stakeholder Involvement

Partner Focus Groups

See pages 6-7 for focus groups conducted in the 2021-2022 academic year.

Clinical Partner Survey

The Clinical Experience Advisory Committee (CEAC) survey was last conducted in 2019. We plan to re-administer this survey periodically to avoid overburdening our partners; data from the Fall 2022 administration of the survey will be available with KSU's 2022-2023 CAEP Annual Report published in Spring 2024.

3. Candidate competency at program completion (Components R3.3; R3.4).

Ohio Assessments for Educators

OAE Summary Pass Rates
Group	Number taking tests	Number passing tests	Pass Rate (%)
All program completers, 2020-21	358	326	91
All program completers, 2019-20	288	258	90
All program completers, 2018-19	375	363	97
All program completers, 2017-18	340	322	95

Data via 2022 USED Title II Report

4. Ability of completers to be hired in education positions for which they have prepared.

Employment Data

�鶹ӰԺ is currently working with a vendor to assist in identification of post-program employment in educational settings; data have been collected for three semesters’ worth of graduates, but response rates are so low they are not interpretable. We do not have enough data to provide for review at this time, but anticipate being able to do so in 2024.

Completer Persistence in Employment

For information about the program, see .

Program Completer Persistence in the Ohio Teacher Residency Program*
Initial Licensure Effective Year	Residency Year 1			Residency Year 2			Residency Year 3			Residency Year 4
	Entering	Persisting		Entering	Persisting		Entering	Persisting		Entering	Persisting
2018	12	13	108.3%	29	28	96.6%	77	76	98.7%	112	111	99.1%
2019	42	41	97.6%	70	69	98.6%	127	126	99.2%	N/A	N/A	N/A
2020	118	119	100.8%	109	107	98.2	N/A	N/A	N/A	N/A	N/A	N/A
2021	115	112	97.4%	N/A	N/A	N/A	N/A	N/A	N/A	N/A	N/A	N/A

*Source: 2022 KSU ODHE EPPR

2020-2021 Impact Measures

1. Completer effectiveness and impact on P-12 learning and development (Component R1.4).

Completer Effectiveness

Ohio Teacher Evaluation System (OTES) Data

Associated Teacher Evaluation Classifications*
Initial Licensure Effective Year	# Accomplished	# Skilled	# Developing	# Ineffective
2017	43	115	N<10	N<10
2018	42	126	N<10	N<10
2019	37	125	N<10	N<10
2020	N<10	53	N<10	N<10

* Data provided by Ohio Department of Education via 2021 ODHE EPPR Report (linked above).

Completer Focus Groups

Impact on P-12 Learning and Development

Value-Added Measures

Value-Added data are a subset of data related to student growth from OTES. Value-added data only cover select content areas and age bands.

Value-Added data were not collected by the State during the 2020-2021 year due to extenuating circumstances (COVID), and therefore will not become available. The next available data from the State will be for the 2021-2022 year. For the most recent data, please see the 2019-2020 Impact Measures.

2. Satisfaction of employers and stakeholder involvement (Components R4.2; R5.3; R4.1).

Satisfaction of Employers

Employer Survey

�鶹ӰԺ’s Research and Evaluation Bureau conducted a phone survey with area administrators about their satisfaction with the preparation of our graduates. The survey was last conducted November 2020 - February 2021; we plan to administer the survey every three years to avoid overburdening our partners.

Stakeholder Involvement

Partner Focus Groups

See pages 4-6 for focus groups conducted in the 2020-2021 academic year.

Clinical Partner Survey

The Clinical Experience Advisory Committee (CEAC) survey was last conducted in 2019. We plan to re-administer this survey periodically to avoid overburdening our partners.

3. Candidate competency at program completion (Components R3.3; R3.4).

Ohio Assessments for Educators

OAE Summary Pass Rates
Group	Number taking tests	Number passing tests	Pass Rate (%)
All program completers, 2019-20	288	258	90
All program completers, 2018-19	375	363	97
All program completers, 2017-18	340	322	95

Data via 2020 USED Title II Report

4. Ability of completers to be hired in education positions for which they have prepared.

Employment Data

�鶹ӰԺ is currently working with a vendor to assist in identification of post-program employment in educational settings; data have been collected for two semesters’ worth of graduates, but response rates are so low they are not interpretable. We do not have enough data to provide for review at this time, but anticipate being able to do so in 2023.

Completer Persistence in Employment

For information about the program, see .

Program Completer Persistence in the Ohio Teacher Residency Program
Initial Licensure Effective Year	Residency Year 1			Residency Year 2			Residency Year 3			Residency Year 4
	Entering	Persisting		Entering	Persisting		Entering	Persisting		Entering	Persisting
2017	9	9	100%	19	18	94.7%	55	57	103.6%	99	99	100%
2018	26	27	103.8%	79	79	100%	115	113	98.3%	N/A	N/A	N/A
2019	71	72	101.4%	138	135	97.8%	N/A	N/A	N/A	N/A	N/A	N/A
2020	125	121	96.8%	N/A	N/A	N/A	N/A	N/A	N/A	N/A	N/A	N/A

Though the above data do not directly demonstrate the ability of our program completers to be hired, it does indicate that when hired, our graduates persist in Ohio's teacher resedency program at high rates. Therefore, we understand this to be indirect evidence of this measure, as program completers are able to maintain employment in the education position(s) for which they have been prepared.

2019-2020 Impact Measures

1. Impact on P-12 learning and development (Component 4.1)

2. Indicators of teaching effectiveness (Component 4.2)

3. Satisfaction of employers and employment milestones (Component 4.3 | A.4.1)

�鶹ӰԺ’s Research and Evaluation Bureau conducted a phone survey with area administrators about their satisfaction with the preparation of our graduates. The results of this study, which will be conducted periodically to avoid overburdening our partners, is presented below. Following the employer survey data, the Ohio teacher induction program (Resident Educator) pass rate and persistence-in-job data are presented.

4. Satisfaction of completers (Component 4.4 | A.4.2)

Data for this measure are obtained from the Ohio Department of Education/Ohio Department of Higher Education Resident Educator Survey. Please see ODHE Preparation Performance Report data.

5. Graduation Rates (initial & advanced levels)

Data provided are presented as program admission to graduation persistence; for undergraduate students, only candidates admitted for advanced study are counted in graduation rate calculations. For graduate students, this number reflects the percentage of students who graduated from degree programs resulting in licensure (some programs allow for both licensure and non-licensure students, and if intentions were not identified, they are not included in the rate).

Please note: KSU has no advanced programs that fall within the scope of CAEP; all programs that would be considered advanced are accredited by CHEA-recognized third-party accreditors.

	Undergraduate Programs*	Graduate Programs**	Grand Total
Program Admission Cohort Year: 2016-2017	427	59	486
N Graduated AY 16-17	1	0	1
Cumulative % Graduated by Summer 2017 (1-year graduation rate)	0.2%	0.0%	0.2%
N Graduated AY 17-18	21	27	48
Cumulative % Graduated by Summer 2018 (2-year graduation rate)	5.2%	45.8%	10.1%
N Graduated AY 18-19	249	14	263
Cumulative % Graduated by Summer 2019 (3-year graduation rate)	63.5%	69.5%	64.2%
N Graduated by 19-20	88	2	90
Cumulative % Graduated by Summer 2020 (4-year graduation rate)	84.1%	72.9%	82.7%

Note: This table presents the newly-admitted (and enrolled) initial licensure candidates in the academic year 2016-2017. Individuals who were admitted but did not enroll are not reported.

*Undergraduate Programs: BSE, BS-PEP-HPE/PEL, BA/BM Programs in partner colleges

**Graduate Programs: Beware interpreting these percentages; these data include MAT, M.Ed in Physical Education (Curriculum & Instruction major), and any non-degree graduate licensure tracks. The non-degree tracks are new and do not result in graduation, so the graduation rate will be artificially low for graduate students; we are currently developing a process for closing these records out.

6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)

From 2019 Title II Report Summary Pass Rates	Number Taking Tests	Number Passing Tests	Pass Rate (%)
All program completers, 2018-2019	367	344	94
All program completers, 2017-2018	338	321	95
All program completers, 2016-2017	311	297	95

Please note: KSU has no advanced programs that fall within the scope of CAEP; all programs that would be considered advanced are accredited by CHEA-recognized third-party accreditors.

7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)

8. Student loan default rates and other consumer information (initial & advanced levels)

�鶹ӰԺ’s FY 2017 three-year draft cohort default rate for federal student loans is 8.5%. This rate is reflective of �鶹ӰԺ State’s eight campus system and does not differentiate educator preparation vs. non-educator preparation programs. [The FY 2018 rate is not yet available and will be provided once it is known.]

2018-2019 Impact Measures

1. Impact on P-12 learning and development (Component 4.1)

2. Indicators of teaching effectiveness (Component 4.2)

3. Satisfaction of employers and employment milestones (Component 4.3 | A.4.1)

�鶹ӰԺ's College of EHHS is working on developing tools to measure employer satisfaction with the preparation of our educator licensure program completers; we intend to report data in 2021.

4. Satisfaction of completers (Component 4.4 | A.4.2)

Data for this measure are obtained from the Ohio Department of Education/Ohio Department of Higher Education Resident Educator Survey. Please see ODHE data.

Outcome Measures

5. Graduation Rates (initial & advanced levels)

6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)

For initial teacher licensure programs (graduate and undergraduate), the data are derived from Title II.

For advanced programs, we calculate completers’ ability to meet licensing requirements a variety of ways.

For our “add-on” advanced programs (additional licensure/endorsement candidates), we are awaiting guidance on if or how the Ohio Department of Higher Education wants us to count these programs. At this time, we are working on a more sophisticated tracking system to ensure more complete data. In the past, additional licensure and endorsement candidates have enrolled through a variety of pathways (not specifically designated for that purpose). Because of this, we are only officially made aware of their intentions to pursue licensure at the time of application for licensure — at the conclusion of the sequence of courses. Of those, we can evaluate the applicants who are approved for licensure as having met the requirements (which may, but not always, include a licensing examination).

We calculate principal program completers’ ability to meet licensing requirements by evaluating the number of completers that have passed state licensing examinations after graduating from degree programs resulting in licensure. This practice will change in the future (using the same methods we are introducing for additional licenses and endorsements). For superintendent candidates, we review completers of the program (a certificate) against licensure application/approval records).

7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)

�鶹ӰԺ is currently working with a vendor to assist in identification of post-program employment in educational settings; data have been collected for two semesters’ worth of graduates, but response rates are very low as the survey was rolled out late for the May 2018 graduating class. We do not have enough data to provide for review at this time, but anticipate being able to do so in 2021.

8. Student loan default rates and other consumer information (initial & advanced levels)

2017-2018 Impact Measures

Impact Measures (CAEP Standard 4)

1. Impact on P-12 learning and development (Component 4.1)

Data are not currently available for all programs, as this is collected by the Ohio Department of Education and presented by specific grade bands. �鶹ӰԺ’s College of EHHS is working on developing tools to measure our educator licensure program completers’ impact on P-12 student learning and development, and we will present data when it is available.

2. Indicators of teaching effectiveness (Component 4.2)

Data are not currently available for all programs, as this is collected by the Ohio Department of Education and presented by specific grade bands. �鶹ӰԺ’s College of EHHS is working on developing tools to measure our educator licensure program completers’ effectiveness as educators, and we will present data when it is available.

3. Satisfaction of employers and employment milestones (Component 4.3 | A.4.1)

�鶹ӰԺ’s College of EHHS is working on developing tools to measure employer satisfaction with the preparation of our educator licensure program completers; we intend to report data in 2020.

4. Satisfaction of completers (Component 4.4 | A.4.2)

Data for this measure are obtained from the Ohio Department of Education/Ohio Department of Higher Education Resident Educator Survey.

Outcome Measures

5. Graduation Rates (initial & advanced levels)

6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)

For initial teacher licensure programs (graduate and undergraduate), the data are derived from Title II.

For advanced programs, we calculate completers’ ability to meet licensing requirements a variety of ways.

For our “add-on” advanced programs (additional licensure/endorsement candidates), at this time, we are working on a more sophisticated tracking system to ensure more complete data. In the past, additional licensure and endorsement candidates have enrolled through a variety of pathways (not specifically designated for that purpose). Because of this, we are only officially made aware of their intentions to pursue licensure at the time of application for licensure — at the conclusion of the sequence of courses. Of those, we can evaluate the applicants who are approved for licensure as having met the requirements (which may, but not always, include a licensing examination).

7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)

�鶹ӰԺ is currently working with a vendor to assist in identification of post-program employment in educational settings; data have been collected for two semesters’ worth of graduates, but response rates are very low as the survey was rolled out late for the May 2018 graduating class. We do not have enough data to provide for review at this time, but anticipate being able to do so in 2020.

8. Student loan default rates and other consumer information (initial & advanced levels)

�鶹ӰԺ’s FY 2016 three-year draft cohort default rate for federal student loans is 9.2%. This rate is reflective of �鶹ӰԺ State’s eight campus system.

2016-2017 Impact Measures

Impact Measures (CAEP Standard 4)

1. Impact on P-12 learning and development (Component 4.1)

2. Indicators of teaching effectiveness (Component 4.2)

Data are not currently available for all programs, as this is collected by the Ohio Department of Education and presented by specific grade bands. �鶹ӰԺ’s College of EHHS is working on developing tools to measure our educator licensure program completers’ effectiveness as educators, and we will present data when it is available.

3. Satisfaction of employers and employment milestones (Component 4.3 | A.4.1)

�鶹ӰԺ’s College of EHHS is working on developing tools to measure employer satisfaction with the preparation of our educator licensure program completers; we intend to report data in 2019.

4. Satisfaction of completers (Component 4.4 | A.4.2)

Data for this measure are obtained from the Ohio Department of Education/Ohio Department of Higher Education Resident Educator Survey.

Outcome Measures

5. Graduation Rates (initial & advanced levels)

Data provided are presented as program admission to graduation persistence; for undergraduate students, this only candidates admitted for advanced study are counted in graduation rate calculations. For graduate students, this number reflects the percentage of students who graduated from degree programs resulting in licensure (some programs allow for both licensure and non-licensure students, and if intentions were not identified, they are not included in the rate).

6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)

For initial teacher licensure programs (graduate and undergraduate), the data are derived from Title II. For advanced programs, this calculation relies on the percentage of graduate students successfully passed state licensing examinations after graduating from degree programs resulting in licensure (some programs allow for both licensure and non-licensure students, and if intentions were not identified, they are not included in the rate).

7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)

�鶹ӰԺ is currently working with a vendor to assist in identification of post-program employment in educational settings.

8. Student loan default rates and other consumer information (initial & advanced levels)

�鶹ӰԺ’s FY 2015 three-year draft cohort default rate for federal student loans is 9.8%. This rate is reflective of �鶹ӰԺ State’s eight campus system.

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