CAEP Annual Reporting Measures
Per 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.
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2023-2024 Impact Measures
KSU 2024 Ohio Educator Preparation Provider Performance Report (PDF)
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 2020 42 157 N<10 N<10 2021 22 108 N<10 N<10 2022 11 90 N<10 N<10 2023 N<10 96 17 N<10 * Data provided by Ohio Department of Education via 2024 ODHE EPP Report (linked above).
Completer Focus Groups
Completer Focus Group Results (PDF)
The results of focus groups conducted in the 2021-2022 academic year are available at the link above. Completer Focus Groups will be conducted again in the 2025-2026 academic year, and the results will be available in 2026.
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 three-color system, 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
Â鶹¾«Ñ¡â€™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 again in the 2025-2026 academic year. The results of the survey's next distribution will be available in 2026.
Stakeholder Involvement
Partner Focus Groups
Partner Focus Group Results (PDF)
See pages 6-7 for focus groups conducted in the 2021-2022 academic year. Partner Focus Groups will be conducted in the 2025-2026 academic year with the results being available in 2026.
Clinical Partner Survey
Clinical Partner Survey Results (PDF)
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, 2023-24 284 237 83 All program completers, 2022-23 365 326 89 All program completers, 2021-22 352 301 86 *Data via 2024 USED Title II Report
4. Ability of completers to be hired in education positions for which they have prepared.
Employment Data
Â鶹¾«Ñ¡ is currently working internally to match our list of licensure approvals with employment information from the state. The results will be available in 2026.
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 2020 3
N/A
%
13
1
7.7%
2
N/A
%
2
N/A
%
2021 7
N/A
%
17
N/A
%
1
N/A
%
N/A
N/A
%
2022 10
1
%
47
N/A
%
3
N/A
%
N/A
N/A
%
2023 46
N/A
%
153
N/A
%
N/A
N/A
%
N/A
N/A
%
*Source: 2024 KSU ODHE EPPR
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2022-2023 Impact Measures
KSU 2023 Ohio Educator Preparation Provider Performance Report (PDF)
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
Completer Focus Group Results (PDF)
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.
2023 Value-Added Data (PDF)*â€
*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 three-color system, 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
Â鶹¾«Ñ¡â€™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
Partner Focus Group Results (PDF)
See pages 6-7 for focus groups conducted in the 2021-2022 academic year.
Clinical Partner Survey
Clinical Partner Survey Results (PDF)
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
Â鶹¾«Ñ¡ 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
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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.
KSU 2022 Ohio Educator Preparation Provider Performance Report (PDF)
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 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 ReportCompleter Focus Groups
Completer Focus Group Results (PDF)
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.
2022 Value-Added Data (PDF)*â€
*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 three-color system, 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
Â鶹¾«Ñ¡â€™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
Partner Focus Group Results (PDF)
See pages 6-7 for focus groups conducted in the 2021-2022 academic year.Clinical Partner Survey
Clinical Partner Survey Results (PDF)
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
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, 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 Report4. Ability of completers to be hired in education positions for which they have prepared.
Employment Data
Â鶹¾«Ñ¡ 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 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: 2022 KSU ODHE EPPR
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2020-2021 Impact Measures
KSU 2021 Ohio Educator Preparation Provider Performance Report (PDF)
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 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
Completer Focus Group Results (PDF)
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
Â鶹¾«Ñ¡â€™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
Partner Focus Group Results (PDF)
See pages 4-6 for focus groups conducted in the 2020-2021 academic year.Clinical Partner Survey
Clinical Partner Survey Results (PDF)
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
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, 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 Report4. Ability of completers to be hired in education positions for which they have prepared.
Employment Data
Â鶹¾«Ñ¡ 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 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.