CAEP Accountability Measures

Initial-Level Programs

• Primary Education (PK-5)
• Middle Childhood Education (4-9)
• Adolescent to Young Adult Education (7-12):
  • Integrated Language Arts
  • Integrated Mathematics
  • Integrated Social Studies
  • Integrated Science
  • Life Sciences
  • Physical Sciences
• Multi-Age Education (PK-12):
  • World Language: French, German, or Spanish
  • Music (accredited through NASM)
  • Visual Arts
• Mild to Moderate Intervention Specialist (K-12)

Advanced-Level Programs

• Educational Leadership (Principal)
• Superintendent

Completer impact in contributing to P-12 student-learning growth

Ohio’s value-added data system provides information on student academic gains. Schools can demonstrate through value-added data that many of their students are achieving progress. Student growth measures also provide students and parents with evidence of the impact of their efforts. The value-added data below are for BW prepared teachers at the initial licensure level.

Due to the pandemic, value-added data are not available for academic years 2020-21 or 2019-20. However, the last three years of available data (2016-17, 2017-18 and 2019-20) indicate that 57% of teachers prepared at BW received associated value-added classifications of "average" or above. Additionally, 41% of our alums who were teaching during this period were teaching in schools that received a D or F letter grade for the building value-added score.

• Value-Added Data (2021)*
• Value-Added Data (2020)*
• Value-Added Data (2017, 2018, 2019)

Completer effectiveness in applying professional knowledge, skills and dispositions

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. The Ohio Teacher Evaluation Framework, which is aligned to the Ohio Standards for the Teaching Profession (OSTP), uses multiple factors and each teacher’s final rating is based upon a combination of informal and formal observations and supporting evidence.

In 2018-19, 84% of teachers prepared at Baldwin Wallace University were rated as "accomplished" or "skilled." The data in 2019-20 and 2020-21 is limited due to the pandemic, but improvement can be seen as over 95% of teachers prepared at BW were rated in those categories in 2019-20 and 2020-21 and less than 12 candidates were ranked as "developing" or "ineffective."

• OTES Data (2020-21)*
• OTES Data (2019-20)*
• OTES Data (2018-19)

*Data Limitations Due to COVID-19 (2019-20 and 2020-21)

Employer Satisfaction Survey

The Ohio Department of Higher Education (ODHE) previously distributed and collected an annual employer survey and provided institutional and statewide responses with Educator Preparation Providers (EPPs). However, the survey was discontinued due to a low response rate. The EPP is currently in the process of distributing and collecting the Perceptions of Educator Preparation Survey. The survey results will be collected in spring 2022 with statewide benchmark data from participating institutions expected in the following academic year. This data will be updated on our website when available. The same survey is to be used for employers of initial and advanced level programs. Additionally, BW also plans to initiate employer focus groups for initial and advanced programs. Data for Measure 2 are expected to become available during the 2022-23 academic year.

Perceptions of Educator Preparation Survey (Survey in Progress)
ODHE Employer Survey Results (2016-2018)

Stakeholder Involvement

The BW Department of Education continuously involves internal and external stakeholders in the design of continuous improvement activities. This includes, but is not limited to, MOUs/partnerships, co-constructed clinical and field experiences, faculty meetings, program-level and field and clinical advisory councils, and an annual EDU Assessment Symposium.

Title II Report

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, and licensure test pass rates.

• Title II Report (2020-21)

Licensure Examination Pass Rates

Ohio educator licensure requirements include passage of all requisite licensure examinations at the state determined cut score. Below are the institutional pass rates for initial license and the Principal license candidates.

• BW Licensure Exam Pass Rates (2019-20)
• BW Licensure Exam Pass Rates (2018-19)
• BW Licensure Exam Pass Rates (2017-18)

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

The Resident Educator program in Ohio encompasses a robust four-year development system. The Resident Educator data provided shows the persistence of BW graduates through the program (initial-level programs).

• Resident Educator Data (2020-21)
• Resident Educator Data (2019-20)
• Resident Educator Data (2018-19)

Advanced program data for Measure 4 is currently under development and not yet available as the BW Department of Education is in the process of collecting survey responses from advanced-level program completers regarding their employment information. The data for this measure is expected to be available during the 2022-23 academic year.