CAEP Accountability Measures

Initial-Level Programs

• Primary Education (PK-5)
• Dual-Primary: Primary (PK-5) & Primary Intervention Specialist (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 is for BW prepared teachers at the initial licensure level.

Due to the pandemic, value-added data is not available for academic year 2020-21. However, the last three years of available BW data (2019, 2021, and 2022) indicate that 74% of teachers prepared at BW received value-added classifications of "average" or above. Statewide comparison data are limited as there is no state data available for reporting year 2021. However, state data for years 2022 and 2019 combined show that only 66% of Ohio teachers received value-added classifications of "average" or above. The BW data provided in years 2021 and 2022 show significant improvement from 2019. During the 2019 reporting year, which was the last to provide building grade level scores, 39% of our alums were teaching in schools that received a D or F letter grade for their building value-added score.

BW Value-Added Data (2018-2022)

Completer effectiveness in applying professional knowledge, skills and dispositions

Ohio's Teacher Evaluation System (OTES), 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 including high quality student data (HQSD) such as value-added data.

Over the past three reporting years (2020, 2021, 2022), 99% of teachers prepared at Baldwin Wallace University who were included in the OTES data collection cohorts received ratings of "proficient" or "accomplished."

BW OTES Data (2020-22)

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. In spring 2022, BW began to distribute a survey for employers of initial-level completers. As there is only one cycle of data, there is little that can be determined at this time. However, BW held average ratings higher than the state averages in 12 out of the 15 listed items (80%).

The EPP is currently in the process of distributing and collecting the Perceptions of Educator Preparation Survey to employers of initial and advanced level program completer. The survey results will be collected in spring 2023 with statewide benchmark data from participating institutions expected in the following academic year. This data will be updated on our website when available. Also, BW is currently piloting the first of a 3-year cycle of completer and employer focus groups for initial and advanced programs. In academic year 2022-23 and 2023-24, completer focus group meetings are being held. Employer focus groups are projected to start after those meetings are complete.

Perceptions of Educator Preparation Survey (Survey in Progress)
Employer & Completer Satisfaction Results (2023)
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, completers, unit-level, program-level, and field and clinical advisory councils, and an annual EDU Assessment Symposium (EDU faculty).

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 (2021-22)

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 (2020-21)
• BW Licensure Exam Pass Rates (2019-20)
• BW Licensure Exam Pass Rates (2018-19)

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). The data indicate that nearly 100% of BW graduates persist through their first four years of teaching. Starting in April 2023, the four-year Resident Educator Program will change to a two-year program, and the ODE will issue a Two-Year Resident Educator License as the initial Ohio teaching license.

• Resident Educator Data (2021-22)
• Resident Educator Data (2020-21)
• Resident Educator Data (2019-20)

The BW Department of Education also seeks to determine employment information for recent program completers. An informal survey is sent to initial-level program completers (from the previous academic year) and advanced-level program completers (from the previous three academic years), and the department also uses available searches such as the ODE Educator Staff data, LinkedIn and updates collected by the BW Career Center to determine completer employment.

As this is a newer initiative, data is only available for the previous two years. Of the response rates received, 87% of initial-level completers with identified employment have been hired an educator in Ohio. It should be noted that advanced level completers are typically teachers or administrators upon program entry (principal or superintendent programs) and many remain in their current positions immediately after program completion. Of the advanced completers from the last three academic years (2019-20, 2020-21 and 2021-22) with known employment, 83% are still employed in education and 17% are currently employed in positions for which they have prepared.

Ability of Completers to be Hired Report