Educator Performance Data

Educator Performance Data

National Accreditation

Cleveland State University's College of Education and Human Services Educator Preparation Program is fully accredited by the Council for the Accreditation of Educator Preparation (CAEP). Following CAEP guidelines, the college publishes the following data which address the 8 CAEP Annual Reporting Measures.


Impact Measures (CAEP Standard 4)

1. Impact on P-12 Learning and Development (4.1)

Value-Added: Value-added analysis helps educators measure the impact schools and teachers have on students’ academic progress rates from year to year. In the annual Educator Preparation Program (EPP) Performance Reports, the Ohio Department of Higher Education calculates value-added classifications and classifies teachers on a five-category scale according to the amount of growth made by their students.  Cleveland State reports the percentage of completers who score average or better on value-added measures. 

2. Indicators of Teaching Effectiveness (4.2)

OTES:  The evaluation of teachers is required in Ohio Revised Code 3319.111 and 3319.112.  Ohio uses the Ohio Teacher Evaluation System (OTES), which is based on an evaluation framework aligned with the Ohio Standards for the Teaching Profession. OTES requires observations of teachers, provides professional development, provides allocation of resources and assigns a rating of teacher effectiveness.

Employment in Schools Serving Minority Students and Students in Poverty: Because Cleveland State has a mission to prepare effective teachers for urban settings, all candidates complete a minimum of one major experience in an urban setting.  Cleveland State tracks the percentage of completers who accept employment in high-minority and high-poverty schools.  We are proud that our completers; value-added scores and performance ratings show they are serving as effective teachers in high-minority and high-poverty settings.

Title II Exam Pass Rate:  Ohio requires teachers to pass an Assessment of Professional Knowledge (APK), content tests in each content area to be taught.  Early childhood, middle childhood and intervention specialists must also pass a Foundations of Reading examination.  Cleveland State reports the overall pass rate as calculated by Title II for the most recent academic year completers.

Data:  The following chart summarizes data on CAEP measures 1 and 2.

3. Satisfaction of Employers and Employment Milestones (4.3)

Employer Survey:  As part of its EPP Performance Reports, the Ohio Department of Higher Education developed a survey to collect information from employers on the quality of preparation provided by the program.  Unfortunately, low response rates have led to a discontinuation of the statewide administration of the survey.  In future years, Cleveland State anticipates continuing use of the survey as well as other targeted data on employer satisfaction.

To gauge persistence, the Ohio Department of Higher Education tracks the numbers of completers entering and completing each of the first four years of the Ohio Resident Educator program.

Data:  The following chart summarizes data on CAEP measure 3.

• 2018-2019 

4. Satisfaction of Completers (4.4)

Preservice Survey and Resident Educator Survey:  Cleveland State University tracks the results of two Ohio Department of Higher Education surveys.  The pre-service teacher survey gauges the satisfaction of candidates during the final semester of their programs.  The Resident Educator survey is a similar instrument which is administered during the first years of teaching.


Outcome Measures

5. Graduation Rates

Continuous Enrollment: Beginning with our first education course, we track each cohort to determine the percentage of people who complete or discontinue their programs.  This data is used to analyze the reasons why candidates do not complete the program and identify strategies to increase retention in the program.

6. Ability of Completers to Meet Licensing Requirements

Title II:  This data chart reports the official Title II pass rate, by exam, for Cleveland State Completers over time.    

2018-2019

Licensing Data:  This data chart shows, by academic year cohort, the percentage of each cohort satisfying licensing requirements over the four year period following program completion.

2018-2019  

7. Ability of Completers to be Hired in Education Positions

Ohio Department of Education Employment Data:  The Ohio Department of Education provides a list of EPP completers from the past four years hired in all Ohio public K-12 districts. This data is matched against lists of program completers to gauge the percentage of each completer cohort employed in Ohio public K-12 school districts in the four years following program completion.

2018-2019 

8. Student Loan Default Rates

Loan Default Rate:  The U.S. Department of Education tracks the percentage of a school’s borrowers who enter repayment on certain federal loans.  According to data presented below, Cleveland State has seen a reduction in its loan default rate and is currently rated 5th among the 13 public 4-year Ohio universities (with 1 being the best).  Among comparable public universities, Cleveland State has the lowest loan default rate.


For more detailed information or program-specific data including candidate test scores, satisfaction with the quality of their preparation, and information about the performance of program completers, access the Ohio Educator Preparation Performance Reports using the links below:

2019 Ohio Educator Preparation Performance Reports

2018 Ohio Educator Preparation Performance Reports

2017 Ohio Educator Preparation Performance Report

2016 Ohio Educator Preparation Performance Reports

Counseling Psychology Candidate Performance

If you have any questions about these data or other information about the performance of Cleveland State candidates, contact Brian Yusko, the Associate Dean of Academic Affairs, at 216-875-9774 or email b.yusko@csuohio.edu.