CAEP Annual Accreditation Reporting Measures

Measure 1: Completer Effectiveness and Impact on P-12 Learning and Development

Ohio's value-added data system provides information on student academic gains. As a vital component of Ohio's accountability system, districts and educators have access to an extensive array of diagnostic data through the 教育 Value-Added Assessment System (EVAAS). 学校 can demonstrate through value-added data that many of their students are achieving significant progress. Student growth measures also provide students and parents with evidence of the impact of their efforts. Educators and schools further use value-added data to inform instructional practices.

The latest available value-added data was reported for the 2022-23 academic year. The full 2023 Ohio Educator Preparation Performance Report is located on the Ohio Department of Higher 教育 website.

Value -Added Data For 州立鲍灵格林大学-Prepared Teachers

*相关增值分类:

黄色的 - Significant evidence that the school's students made less growth than expected.
绿色 - Evidence that the school's students made growth as expected.
浅蓝色的 - Significant evidence that the school's students made more growth than expected.

Measure 2: Satisfaction of Employers and Stakeholder Involvement

The EPP is committed to ensuring our graduates are well-equipped to meet the needs of schools and students through ongoing efforts to gather feedback and refine our program offerings. A productive focus group was held in the 2021-2022 academic year, bringing together 12 experts representing employers of BGSU teacher education and principal graduates. This group provided valuable insights into employer perceptions, particularly regarding data collection and utilization, 进度监控工具, 候选人多样性. 获得更广阔的视野, the EPP is currently utilizing a state-wide survey distributed to employers for the academic year 2022-2023. 数据收集将于2024年6月结束.

In addition to the survey, the EPP convenes a teacher advisory board meeting each semester. This forum facilitates discussions with stakeholders about state education updates and employer perspectives on our teacher preparation program.

通过这些举措, the EPP seeks continuous improvement in our programs and remains dedicated to preparing graduates who can effectively address the challenges of today’s classrooms.

Measure 3: Candidate Competency at Program Completion

The EPP’s overall Ohio Assessments for Educators licensure test pass rate for completers in 2022-23 is 96% as reported by the U.S. 教育部Title 2报告. Pass rates on the Ohio Assessment for Educators (OAE) are reported by test. Tests with fewer than 10 test takers are reported as 低n.

Measure 4: Ability of Completers to be Hired in 教育 Positions for Which They Have Been Prepared

制定认证

The Accreditation Council of the Council for the Accreditation of Educator Preparation (CAEP) granted the 教育学院 and 人类发展 at 州立鲍灵格林大学 Accreditation at the initial-licensure level and the advanced level as described in the Accreditation Action Report. Accreditation is granted at the initial-licensure level and the advanced level. This Accreditation status is effective between Spring 2023 and Spring 2030. The next site review will take place in Fall 2029. No Areas for Improvement or Stipulations were identified in this report.

标准摘要