Educator Quality Data

On this page:


National Accreditation

Wright State University is fully accredited by the National Council for Accreditation of Teacher Education (NCATE) which transitioned to the Coucil for the Accreditation of Educator Preparation (CAEP) effective July 1, 2013. For additional information on the quality standards that Wright State University's educator preparation programs adhere to, see the CAEP Unit Standards.

 


Nationally Recognized Programs

CEHS assures program quality through alignment to state and national standards the prescribe the specific knowledge, skills, and abilities that programs should develop in future educators. The following programs have been evaluated by teams of national reviewers and have earned the distinction of National Recognition for demonstrating program alignment to the specialized national standards for that discipline:

Educator Preparation Program Nationally Recognized By
Early Childhood Education (PK-3) NAEYC, National Association for the Education of Young Children
Health Education (PK-12) AAHE, American Association for Health Education
Integrated Language Arts (7-12) NCTE, National Council of Teachers of English
Integrated Mathematics Education (7-12) NCTM, National Council of Teachers of Mathematics
Integrated Science Education (7-12) NSTA, National Science Teachers Association
Integrated Social Studies Education (7-12) NCSS, National Council for the Social Studies
Intervention Specialist Programs in Early Childhood, Mild/Moderate Needs, Moderate Intensive Needs (K-12) CEC, Council for Exceptional Children
Middle Childhood Education (4-9) AMLE, Association for Middle Level Education
Physical Education (PK-12) NASPE, National Association for Sport and Physical Education
Reading Master's Degree (PK-12) IRA, International Reading Association
World Languages Education (French and Spanish) (PK-12) ACTFL, American Council on the Teaching of Foreign Languages

 


Teacher Effectiveness after Graduation

Completers' Impact on P-12 Student Learning and Development

Value-Added: Ohio's value-added data system provides information on student academic gains. The value-added data included are those reported by Ohio's Education Value-Added Assessment System (EVAAS) based on Elementary and Middle School Tests (Grades 4-8) and End-of-Course Tests for high school credit.  Value-added classifications are calculated for teachers based on the value-added data of the students they taught.

Analysis of Results Comparisons with Benchmarks
60% of Wright State University-prepared teachers earned value-added classifications at the three highest levels: most effective (19%), above average (7%), or average (34%).   The value-added classifications of Wright State-prepared teachers were similar to those of teachers prepared by all Ohio educator preparation providers.  60% of Wright State-prepared teachers earned value-added classifications at the three highest levels compared to 62% of teachers across the state.   

Data Source

Table 1. Value-Added Classifications for Wright State University-Prepared Teachers Compared to Teachers Prepared by all Ohio Educator Preparation Providers 2016-2017

 

Ohio Teacher Evaluation System (OTES) Results

OTES Classifications: 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. Each teacher is evaluated using the evaluation framework which is aligned to the Ohio Standards for the Teaching Profession.  Teachers receive an evaluation classification based on their performance.   

Analysis of Results Comparisons with Benchmarks
84% of teachers prepared at Wright State University were rated as “accomplished” or “skilled” in their first year of teaching.  The effectiveness ratings of teachers prepared by Wright State improved as the teachers gained more experience.  For example, 100% of teachers who earned licenses in 2014 were rated as “accomplished” or “skilled” in 2016-2017. Teachers prepared at Wright State University performed above the state average.  For example, 42% of WSU-prepared teachers earned the highest rating of “accomplished” compared to the state average of 40%.  While only 5% of WSU-prepared teachers earned ratings of “developing,” 7% of teachers across the state received this rating.  

Data Source

Table 2. Ohio Teacher Evaluation System (OTES) Results for Wright State University-Prepared Teachers Compared to Teachers Prepared by all Ohio Educator Preparation Providers 2016-2017

 


Employer Satisfaction and Completer Persistence in Profession

Employer Satisfaction

To gather information on the quality of preparation provided by their educator preparation providers, the Ohio Department of Higher Education distributes a survey annually to employers of Ohio educators.  Questions on the 15-item survey are aligned with Ohio's Learning Standards, Ohio licensure requirements, and elements of national accreditation.

Analysis of Results Comparisons with Benchmarks
Employers indicated a high level of satisfaction with the quality of the preparation provided by Wright State University.  All but three items on the survey earned a rating of 3.00 or higher (on an agreement scale of 1 to 4).  The survey results suggest that employers perceive that Wright State University prepares teachers especially well to treat students fairly and establish a learning environment that is respectful, supportive, and caring.   When compared to the state results, employers rated the quality of preparation provided by Wright State University similarly.  The two lowest rated items on the survey for Wright State were also the lowest rated items for the state: #7 preparing graduates to use data to plan, differentiate, and modify instruction (WSU 2.82 compared to state 2.99) and #6 preparing graduates to analyze data to monitor student progress and learning (WSU 2.91 compared to state 3.01).  The highest rated item was also the same for Wright State and the state:  #10 preparing graduates to treat students fairly and establish a learning environment that is respectful, supportive, and caring (WSU 3.45 compared to state 3.39).

Data Source

Table 3. Employer Perceptions of Ohio Educator Preparation Providers Survey Results: Wright State University Average and State Average 2016-2017

 

Completer Persistence in Profession

Wright State University tracks the degree to which program completers remain in the teaching profession.  This is measured through the records provided by the state for Wright State University-prepared teachers who enter and persist in the Ohio Resident Educator four-year teacher development system.

Analysis of Results Comparisons with Benchmarks
The persistence rate of teachers prepared by Wright State University is generally high.  In 2016-2017, 98.6% of Wright State University-prepared teachers completed their first year of the Resident Educator Program, 100% completed year two, 98.5% completed year 3, and 96.5% completed year four. The persistence rate of teachers prepared by Wright State University is similar to the state average.  For example, in 2016-2017, 98.6% of WSU-prepared teachers completed year one of the Resident Educator program compared to 98.8% across the state.

Data Source

Table 4. Ohio Program Completers Persisting in the State Resident Educator Program: Wright State University Average and Ohio Average 2016-2017

 


Completer Satisfaction

To gather information on alumni satisfaction with the quality of preparation provided by their educator preparation programs, the Ohio Department of Higher Education administers a survey aligned with the Ohio Standards for the Teaching Profession (OSTP), Ohio licensure requirements, and elements of national accreditation.  All Ohio Resident Educators who completed their preparation in Ohio receive an invitation to complete the survey in the fall semester as they enter Year 2 of the Resident Educator program.

Analysis of Results Comparisons with Benchmarks
Wright State University-prepared teachers generally indicated a high level of satisfaction with the quality of the preparation they received.  No item on the survey received a mean below 3.0 (on an agreement scale of 1 to 4), and 94% of the items on the survey earned a rating of 3.20 or higher.  The highest rating on the survey was #40 faculty knowledge in their field (3.56) while the lowest rating on the survey was #29 knowledge of the state’s Value-Added Growth Measure (3.00). The lowest rated item on the survey for both Wright State University and the state was #29 knowledge of the state’s Value-Added Growth Measure; however, WSU-prepared teachers rated the preparation they received much higher than the state average on this item (WSU 3.00 compared to 2.69 state average).  WSU-prepared teachers rated the preparation they received higher than the state average on the majority of the items on the survey (35 of the 49 items), the same on 3 of the items, and lower on 11 of the 49 items on the survey.

Data Source

Table 5. Statewide Survey of Ohio Resident Educators' Reflection on their Educator Preparation Program: Wright State University Average and State Average 2016-2017

 


Graduation Rates

Graduation Rate after 6 Years - Initial Programs

Wright State University tracks the number and percentage of students who earn a bachelor’s degree after six years.  

Analysis of Results Comparisons with Benchmarks
On average, nearly 40% of undergraduate students who entered the university as a major in the College of Education and Human Services in fall 2010 graduated after six years.   Undergraduate students who entered the university as a major in the College of Education and Human Services were more likely to graduate than Wright State University students as a whole.  For example, 39.2% of undergraduate students who entered through the College of Education and Human Services earned a degree within six years compared to the university average of 35.6%.

Data Source

Table 6. Number and Percentage of Students Graduating within 6 Years: College of Education and Human Services and University Average Fall 2010 Cohort

 

Graduation Rate after 3 Years - Advanced Programs

Wright State University tracks the number and percentage of students enrolled in advanced programs who earn a degree after three years.  Advanced programs include Master of Education (M.Ed.) programs in literacy or educational leadership (principal) or Education Specialist (Ed.S.) programs in superintendent or curriculum, instruction, and professional development.

Analysis of Results Comparisons with Benchmarks

Teachers pursuing advanced degrees generally enroll at the university on a part-time basis and take approximately three years to graduate.  On average, 60% of students pursuing an advanced degree in literacy or educational leadership graduated within three years.  

Due to variations in the structure and length of graduate degree programs across the university, comparisons are not meaningful.

Data Source

Table 7. Three Year Graduation Rates and Time to Degree for College of Education and Human Services Advanced Programs 2012-2013 and 2014-2015 Cohorts

 


Ohio Assessments for Educators (OAE) Licensure Test Pass Rates

OAE Pass Rates - Initial Licensure Programs

As part of the process of becoming a licensed educator in particular areas in Ohio's pre-kindergarten through grade 12 system, candidates must pass licensure examps. Depending on the content area, the tests for initial licensure are the Ohio Assessment for Educators, the ACTFL/LTI examinations for candidates who wish to teach world languages and Praxis assessments in selected areas.

Analysis of Results Comparisons with Benchmarks
The results indicate that Wright State University program completers are successful in passing the state-required licensure examinations.  Over the past three years, 97% of Wright State University program completers pass the state’s licensure examinations. Wright State University program completers perform better than the state as a whole on the required licensure examinations.  The average pass rate for Wright State University in 2014-2015 and 2015-2016 was 2.5 percentage points higher than the average pass rate for the state as a whole for that same period.
The results indicate that Wright State University program completers perform exceptionally well on the state-required Assessment of Professional Knowledge exams, with 100% pass rate on three of the four exams.  The pass rates for Early Childhood Education, and all of the Middle Childhood and Adolescence to Young Adult content areas were 100%.  The lowest pass rate was for Special Education, which was 83%.

Data Source

Table 8. Initial Programs: Overall Licensure Test Pass Rates Wright State University and State 2014-2017

Table 9. Initial Programs: Licensure Test Pass Rates by Test Wright State University Completers 2016-2017

 

OAE Pass Rates - Advanced Programs

As part of the process of becoming a licensed educator, administrator, or other school professional, candidates must pass licensure exams.

Analysis of Results Comparisons with Benchmarks
Wright State University completers of advanced programs generally performed well on the state licensure tests.  The highest pass rate of 92% was for Educational Leadership while the lowest pass rate of 78% was for Reading Subtest II.  Wright State University advanced program completers perform better than the state as a whole on the required licensure examination for Educational Leadership (WSU 92% compared to state 83%), but below the state as a whole for Reading  (WSU 82% compared to state 93% for Subtest I).  

Data Source

Table 10. Advanced Programs: Licensure Test Pass Rates Wright State University and State 2016-2017

 


Employment

Employment in Ohio Public School Districts

The Ohio Department of Higher Education provides universities with employment data annually. The data include Wright State University program completers who were employed in an Ohio public school during the academic year and earned licenses in the three preceding years. The employment data do not include program completers who were employed in private schools or who were employed outside the state of Ohio.

Analysis of Results Comparisons with Benchmarks
For the period of 2013-2016, approximately 54% of Wright State University graduates were employed in Ohio public schools one year after graduation.  Across all programs, The one-year employment rate for Wright State University graduates has been increasing in recent years.  47% of Wright State University 2013-2014 graduates were employed after one year, compared to 54% of 2014-2015 graduates and 58% of 2015-2016 graduates.  For the period of 2013-2013, graduates with licenses in middle childhood education had the highest employment rate in Ohio public schools one year after graduation (83%).  Graduates with licenses in early childhood intervention specialist or intervention specialist mild/moderate needs had the lowest employment rates in Ohio public schools one year after graduation (20% for early childhood intervention specialist and 37% for intervention specialist mild/moderate). 
Across all initial licensure programs, 64% of Wright State University 2013-2014 graduates were employed in Ohio schools three years after graduation.   A review of the employment data by licensure area reveals that Wright State University program completers with licenses in intervention specialist-moderate/intensive needs, integrated social studies, or world languages had the highest rates of employment after three years (100%), while program completers with licenses in intervention specialist-mild/moderate needs or health and physical education had the lowest rates of employment (38% average for intervention specialist, 44% for health and physical education). 

Data Source

Table 11. Wright State University 2013-2016 Employment Rates in Ohio Public Schools One Year After Graduation

Table 12. Wright State University 2013-2014 Graduates Employment Rates in Ohio Public Schools Three Years After Graduation

 

Employment in High-Needs Schools

As an additional measure, Wright State University tracks the percentage of its graduates who address employer needs by working in high-needs schools in Ohio. Data is obtained from the Ohio Department of Higher Education and includes only those teachers who have value-added data and work in schools with high-poverty or medium-high poverty.

Analysis of Results Comparisons with Benchmarks
In 2016-2017, approximately one half of Wright State University-prepared teachers were employed in high-needs schools. When compared to the state average, a lower percentage of Wright State University-prepared teachers were employed in high-needs schools in 2016-2017 (49% WSU-prepared teachers compared to 54% across the state).

Data Source

Table 13. Employment in High Needs Schools: Demographic Information for Schools where Teachers with Value-Added Data Servce Wright State University-Prepared Teachers and Ohio Teachers 2016-2017

 


Consumer Information

Student Loan Cohort Default Rate

A cohort default rate is the percentage of a school's borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or William D. Ford Federal Direct Loan (Direct Loan) Program during a particular federal fiscal year (FY). The U.S. Department of Education releases official cohort default rates once per year.

Analysis of Results Comparisons with Benchmarks
The student default rate for FY 2014 for Wright State University was 10.6. Students who attended Wright State University were less likely to default on their student loan payments than students who attended other universities.  The student loan default rate for Wright State University (10.6) was below the Ohio average of 13.6% and the federal average of 11.5%.  

Data Source

Table 14. Official Student Loan Default Rates for Wright State University, Ohio, and United States FY 2014

 

Cost of Attendance

Wright State University is pleased to provide student aid calculators to assist in early financial planning for college. The Cost Estimator can provide students and families with an idea of the estimated expenses that could be incurred at Wright State University (minus any financial aid awards) based on costs established for the selected academic term.

https://www.wright.edu/raiderconnect/forms-and-resources/cost-estimator

 

Ohio Department of Higher Education Educator Preparation Performance Report

To continuously improve the quality of educator preparation programs in Ohio, Ohio Revised Code 3333.048 requires the Chancellor of Higher Education and the Superintendent of Public Instruction to establish and publish metrics for institutions of higher education that prepare educators and other school personnel. Reports are available for all institutions and initial licensure programs in the state.

https://www.ohiohighered.org/educator-accountability/2017-performance-re...

View the 2016-2017 Wright State Educator Preparation Performance Report

 

Federal Title II Report on the Quality of Teacher Preparation

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, licensure test pass rates, and other measures.

https://title2.ed.gov/Public/Home.aspx

View the 2016-2017 Title II Report for Wright State University