CAEP Annual Reporting Measures
Per the CAEP handbook: the eight annual reporting measures provide incentives for providers to routinely gather, analyze, and report critical data about their programs as one means for public accountability, transparency, and continuous improvement. The data encourage in-depth evaluation, self-interrogation, and reporting, and they are useful for both employers and prospective applicants.
Supporting evidence is provided by academic year.
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2021-2022 Impact Measures
Note: The Ohio Departments of Education and Higher Education are currently experiencing data issues related to the annual Educator Preparation Performance Report (EPPR) . The data presented herein are what we were most recently provided by the State as of the CAEP Annual Report submission deadline of 4/30/2023. Several Ohio EPPs have reported potential data errors to ODE/ODHE, which are currently investigating. We believe our performance report may contain such inaccuracies. When updated or corrected data become available, we will update the data tables for this page, upload a new PDF report, and note when such changes were made.
KSU 2022 Ohio Educator Preparation Provider Performance Report (PDF)
1. Completer effectiveness and impact on P-12 learning and development (Component R1.4).
Completer Effectiveness
Ohio Teacher Evaluation System (OTES) Data
OTES is the primary source of data we use to evaluate program impact and to assess completer effectiveness. This research-based educator evaluation tool was developed by educators from diverse fields and is used by Ohio school districts to evaluate teacher performance.
Associated Teacher Evaluation Classifications*
Initial Licensure Effective Year # Accomplished # Skilled # Developing # Ineffective 2018 22 55 N<10 N<10 2019 24 64 N<10 N<10 2020 15 61 N<10 N<10 2021 N<10 34 N<10 N<10 * Data provided by Ohio Department of Education via 2022 ODHE EPPR Report (linked above).Completer Focus Groups
Completer Focus Group Results (PDF)
Impact on P-12 Learning and Development
Value-Added Measures
Value-Added data are a subset of data related to student growth from OTES. Value-added data only cover select content areas and age bands.
*Value-Added Data were not collected by the state for 2020. For historical value-added data, see KSU's 2019 CAEP Annual Report.
†Beginning in the 2022 reporting year, the Ohio Department of Education has shifted the scaling on this metric to a three-color system, consisting of evidence of 'lesser than expected growth', 'expected growth', 'greater than expected growth.' This change in scaling will affect the ability for longitudinal comparison.2. Satisfaction of employers and stakeholder involvement (Components R4.2; R5.3; R4.1).
Satisfaction of Employers
Employer Survey
Kent State University’s Research and Evaluation Bureau conducted a phone survey with area administrators about their satisfaction with the preparation of our graduates. The survey was last conducted November 2020 - February 2021; we plan to administer the survey every three years to avoid overburdening our partners. The survey's next administration is scheduled for Fall 2023.
Stakeholder Involvement
Partner Focus Groups
Partner Focus Group Results (PDF)
See pages 6-7 for focus groups conducted in the 2021-2022 academic year.Clinical Partner Survey
Clinical Partner Survey Results (PDF)
The Clinical Experience Advisory Committee (CEAC) survey was last conducted in 2019. We plan to re-administer this survey periodically to avoid overburdening our partners; data from the Fall 2022 administration of the survey will be available with KSU's 2022-2023 CAEP Annual Report published in Spring 2024.
3. Candidate competency at program completion (Components R3.3; R3.4).
Ohio Assessments for Educators
The Ohio Assessments for Educators (OAE) program assesses the content-area and professional (pedagogical) knowledge of candidates who are seeking initial Ohio educator licensure or adding a new licensure area. The assessments are aligned with Ohio's Learning Standards. Ohio licensure candidates are required to successfully complete only ONE assessment of professional (pedagogical) knowledge for their first license. The addition of other licensure areas or endorsements will require only successful completion of the associated content-area assessment. For more information see, OAE Requirements by Licensure Area & Grade Level.
OAE Summary Pass Rates
Group Number taking tests Number passing tests Pass Rate (%) All program completers, 2020-21 358 326 91 All program completers, 2019-20 288 258 90 All program completers, 2018-19 375 363 97 All program completers, 2017-18 340 322 95 Data via 2022 USED Title II Report4. Ability of completers to be hired in education positions for which they have prepared.
Employment Data
Kent State University is currently working with a vendor to assist in identification of post-program employment in educational settings; data have been collected for three semesters’ worth of graduates, but response rates are so low they are not interpretable. We do not have enough data to provide for review at this time, but anticipate being able to do so in 2024.
Completer Persistence in Employment
For information about the program, see Ohio Resident Educator Program Overveiw.
Program Completer Persistence in the Ohio Teacher Residency Program*
Initial Licensure Effective Year Residency Year 1 Residency Year 2 Residency Year 3 Residency Year 4 Entering Persisting Entering Persisting Entering Persisting Entering Persisting 2018 12 13 108.3% 29 28 96.6% 77 76 98.7% 112 111 99.1% 2019 42 41 97.6% 70 69 98.6% 127 126 99.2% N/A N/A N/A 2020 118 119 100.8% 109 107 98.2 N/A N/A N/A N/A N/A N/A 2021 115 112 97.4% N/A N/A N/A N/A N/A N/A N/A N/A N/A Though the above data do not directly demonstrate the ability of our program completers to be hired, it does indicate that when hired, our graduates persist in Ohio's teacher residency program at high rates. Therefore, we understand this to be indirect evidence of this measure, as program completers are able to maintain employment in the education position(s) for which they have been prepared.*Source: 2022 KSU ODHE EPPR -
2020-2021 Impact Measures
KSU 2021 Ohio Educator Preparation Provider Performance Report (PDF)
1. Completer effectiveness and impact on P-12 learning and development (Component R1.4).
Completer Effectiveness
Ohio Teacher Evaluation System (OTES) Data
OTES is the primary source of data we use to evaluate program impact and to assess completer effectiveness. This research-based educator evaluation tool was developed by educators from diverse fields and is used by Ohio school districts to evaluate teacher performance.
Associated Teacher Evaluation Classifications*
Initial Licensure Effective Year # Accomplished # Skilled # Developing # Ineffective 2017 43 115 N<10 N<10 2018 42 126 N<10 N<10 2019 37 125 N<10 N<10 2020 N<10 53 N<10 N<10 * Data provided by Ohio Department of Education via 2021 ODHE EPPR Report (linked above).Completer Focus Groups
Completer Focus Group Results (PDF)
Impact on P-12 Learning and Development
Value-Added Measures
Value-Added data are a subset of data related to student growth from OTES. Value-added data only cover select content areas and age bands.
Value-Added data were not collected by the State during the 2020-2021 year due to extenuating circumstances (COVID), and therefore will not become available. The next available data from the State will be for the 2021-2022 year. For the most recent data, please see the 2019-2020 Impact Measures.
2. Satisfaction of employers and stakeholder involvement (Components R4.2; R5.3; R4.1).
Satisfaction of Employers
Employer Survey
Kent State University’s Research and Evaluation Bureau conducted a phone survey with area administrators about their satisfaction with the preparation of our graduates. The survey was last conducted November 2020 - February 2021; we plan to administer the survey every three years to avoid overburdening our partners.
Stakeholder Involvement
Partner Focus Groups
Partner Focus Group Results (PDF)
See pages 4-6 for focus groups conducted in the 2020-2021 academic year.Clinical Partner Survey
Clinical Partner Survey Results (PDF)
The Clinical Experience Advisory Committee (CEAC) survey was last conducted in 2019. We plan to re-administer this survey periodically to avoid overburdening our partners.
3. Candidate competency at program completion (Components R3.3; R3.4).
Ohio Assessments for Educators
The Ohio Assessments for Educators (OAE) program assesses the content-area and professional (pedagogical) knowledge of candidates who are seeking initial Ohio educator licensure or adding a new licensure area. The assessments are aligned with Ohio's Learning Standards. Ohio licensure candidates are required to successfully complete only ONE assessment of professional (pedagogical) knowledge for their first license. The addition of other licensure areas or endorsements will require only successful completion of the associated content-area assessment. For more information see, OAE Requirements by Licensure Area & Grade Level.
OAE Summary Pass Rates
Group Number taking tests Number passing tests Pass Rate (%) All program completers, 2019-20 288 258 90 All program completers, 2018-19 375 363 97 All program completers, 2017-18 340 322 95 Data via 2020 USED Title II Report4. Ability of completers to be hired in education positions for which they have prepared.
Employment Data
Kent State University is currently working with a vendor to assist in identification of post-program employment in educational settings; data have been collected for two semesters’ worth of graduates, but response rates are so low they are not interpretable. We do not have enough data to provide for review at this time, but anticipate being able to do so in 2023.
Completer Persistence in Employment
For information about the program, see Ohio Resident Educator Program Overveiw.
Program Completer Persistence in the Ohio Teacher Residency Program
Initial Licensure Effective Year Residency Year 1 Residency Year 2 Residency Year 3 Residency Year 4 Entering Persisting Entering Persisting Entering Persisting Entering Persisting 2017 9 9 100% 19 18 94.7% 55 57 103.6% 99 99 100% 2018 26 27 103.8% 79 79 100% 115 113 98.3% N/A N/A N/A 2019 71 72 101.4% 138 135 97.8% N/A N/A N/A N/A N/A N/A 2020 125 121 96.8% N/A N/A N/A N/A N/A N/A N/A N/A N/A Though the above data do not directly demonstrate the ability of our program completers to be hired, it does indicate that when hired, our graduates persist in Ohio's teacher resedency program at high rates. Therefore, we understand this to be indirect evidence of this measure, as program completers are able to maintain employment in the education position(s) for which they have been prepared. -
2019-2020 Impact Measures
1. Impact on P-12 learning and development (Component 4.1)
ODHE Value-Added Data Compiled from Ohio Educator Preparation Performance Reports, 2016-2019
2. Indicators of teaching effectiveness (Component 4.2)
ODHE OTES Data Compiled from Ohio Metrics Reporting System
3. Satisfaction of employers and employment milestones (Component 4.3 | A.4.1)
Kent State University’s Research and Evaluation Bureau conducted a phone survey with area administrators about their satisfaction with the preparation of our graduates. The results of this study, which will be conducted periodically to avoid overburdening our partners, is presented below. Following the employer survey data, the Ohio teacher induction program (Resident Educator) pass rate and persistence-in-job data are presented.
ODHE Resident Educator Program Pass Data
ODHE Educator Persistence Data
4. Satisfaction of completers (Component 4.4 | A.4.2)
Data for this measure are obtained from the Ohio Department of Education/Ohio Department of Higher Education Resident Educator Survey. Please see ODHE Preparation Performance Report data.
5. Graduation Rates (initial & advanced levels)
Data provided are presented as program admission to graduation persistence; for undergraduate students, only candidates admitted for advanced study are counted in graduation rate calculations. For graduate students, this number reflects the percentage of students who graduated from degree programs resulting in licensure (some programs allow for both licensure and non-licensure students, and if intentions were not identified, they are not included in the rate).
Please note: KSU has no advanced programs that fall within the scope of CAEP; all programs that would be considered advanced are accredited by CHEA-recognized third-party accreditors.
Undergraduate Programs*
Graduate Programs**
Grand Total
Program Admission Cohort Year: 2016-2017
427
59
486
N Graduated AY 16-17
1
0
1
Cumulative % Graduated by Summer 2017
(1-year graduation rate)0.2%
0.0%
0.2%
N Graduated AY 17-18
21
27
48
Cumulative % Graduated by Summer 2018
(2-year graduation rate)5.2%
45.8%
10.1%
N Graduated AY 18-19
249
14
263
Cumulative % Graduated by Summer 2019
(3-year graduation rate)63.5%
69.5%
64.2%
N Graduated by 19-20
88
2
90
Cumulative % Graduated by Summer 2020
(4-year graduation rate)84.1%
72.9%
82.7%
Note: This table presents the newly-admitted (and enrolled) initial licensure candidates in the academic year 2016-2017. Individuals who were admitted but did not enroll are not reported.
*Undergraduate Programs: BSE, BS-PEP-HPE/PEL, BA/BM Programs in partner colleges
**Graduate Programs: Beware interpreting these percentages; these data include MAT, M.Ed in Physical Education (Curriculum & Instruction major), and any non-degree graduate licensure tracks. The non-degree tracks are new and do not result in graduation, so the graduation rate will be artificially low for graduate students; we are currently developing a process for closing these records out.
6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)
From 2019 Title II Report
Summary Pass RatesNumber Taking Tests
Number Passing Tests
Pass Rate (%)
All program completers, 2018-2019
367
344
94
All program completers, 2017-2018
338
321
95
All program completers, 2016-2017
311
297
95
Please note: KSU has no advanced programs that fall within the scope of CAEP; all programs that would be considered advanced are accredited by CHEA-recognized third-party accreditors.
7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)
Kent State University is currently working with a vendor to assist in identification of post-program employment in educational settings; data have been collected for two semesters’ worth of graduates, but response rates are so low they are not interpretable. We do not have enough data to provide for review at this time, but anticipate being able to do so in 2022.
8. Student loan default rates and other consumer information (initial & advanced levels)
Kent State University’s FY 2017 three-year draft cohort default rate for federal student loans is 8.5%. This rate is reflective of Kent State’s eight campus system and does not differentiate educator preparation vs. non-educator preparation programs. [The FY 2018 rate is not yet available and will be provided once it is known.]
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2018-2019 Impact Measures
1. Impact on P-12 learning and development (Component 4.1)
ODHE Value-Added Data Compiled from Ohio Educator Preparation Performance Reports, 2016-2018
2. Indicators of teaching effectiveness (Component 4.2)
ODHE OTES Data Compiled from Ohio Metrics Reporting System
3. Satisfaction of employers and employment milestones (Component 4.3 | A.4.1)
Kent State University's College of EHHS is working on developing tools to measure employer satisfaction with the preparation of our educator licensure program completers; we intend to report data in 2021.
ODHE Resident Educator Program Pass Data
ODHE Educator Persistence Data
4. Satisfaction of completers (Component 4.4 | A.4.2)
Data for this measure are obtained from the Ohio Department of Education/Ohio Department of Higher Education Resident Educator Survey. Please see ODHE Preparation Performance Report data.
Outcome Measures
5. Graduation Rates (initial & advanced levels)
Data provided are presented as program admission to graduation persistence; for undergraduate students, only candidates admitted for advanced study are counted in graduation rate calculations. For graduate students, this number reflects the percentage of students who graduated from degree programs resulting in licensure (some programs allow for both licensure and non-licensure students, and if intentions were not identified, they are not included in the rate).
6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)
For initial teacher licensure programs (graduate and undergraduate), the data are derived from Title II.
For advanced programs, we calculate completers’ ability to meet licensing requirements a variety of ways.
For our “add-on” advanced programs (additional licensure/endorsement candidates), we are awaiting guidance on if or how the Ohio Department of Higher Education wants us to count these programs. At this time, we are working on a more sophisticated tracking system to ensure more complete data. In the past, additional licensure and endorsement candidates have enrolled through a variety of pathways (not specifically designated for that purpose). Because of this, we are only officially made aware of their intentions to pursue licensure at the time of application for licensure — at the conclusion of the sequence of courses. Of those, we can evaluate the applicants who are approved for licensure as having met the requirements (which may, but not always, include a licensing examination).
We calculate principal program completers’ ability to meet licensing requirements by evaluating the number of completers that have passed state licensing examinations after graduating from degree programs resulting in licensure. This practice will change in the future (using the same methods we are introducing for additional licenses and endorsements). For superintendent candidates, we review completers of the program (a certificate) against licensure application/approval records).
7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)
Kent State University is currently working with a vendor to assist in identification of post-program employment in educational settings; data have been collected for two semesters’ worth of graduates, but response rates are very low as the survey was rolled out late for the May 2018 graduating class. We do not have enough data to provide for review at this time, but anticipate being able to do so in 2021.
8. Student loan default rates and other consumer information (initial & advanced levels)
Kent State University’s FY 2017 three-year draft cohort default rate for federal student loans is 8.5%. This rate is reflective of Kent State’s eight campus system and does not differentiate educator preparation vs. non-educator preparation programs.
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2017-2018 Impact Measures
Impact Measures (CAEP Standard 4)
1. Impact on P-12 learning and development (Component 4.1)
Data are not currently available for all programs, as this is collected by the Ohio Department of Education and presented by specific grade bands. Kent State University’s College of EHHS is working on developing tools to measure our educator licensure program completers’ impact on P-12 student learning and development, and we will present data when it is available.2. Indicators of teaching effectiveness (Component 4.2)
Data are not currently available for all programs, as this is collected by the Ohio Department of Education and presented by specific grade bands. Kent State University’s College of EHHS is working on developing tools to measure our educator licensure program completers’ effectiveness as educators, and we will present data when it is available.3. Satisfaction of employers and employment milestones (Component 4.3 | A.4.1)
Kent State University’s College of EHHS is working on developing tools to measure employer satisfaction with the preparation of our educator licensure program completers; we intend to report data in 2020.4. Satisfaction of completers (Component 4.4 | A.4.2)
Data for this measure are obtained from the Ohio Department of Education/Ohio Department of Higher Education Resident Educator Survey.Outcome Measures
5. Graduation Rates (initial & advanced levels)
Data provided are presented as program admission to graduation persistence; for undergraduate students, only candidates admitted for advanced study are counted in graduation rate calculations. For graduate students, this number reflects the percentage of students who graduated from degree programs resulting in licensure (some programs allow for both licensure and non-licensure students, and if intentions were not identified, they are not included in the rate).6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)
For initial teacher licensure programs (graduate and undergraduate), the data are derived from Title II.
For advanced programs, we calculate completers’ ability to meet licensing requirements a variety of ways.
For our “add-on” advanced programs (additional licensure/endorsement candidates), at this time, we are working on a more sophisticated tracking system to ensure more complete data. In the past, additional licensure and endorsement candidates have enrolled through a variety of pathways (not specifically designated for that purpose). Because of this, we are only officially made aware of their intentions to pursue licensure at the time of application for licensure — at the conclusion of the sequence of courses. Of those, we can evaluate the applicants who are approved for licensure as having met the requirements (which may, but not always, include a licensing examination).
We calculate principal program completers’ ability to meet licensing requirements by evaluating the number of completers that have passed state licensing examinations after graduating from degree programs resulting in licensure. This practice will change in the future (using the same methods we are introducing for additional licenses and endorsements). For superintendent candidates, we review completers of the program (a certificate) against licensure application/approval records).
7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)
Kent State University is currently working with a vendor to assist in identification of post-program employment in educational settings; data have been collected for two semesters’ worth of graduates, but response rates are very low as the survey was rolled out late for the May 2018 graduating class. We do not have enough data to provide for review at this time, but anticipate being able to do so in 2020.8. Student loan default rates and other consumer information (initial & advanced levels)
Kent State University’s FY 2016 three-year draft cohort default rate for federal student loans is 9.2%. This rate is reflective of Kent State’s eight campus system. -
2016-2017 Impact Measures
Impact Measures (CAEP Standard 4)
1. Impact on P-12 learning and development (Component 4.1)
Data are not currently available for all programs, as this is collected by the Ohio Department of Education and presented by specific grade bands. Kent State University’s College of EHHS is working on developing tools to measure our educator licensure program completers’ impact on P-12 student learning and develop, and we will present data when it is available.2. Indicators of teaching effectiveness (Component 4.2)
Data are not currently available for all programs, as this is collected by the Ohio Department of Education and presented by specific grade bands. Kent State University’s College of EHHS is working on developing tools to measure our educator licensure program completers’ effectiveness as educators, and we will present data when it is available.3. Satisfaction of employers and employment milestones (Component 4.3 | A.4.1)
Kent State University’s College of EHHS is working on developing tools to measure employer satisfaction with the preparation of our educator licensure program completers; we intend to report data in 2019.4. Satisfaction of completers (Component 4.4 | A.4.2)
Data for this measure are obtained from the Ohio Department of Education/Ohio Department of Higher Education Resident Educator Survey.Outcome Measures
5. Graduation Rates (initial & advanced levels)
Data provided are presented as program admission to graduation persistence; for undergraduate students, this only candidates admitted for advanced study are counted in graduation rate calculations. For graduate students, this number reflects the percentage of students who graduated from degree programs resulting in licensure (some programs allow for both licensure and non-licensure students, and if intentions were not identified, they are not included in the rate).6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)
For initial teacher licensure programs (graduate and undergraduate), the data are derived from Title II. For advanced programs, this calculation relies on the percentage of graduate students successfully passed state licensing examinations after graduating from degree programs resulting in licensure (some programs allow for both licensure and non-licensure students, and if intentions were not identified, they are not included in the rate).7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)
Kent State University is currently working with a vendor to assist in identification of post-program employment in educational settings.8. Student loan default rates and other consumer information (initial & advanced levels)
Kent State University’s FY 2015 three-year draft cohort default rate for federal student loans is 9.8%. This rate is reflective of Kent State’s eight campus system.