As a Unit, we prepare leader-educators, practitioners, and human service professionals who share our commitment to lifelong learning and serving society's responsibility as change agents in meeting diverse human and social needs.
Evidence of Teacher Quality
This page includes evidence of the quality of our 91自拍 teacher candidates. These data represent both external sources of data (data collected by an outside source on our teacher candidates and completers) as well as internal sources of data (data that we have collected on our teacher candidates and completers).
Educator Preparation Institutional Performance Report
CAEP Annual Measure 1
91自拍 recognizes that high-quality teachers and principals are developed through high-quality educator preparation programs. To improve the quality of preparation programs in 91自拍, H.B. 1 of the 128th General Assembly directed the Chancellor of the 91自拍 Department of Higher Education to develop a system for evaluating 91自拍's educator preparation programs and holding institutions of higher education accountable for their graduates' success. Data included in this report include that align with CAEP Measure 1 are as follows: (a) value-added data for 91自拍-prepared teachers and principals, (b) teacher candidate academic measures, (c) resident educators' reflections on their educator preparation program data, (c) teacher residency data and (d) OTES data.
H.B. 290 of the 128th General Assembly provided for the sharing of data between the 91自拍 Department of Higher Education and the 91自拍 Department of Education to link the performance of educators to the institutions that prepared them. .
The scoring values are now Light Blue (students showed more growth than expected), Green (students showed growth as expected), and Yellow (students showed less growth than expected). Of recent 91自拍 graduates, 243 received Value-Added scores. Scoring in Green were 153, scoring in Light Blue were 25, and scoring in Yellow were 66.
*Other data found in this report not aligned to CAEP Measure 1 or 2 are as follows: (a) overall licensure pass rates, (b) teacher candidate academic measures, (c) field, and clinical experience data, (d) pre-service teacher candidate survey data, (e) accreditation information, and (f) excellence and innovation initiatives at 91自拍.
Survey of OHIO Patton College Employers
CAEP Annual Measure 2
The Survey of OHIO Patton College Employers was not completed for the academic year 24-25. The survey will resume in 2026. Data for the 2023-2024 academic year are listed below. Data for this chart will be updated in Summer 2026.
| Program | n | Understand student learning and development. | Respect the diversity of the students they teach. | Know and understand the content area for which they have instructional responsibility. | Understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline. | Be knowledgeable about assessment types, their purposes, and the data they generate. | Analyze data to monitor student progress and learning. | Use data to plan, differentiate, and modify instruction. |
|---|---|---|---|---|---|---|---|---|
| Adolescent to Young Adult (7-12) | 8 | 3.25 | 3.38 | 3.5 | 3.38 | 3.25 | 3.13 | 3.13 |
| Intervention Specialist | 11 | 3.27 | 3.45 | 3.45 | 3.36 | 3.18 | 3 | 3 |
| Middle Childhood (4-9) | 10 | 3.5 | 3.6 | 3.4 | 3.5 | 3.3 | 3 | 3.1 |
| Multi-Age: Health and/or Physical Education | 1 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Multi-Age: Music | 2 | 3 | 3.5 | 3.5 | 3 | 3.5 | 3.5 | 3 |
| Multi-Age: Visual Arts | 2 | 3 | 3.5 | 4 | 3.5 | 3.5 | 3.5 | 3 |
| NEW Primary (PK-5) | 11 | 3.36 | 3.64 | 3.36 | 3.45 | 3.18 | 2.91 | 3 |
| Principal | 7 | 3.14 | 3.43 | 3.14 | 3.14 | 3.14 | 2.86 | 2.86 |
| School Counselor | 3 | 3 | 3.33 | 3.67 | 3.33 | 3.33 | 3.33 | 3 |
| Superintendent | 1 | 3 | 4 | 4 | 3 | 4 | 4 | 3 |
| School Psychology | 1 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| State Average | 594 | 3.49 | 3.53 | 3.47 | 3.4 | 3.27 | 3.26 | 3.24 |
| Program | n | Align their instructional goals and activities with school and district priorities. | Differentiate instruction to support the learning needs of all students. | Treat students fairly and establish an environment that is respectful, supportive, and caring. | Maintain an environment that is conducive to learning for all students. | Communicate clearly and effectively. | Collaborate effectively with other teachers, administrators, and district staff. | Understand, uphold, and follow professional ethics, policies, and legal codes of professional conduct. | Assume responsibility for professional growth. |
|---|---|---|---|---|---|---|---|---|---|
| Adolescent to Young Adult (7-12) | 8 | 3.25 | 3.5 | 3.5 | 3.5 | 3.38 | 3.38 | 3.38 | 3.38 |
| Intervention Specialist | 11 | 3.18 | 3.45 | 3.45 | 3.45 | 3.36 | 3.36 | 3.36 | 3.36 |
| Middle Childhood (4-9) | 10 | 3.2 | 3.4 | 3.5 | 3.4 | 3.4 | 3.4 | 3.5 | 3.5 |
| Multi-Age: Health and/or Physical Education | 1 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Multi-Age: Music | 2 | 3 | 3.5 | 3.5 | 3.5 | 3 | 3 | 3 | 3.5 |
| Multi-Age: Visual Arts | 2 | 3.5 | 4 | 4 | 4 | 3.5 | 3.5 | 3.5 | 3.5 |
| NEW Primary (PK-5) | 11 | 3.18 | 3.36 | 3.45 | 3.36 | 3.27 | 3.36 | 3.45 | 3.45 |
| Principal | 7 | 2.86 | 3.14 | 3.29 | 3.29 | 3 | 3 | 3.14 | 3.29 |
| School Counselor | 3 | 3.33 | 3.67 | 3.67 | 3.67 | 3.33 | 3.33 | 3.33 | 3.33 |
| Superintendent | 1 | 3 | 4 | 4 | 4 | 3 | 3 | 3 | 4 |
| School Psychology | 1 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| State Average | 594 | 3.39 | 3.31 | 3.65 | 3.54 | 3.51 | 3.51 | 3.6 | 3.46 |
The OHIO Center for Clinical Practice in Education houses all professional development school partnership Memorandum of Understanding (MOU) documents. MOU's can be requested by contacting Marcy Keifer Kennedy. A sample MOU can be viewed. We currently have professional development school partnerships with the following school districts: Alexander Local Schools, Athens City Schools, Federal Hocking Schools, Logan-Hocking Schools, and Nelsonville-York Schools. Partners are also invited to participate in Unit meetings to provide updates and feedback. Examples of partner participation can be found in UPEP meeting minutes for the 22-23 academic year.
Pearson Licensure Data
CAEP Annual Measure 3
The 91自拍 Assessments for Educators are administered by Pearson and must be passed for teacher candidates, principal candidates, and school counselors to be licensed in the State of 91自拍. Our overall final pass rate in 2024-2025 was 80.92%.
91自拍 Assessment for Educators Pass Rates 2024-2025
Passing Score=220; Score Range 100-300
| Test | Number of Examinees | 1st Time Pass Rate | Final Pass Rate | Average Scaled Score |
|---|---|---|---|---|
| AYA English Language Arts | 17 | 76.47% | 76.47% | 225.14 |
| AYA Math | 6 | 83.33% | 83.33% | 230.71 |
| AYA Childhood Science | 7 | 57.14% | 71.42% | 228.25 |
| AYA Childhood Social Studies | 31 | 71.00% | 80.65% | 222.44 |
| Art | 14 | 100% | 100% | 247.07 |
| Assessment of Professional Knowledge (APK)- Adolescent to Young Adult (Grades 7-12) | 4 | 100% | 100% | 238.25 |
| Assessment of Professional Knowledge (APK) - Early Childhood (Grades P-3) | 48 | 100% | 100% | 256.67 |
| Assessment of Professional Knowledge (APK)- Middle Childhood (Grades 4-9) | 0 | |||
| Assessment of Professional Knowledge (APK)- Multi-Age (Grades P-12) | 16 | 81.25% | 87.50% | 236.76 |
| Assessment of Professional Knowledge (APK)-Primary Education (PK-5) | 0 | |||
| Biology | 0 | |||
| Computer Technology: Subtest I | 0 | |||
| Computer Technology: Subtest II | 0 | |||
| Early Childhood | 0 | |||
| Early Childhood Intervention Specialist | 21 | 100% | 100% | 261.43 |
| Educational Leadership | 8 | 62.50% | 62.50% | 223.25 |
| Elementary Ed Subtest I (For ECGE- ELA & Soc Studies and ECE) | 3 | 66.66% | 66.66% | 230.67 |
| Elementary Ed Subtest II (For ECGE- Math & Science and ECE) | 4 | 75.00% | 75.00% | 216.80 |
| Earth and Space Science | 0 | |||
| Family & Consumer Sciences | 3 | 100% | 100% | 250 |
| Foundations of Reading | 273 | 60.44% | 67.03% | 219.11 |
| Health | 9 | 77.78% | 77.78% | 225.70 |
| Middle Childhood English Language Arts | 14 | 85.70% | 85.70% | 237.88 |
| Middle Childhood Math | 30 | 63.33% | 80.00% | 228.86 |
| Middle Childhood Science | 18 | 77.78% | 88.89% | 232.82 |
| Middle Childhood Social Studies | 30 | 53.33% | 60.00% | 221.66 |
| Music Education | 23 | 78.26% | 82.61% | 234.90 |
| Physical Education | 9 | 44.44% | 88.90% | 227.60 |
| Primary Education (PK-5) | 141 | 90.34% | 94.48% | 242.37 |
| Primary Special Education (PK-5) | 0 | |||
| Reading (Subtest I) | 11 | 100% | 100% | 260.27 |
| Reading (Subtest II) | 11 | 100% | 100% | 261.36 |
| School Counselor | 0 | |||
| Special Education | 45 | 80.00% | 88.89% | 237.45 |
| TESOL | 12 | 91.67% | 100% | 245.00 |
| Technology Education: Subtest I | 0 | |||
| Technology Education: Subtest II | 0 | |||
| Theater | 2 | 100% | 100% | 243.00 |
Employment Information
CAEP Annual Measure 4
Below are employment data for initial and advanced licensure completers for the 2018-2022 academic years. Data for this chart will be updated in Summer 2026.
| Program | Employed | Teach Grant Educational Service Centers |
|---|---|---|
| Middle Childhood Math & Social Studies Undergraduate | 24 | 24 |
| Middle Childhood Science & Social Studies Undergraduate | 20 | 18 |
| Middle Childhood Math & Science Undergraduate | 40 | 35 |
| Middle Childhood Lang/Social Studies Undergraduate | 74 | 68 |
| Middle Childhood Lang Arts/Science Undergraduate | 16 | 14 |
| Middle Childhood Lang Arts/Math Undergraduate | 18 | 15 |
| World Languages Undergraduate | 12 | 8 |
| Integrated Language Arts Undergraduate | 53 | 42 |
| Integrated Mathematics Undergraduate | 28 | 17 |
| Integrated Social Studies Undergraduate | 38 | 30 |
| AYA Sciences Undergraduate | 17 | 12 |
| Mild-Moderate Education Needs Undergraduate | 30 | 25 |
| Moderate-Intensive Ed Needs Undergraduate | 35 | 26 |
| Family & Consumer Sciences Undergraduate | 4 | 2 |
| Early Childhood Undergraduate | 250 | 199 |
| Health & Physical Education Undergraduate | 9 | 8 |
| Special Education Graduate | 26 | 17 |
| Principal and Superintendent Graduate | 51 | 45 |
| AYA Integrated Language Arts Graduate | 6 | 5 |
| AYA Integrated Mathematics Graduate | 3 | 1 |
| AYA Integrated Social Studies Graduate | 7 | 6 |
| AYA Sciences Graduate | 9 | 9 |
| Middle Childhood Graduate | 5 | 4 |
| Art Education Graduate | 4 | 4 |
| Total: | 779 | 634 |
CAEP Accreditation
If you have questions about CAEP or the accreditation process, contact the Director of Assessment and Academic Improvement Zac Schabel.
To learn more about The Gladys W. and David H. Patton College of Education's other accrediting bodies, visit the Office of Assessment and Academic Improvement.
The Patton College of Education received CAEP recognition on May 2, 2022. The Unit went through the site visit process in Fall 2021. Below is a list of programs that went through the CAEP accreditation process in Fall 2021 and fall under CAEP accreditation.
Programs Reviewed by CAEP (site visit Fall 2021)
- Art Education - Graduate
- AYA Earth and Space Science - Graduate and Undergraduate
- AYA Integrated Language Arts - Graduate and Undergraduate
- AYA Integrated Mathematics - Graduate and Undergraduate
- YA Integrated Science - Graduate and Undergraduate
- AYA Integrated Social Studies - Graduate and Undergraduate
- YA Life Science - Graduate and Undergraduate
- AYA Physical Sciences: Chemistry - Undergraduate
- AYA Physical Sciences: Physics - Undergraduate
- AYA Physical Sciences: Physics and Chemistry - Graduate and Undergraduate
- Early Childhood - Undergraduate
- Early Childhood and Elementary Education - Undergraduate
- Early Childhood Intervention Specialist - Graduate
- Educational Leadership - Principal and Superintendent
- Family and Consumer Sciences - Graduate
- Health and Physical Education - Undergraduate
- Intervention Specialist Mild-to-Moderate - Graduate and Undergraduate
- Intervention Specialist Moderate-to-Intensive - Graduate and Undergraduate
- Middle Childhood - Graduate and Undergraduate
- World Languages (Spanish and French) - Undergraduate