CAEP ANNUAL REPORTING MEASURES

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CAEP (Council for the Accreditation of Educator Preparation) has annual reporting measures that are used to provide information to the public on both program outcomes and program impact. Following is the list of CAEP measures with links to data tables that provide supporting evidence for each measure.

 

Measure 1: Completer effectiveness and Impact on P-12 learning and development (Component R4.1)


The provider documents multiple growth measures that completers contribute to student learning.  

Supporting Evidence: 

  • Due to the COVID-19 health crisis and the resulting closures of Oregon public schools, we do not and will not have 2020-2021 data to report for this Measure.

OSU and the Oregon Department of Education began a project in (2020-2021) piloting a program that will allow EPPs to track their teacher graduates who teach in Oregon.  These data are not yet available, although the project is still active.  This delay has lasted several years, and the current initiative from the state is to develop a new Educator workforce data system.  While the first step of matching graduates to their employment has almost been completed and negotiations are still underway to add student state standardized test scores, aggregated at the teacher level, to the data.  In the meantime, what we can report now in terms of impact on learning and development is derived from the Employer Satisfaction Survey conducted annually by OACTE.  A teacher impact measure was constructed by combining the results from four items on the Survey as shown in the table below.  Employers (principals, new teacher mentors, department or grade level chairs, etc.) were asked how well prepared recent (2018-2022) OSU teacher graduates were to perform the listed tasks (the scale is from 1 (“Not at all prepared”) to 10 (“Very well prepared”)).  Employers’ responses are based on their first-hand observations of the teacher graduates as well as on available student performance data. These results are indicative that, in the judgment of OSU employers, OSU teacher graduates positively impact the learning of their students and are generally more effective than graduates of other Oregon teacher preparation programs.  (Note: While the Employer data for AY 2020 and AY 2021 reported below, the response rate was well below the 20% threshold.  However, the 89 State Employers who did respond to the survey (i.e., the data are not disaggregated by EPP) scored completers higher in every domain than on the AY 2019 survey.)
 

Employer Satisfaction Survey 2019

OSU Employers N=65

State Employers N=604
1. Deliver developmentally appropriate, challenging learning experiences 7.54 7.13
2. Incorporate language development strategies to make content accessible to English Language Learners 7.10 6.70
3. Ensure learners apply concepts and methods of the discipline to real-world contexts 7.25 6.90
4. Create experiences that require learners to use the correct academic terminology 7.39

7.02
Composite Score 7.32 6.94

 

Employer Satisfaction Survey 2022 OSU Employers (not required) State Employers N=89
1. Deliver developmentally appropriate, challenging learning experiences -- 7.90
2. Incorporate language development strategies to make content accessible to English Language Learners -- 7.80
3. Ensure learners apply concepts and methods of the discipline to real-world contexts -- 7.50
4. Create experiences that require learners to use the correct academic terminology -- 7.80
Composite Score -- 7.75

 

Employer Satisfaction Survey 2023 OSU Employers N=3 State Employers N=11
1. Deliver developmentally appropriate, challenging learning experiences 9.00 7.40
2. Incorporate language development strategies to make content accessible to English Language Learners 8.00 7.50
3. Ensure learners apply concepts and methods of the discipline to real-world contexts 9.33 7.40
4. Create experiences that require learners to use the correct academic terminology 8.66 7.50
Composite Score 8.75 7.45

In addition to the principal survey from OACTE the College has begun its own survey of principals to be launched in June, 2024.  The College has also begun a longitudinal case study of completers.  This year, we interviewed three completers about their experiences during their first year of teaching.  We will interview these individuals each year for the next three years.  We will also add 3-5 new interviews each year, so that at the end of 4 years, we will be tracking a total of 12-20 individuals annually.  Once available, these data will be shared on this website.

Measure 2: Satisfaction of employers and stakeholder involvement (Components R4.2 and R5.3)

Supporting Evidence: 

  • Due to the COVID-19 health crisis and the resulting closures of Oregon public schools, we do not and will not have 2020-2021 data to report for this Measure.

The Employer Survey is administered statewide by the Oregon Association of Colleges for Teacher Education to all employers of teacher candidates 1 to 2 years after program completion.  (Note: The Employer data for AY 2020, AY 2021 and AY 2022 reported below, the response rate was well below the 20% threshold (see the Employer & Completer Satisfaction Survey Results 2023 report).  However, the 11 State Employers who did respond to the survey (i.e., the data are not disaggregated by EPP) scored completers higher in every domain than on the AY 2019 survey.)  No survey reports were published in AY 2020 and AY 2021 and this current one is of questionable value.  In response, the College has launched a new Principal Survey which will target Principals at schools with known OSU completers.  We will update this page with those survey results in the Fall of 2024.

With respect to stakeholder involvement, we provide evidence of internal stakeholder involvement in the form of minutes from an Educator Preparation Programs Committee meeting and evidence of external stakeholder involvement in the form of minutes from a PTCE Consortium meeting.  The Educator Preparation Programs Committee (formerly Licensure Executive Committee) is the primary policy-making body for the PTCE unit with respect to setting general program requirements consistent with university graduation and state licensure requirements.  Membership consists of the Associate Dean for EPP (chair ex officio), the Licensure and Placement Coordinator (secretary ex officio), all program leads, the Assessment Coordinator, and the Associate Dean for Academics (representing CoEd’s Leadership Team). The PTCE Consortium, which includes both internal and external stakeholders, serves as an advisory board to the unit. The Consortium meets semi-annually and represents an important space for the free sharing of ideas, innovations, concerns, and, of course, data.

Measure 3: Candidate competency at program completion (Component R3.3)

Supporting Evidence:

Measure 4: Ability of completers to be hired in education positions for which they have prepared 

Supporting Evidence: 

OSU Completers Employed in Oregon Public Schools by Cohort – ODE Database

Cohort

Completers

Licensed

Number teaching in an Oregon public school

Max % of Licensed

No match in ODE database

2018

2019

2020

2021

 AY 2017

159

151

97

110

103

99

73%

39

AY 2018

151

144

95

97

95

67%

42

AY 2019

166

155

84

84

54%

41

AY 2020

144

142

95*

67%

50*

“No match in the ODE database” is the number of completers with active Oregon teaching licenses who were not matched to an Oregon public school district in a licensed teaching position – this population will include completers teaching in private schools in Oregon, who have non-licensed positions in Oregon public schools, who are teaching in other states, or who are otherwise employed.  However, for various reasons some completers teaching in Oregon public schools are occasionally under-reported.  Historical data from ODE going back to 2010 indicate that on average a minimum of 67% of licensed OSU completers find licensed teaching positions and about 9% find non-licensed positions in Oregon public schools the year following completion.

*For the AY 2020 cohort, ODE reported 80 OSU completers teaching in Oregon public schools and 65 licensed completers not employed as teachers in Oregon public schools in 2021 (3 additional completers obtained teaching licenses after the close of AY 2020).  In order to double check whether any or all of these completers were unreported, we counted out-of-state requests for program verification, conducted Internet searches, and contacted some completers via email.  Using these methods we were able to verify that an additional 15 completers were teaching in Oregon public schools in 2021, two were teaching in Oregon private schools, two, were working in non-licensed positions in Oregon public schools, two were teaching in Washington, five were teaching in California, and 11 were teaching in other states.  Six completers were otherwise employed.  We were not able to verify the employment of the remaining 24 completers for 2021. It is likely that this situation applies to previous cohorts as well.   

Updated completer placement data not yet available from ODE.”  There is a current initiative (SB275) which has established a statewide task working group to develop a business proposal to develop a comprehensive data reporting system.  In the meantime, the College has developed an exit survey for our graduating candidates which is designed to track their current and future teaching placements.  We are launching this instrument in May, 2024 and will report out data as it becomes available.