Ohio Christian University has an institutional commitment to ensuring the highest quality in program offerings for students seeking education degrees. All of our programs at OCU have achieved accreditation from the Higher Learning Commission (HLC), and the Council for the Accreditation of Educator Preparation (CAEP). All of the programs offered by the OCU's School of Education department are also fully authorized by the Ohio Department of Higher Education (ODHE).
The School of Education provides annual data updates regarding the quality of its programs and the impact graduates (completers) have on students’ learning. The data include information in four areas: Completer impact and effectiveness, employer satisfaction and stakeholder involvement, candidate competency at the time of program completion, and employability of completers.
Measure 1: Completer impact and effectiveness
Value Added
Value added assessments are designed to measure student growth during an academic year. In Ohio they are given to students in public schools. These assessments are completed each academic year in elementary grades, middle school grades, and as high school end-of-course exams. The results below indicate the amount of growth for students who have been taught by graduates of OCU during the years indicated.
Limitations of the Value-Added Data:
1. The information in the report is for those individuals receiving their licenses with the previous four reporting effective years.
2. The value-added data in this report 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.
3. For Educator Preparation Providers with fewer than 10 linked teachers or principals with value-added data, only the number (N) is reported.
| Licensure Year | Ineffective | Developing | Skilled | Accomplished |
| 2019 | <3 | <3 | 5 | 3 |
| 2020 | <3 | <3 | 6 | <3 |
| 2021 | <3 | <3 | 4 | <3 |
| 2022 | <3 | <3 | 4 | <3 |
| Associated Value-Added Classifcations* | ||||
|---|---|---|---|---|
| Academic Year | N | Yellow | Green | Light Blue |
| 2022-2023 | 42 | N=11 26% |
N=22 52% |
N=9 21% |
| 2021-2022 | 54 | N=11 20% |
N=40 74% |
N=3 5% |
*Associated Value-Added Classifications:
Light Blue—Significant evidence that the school’s students made more growth than expected.
Green—Evidence that the school’s students made growth as expected.
Yellow—Significant evidence that the school’s students made less growth than expected.
Ohio Teacher Evaluation System
The Ohio Teacher Evaluation System (OTES) is used to evaluate teachers and provide educators a detailed view of their performance with a focus on strengths and areas for improvement. The system is research-based and designed to be transparent, fair, and adaptable to multiple contexts within the state. It reflects the importance of ongoing assessment and feedback as a means to support improved teaching practice. Teacher performance and student academic growth are key aspects of the evaluation system Ohio uses.
Limitations of the Ohio Teacher Evaluation System (OTES) Data:
1. The information in the report is for those individuals receiving their licenses within the previous four effective years.
2. The teacher evaluation data in this report are provided by the Ohio Department of Education.
3. Due to ORC 3333.041(B), annual results must be masked for institutions with fewer than 10 completers with OTES data.
| Licensure Year | Ineffective | Developing | Skilled | Accomplished |
| 2019 | <3 | <3 | 5 | 3 |
| 2020 | <3 | <3 | 6 | <3 |
| 2021 | <3 | <3 | 4 | <3 |
| 2022 | <3 | <3 | 4 | <3 |
Measure 2: Employer satisfaction and stakeholder involvement
Advisory Council
The School of Education Advisory Council meets annually and consists of educators from the region. Members represent public and private schools, as well as rural, small town, and urban areas. They also partner with OCU in hosting field experience and student teaching candidates. Their investment and commitment to the teacher education program at OCU continues to lead to program improvement.
Employer Survey
The Employer Survey is completed by principals of teachers who graduated from OCU. The survey collects the perceptions of these employers regarding the quality of OCU graduates. Survey questions are aligned with
the Ohio Standards for the Teaching Profession and other accreditation measure for teacher preparation.
Insufficient Survey Responses
Measure 3: Candidate competency at the time of program completion (end of student teaching)
CPAST
During the student teaching semester, candidates are assessed using the Candidate Preservice Assessment of Student Teaching (CPAST) which is organized around the Ohio Standards for the Teaching Profession and
the Interstate Teacher Assessment and Support Consortium Standards (InTASC).
Title II
The School of Education prepares an annual Title II report as mandated by the US Department of Education. While the report include a lot of information regarding effectiveness of the School of Education teacher
preparation programs, the table below lists the passage rate of teacher candidates on the Ohio Assessments for Educators licensure exams.
| Year | Number who took tests |
Number who passed tests |
OCU test pass rate |
Ohio test pass rate |
| 2022-2023 | 13 | 12 | 92% | 87% |
| 2021-2022 | 15 | 13 | 87% | 91% |
| 2020-2021 | 18 | 17 | 94% | 94% |
Measure 4: Employability of completers
Graduates of OCU self-report on their employment as noted in the table below.
| Academic Year of Completion |
N | Reporting Full-time Employment as Teacher |
Reporting Substitute, Coaching, or Tutoring Position |
Reporting Employment in Non-Educational Field OR No Report |
| 2023-2024 | 8 | 6 | 0 | 2 |
| 2022-2023 | 14 | 8 | 0 | 6 |
