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2018Ohio Educator Preparation Provider Performance Report

Ashland University

Institution Profile(Data Source: Ashland University)

Ashland University is a mid-sized, private, comprehensive university that offers undergraduate, graduate,doctoral and theological programs to nearly 6,000 students attending classes at the Ashland campus, as wellas centers in Cleveland, Columbus, Elyria, Mansfield, Massillon, Medina, Westlake, Cincinnati and Detroit. Anumber of online programs also are available. AU has been recognized as the top private college for teachereducation in Ohio by the Online College Database, “Top Colleges in Ohio Shaping the Next Generation.”

Dwight Schar College of Education

NCATE accredited since 1973, the Dwight Schar College of Education is a leader in educator preparationwithin the state of Ohio. With more than 15 undergraduate degree programs that lead to teacher licensureand strong articulation agreements with 2-year colleges, students throughout Ohio are able to complete theirdegrees at Ashland. The College's extensive graduate offerings of doctoral, master, post-baccalaureateinitial teacher preparation, endorsement and administrative programs are available online, at the Ashlandcampus, and locations in Cleveland, Columbus, Elyria, and Massillon.

Report Overview

The Ohio Department of Higher Education gathers data annually from multiple sources to report the followingperformance metrics in the Educator Preparation Provider Performance Reports:- Ohio Teacher Evaluation System Results for Ohio Teachers Prepared by an Ohio Educator PreparationProvider- Ohio Principal Evaluation System Results for for Ohio Principals Prepared by an Ohio Educator PreparationProvider- Field and Clinical Experiences Required by Ohio Educator Preparation Provider Candidates- Licensure Test Results for Ohio Educator Preparation Provider Program Completers- Value-added Data for K-12 Students Taught by Ohio Teachers Prepared by an Ohio Educator PreparationProvider- Demographic Information for Schools in Which Ohio Educator Preparation Provider-Prepared Teacherswith Value-Added Data Serve- Academic Measures Used to Inform Admissions Decisions at Ohio Educator Preparation ProviderPrograms- Survey Results of Pre-Service Teacher Candidates Enrolled in Ohio Educator Preparation ProviderPrograms- Survey Results of Ohio Resident Educators Who Were Prepared by Ohio Educator Preparation Providers- Survey Results of Ohio Principal Interns Enrolled in Ohio Educator Preparation Provider Programs- Survey Results of Mentors Serving Principal Interns Enrolled in Ohio Educator Preparation ProviderPrograms- Survey Results of Employer Perceptions of Ohio Educator Preparation Provider Programs- Ohio Educator Preparation Provider National Accreditation Status- Persistence in the Ohio Resident Educator Program of Teachers Who Were Prepared by Ohio EducatorPreparation Providers- Ohio Educator Preparation Provider Excellence and Innovation Initiatives


Ashland University

Ohio Teacher Evaluation System (OTES) Results for Ohio TeachersPrepared by an Ohio Educator Preparation Provider at Ashland University

Reporting Period from Sept 1, 2017 to Aug 31, 2018(Data Source: Ohio Department of Education)

Description of Data:Ohio's system for evaluating teachers (Ohio's Teacher Evaluation System) provides educators with adetailed view of their performance, with a focus on specific strengths and opportunities for improvement.The system is research-based and designed to be transparent, fair, and adaptable to the specific contextsof Ohio's school districts. Furthermore, it builds on what educators know about the importance of ongoingassessment and feedback as a powerful vehicle to support improved practice. Teacher performance andstudent academic growth are the two key components of Ohio's evaluation system.

An apparent dip in evaluations for the most recent "Initial License Effective Year" cohort comes from theperception that any given year's evaluation results is actually a chronological view of evaluations. Rather,it's a view of the evaluations from that school year, showing four different cohorts of licensed educators.The most recently licensed cohort will eventually have more evaluation results in its second year as moreeducators find employment as teachers or principals.

Limitations of the Ohio Teacher Evaluation System (OTES) Data:1. The information in the report is for those individuals receiving their licenses with effective years of 2014,2015, 2016, and 2017.2. 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 completerswith OTES data.

Associated Teacher Evaluation Classifications

Initial LicensureEffective Year

# Accomplished # Skilled # Developing # Ineffective

2014 76 83 N<10 N<10

2015 64 81 11 N<10

2016 48 81 13 N<10

2017 21 46 21 N<10


Ashland University

Ohio Principal Evaluation System (OPES) Results for IndividualsCompleting Principal Preparation Programs at Ashland University

Reporting Period from Sept 1, 2017 to Aug 31, 2018(Data Source: Ohio Department of Education)

Description of Data:Ohio's system for evaluating principals (Ohio's Principal Evaluation System) provides building leaders with adetailed view of their performance, with a focus on specific strengths and opportunities for improvement.

The Ohio Principal Evaluation System (OPES) data reported here are limited in that the information in thereport is for those individuals receiving their licenses with effective years of 2014, 2015, 2016, and 2017.

An apparent dip in evaluations for the most recent "Initial License Effective Year" cohort comes from theperception that any given year's evaluation results is actually a chronological view of evaluations. Rather,it's a view of the evaluations from that school year, showing four different cohorts of licensed educators.The most recently licensed cohort will eventually have more evaluation results in its second year as moreeducators find employment as teachers or principals.

Associated Principal Evaluation Classifications

Initial LicensureEffective Year

# Accomplished # Skilled # Developing # Ineffective

2014 15 13 N<10 N<10

2015 N<10 N<10 N<10 N<10

2016 N<10 N<10 N<10 N<10

2017 N<10 N<10 N<10 N<10


Ashland University

Field and Clinical Experiences for Candidates at Ashland University

Reporting Period from Sept 1, 2017 to Aug 31, 2018(Data Source: Ashland University)

Description of Data:Ohio requires that educator candidates complete field and clinical experiences in school settings as part oftheir preparation. These experiences include early and ongoing field-based opportunities and the culminatingpre-service clinical experience commonly referred to as "student teaching." The specific requirementsbeyond the requisite statewide minimums for these placements vary by institution and by program. Theinformation below is calculated based on data reported by Ohio Educator Preparation Providers.

Teacher Preparation Programs

Field/Clinical Experience Element Requirements

Require edTPA National Scoring from candidates in teacher preparation programs at theinstitution

N

Minimum number of field/clinical hours required of candidates in teacher preparation programsat the institution

160

Maximum number of field/clinical hours required of candidates in teacher preparationprograms at the institution

302

Average number of weeks required to teach full-time within the student teaching experience atthe institution

14

Percentage of teacher candidates who satisfactorily completed student teaching 100%

Principal Preparation Programs

Field/Clinical Experience Element Requirements

Total number of field/clinical weeks required of principal candidates in internship 30

Number of candidates who started internship 89

Number of candidates who completed internship 84

Percentage of principal candidates who satisfactorily completed internship 94.38%


Ashland University

Ohio Educator Licensure Examination Pass Rates at Ashland University

Reporting Period from Sept 1, 2016 to Aug 31, 2017(Data Source: USDOE Title II Report)

Description of Data:Ohio educator licensure requirements include passage of all requisite licensure examinations at the statedetermined cut score. The reported results reflect Title II data, and therefore represent pass rate data solelyfor initial licenses. Further, because the data are gathered from the Title II reports, there is a one year lag inaccessing the data. Teacher licensure pass rate data are the only reported metric for which the data do notreflect the reporting year 2017-2018.

As of 2013, the Ohio Assessments for Educators replaced the Praxis subject assessments for initiallicensure. Some Praxis II assessments are still being reported because recent program completers tookthose tests in or before 2013.

Teacher Licensure Tests

Summary Rating: Effective

Completers Tested Pass Rate

224 96%

Ohio Principal Licensure Examination Pass Rates at Ashland University


Description of Data:Ohio requires that principal candidates pass the requisite state examination to be recommended forlicensure. The 2017-2018 program completer pass rates are reported by each Ohio educator preparationprovider.

Principal Licensure Tests

Completers Tested Pass Rate

95 84%


Ashland University

Value-Added Data for Students Taught by Teachers Preparedby Ohio Educator Preparation Providers at Ashland University

Reporting Period from Sept 1, 2017 to Aug 31, 2018

Description of Data:Ohio's value-added data system provides information on student academic gains. As a vital component ofOhio's accountability system, districts and educators have access to an extensive array of diagnostic datathrough the Education Value-Added Assessment System (EVAAS). Schools can demonstrate through value-added data that many of their students are achieving significant progress. Student growth measures alsoprovide students and parents with evidence of the impact of their efforts. Educators and schools further usevalue-added data to inform instructional practices.

Limitations of the Value-Added Data:1. The information in the report is for those individuals receiving their licenses with effective years of, 2014,2015, 2016, and 2017.2. The value-added data in this report are those reported by Ohio's Education Value-Added AssessmentSystem (EVAAS) based on Elementary and Middle School Tests (Grades 4-8) and End-of-Course Tests forhigh school credit.3. For Educator Preparation Providers with fewer than 10 linked teachers or principals with value-addeddata, only the number (N) is reported.

Value-Added Data for Ashland University-Prepared TeachersInitial Licensure Effective

Years 2014, 2015, 2016, 2017Associated Value-Added Classifications

Employedas Teachers

Teacherswith Value-Added Data

Most Effective Above Average Average ApproachingAverage

Least Effective

N=33 N=26 N=78 N=35 N=43589 215

15% 12% 36% 16% 20%


Ashland University

Demographic Information for Schools where AshlandUniversity-Prepared Teachers with Value-Added Data Serve

Teachers Serving by School Level

Elementary School Middle School Junior High School High School No School Level

N=43 N=73 N=9 N=88 N=2

20% 34% 4% 41% <1%

Teachers Serving by School Type

CommunitySchool

Public School STEM School EducationalService Center

Career-Tech No School Type

N=21 N=192 N/A N=1 N=1 N/A

10% 89% N/A <1% <1% N/A

Teachers Serving by Overall Letter Grade of Building Value-Added

A B C D F NR

N=65 N=7 N=34 N=14 N=92 N=3

30% 3% 16% 7% 43% 1%

Teachers Serving by Minority Enrollment by Quartiles

High Minority Medium-High Minority Medium-Low Minority Low Minority No Minority Quartile

N=60 N=68 N=47 N=37 N=3

28% 32% 22% 17% 1%

Teachers Serving by Poverty Level by Quartiles

High Poverty Medium-High Poverty Medium-Low Poverty Low Poverty No Poverty Quartile

N=45 N=54 N=51 N=63 N=2

21% 25% 24% 29% <1%

* Due to the preliminary nature of the data and staffing at ESC/district level, certain demographic variables have not beenreported for some schools.


Ashland University

Value-Added Data for Ashland University-Prepared PrincipalsInitial Licensure Effective

Years 2014, 2015, 2016, 2017Principals Serving by Letter Grade of Overall Building Value-Added

Employed asPrincipals

Principalswith Value-Added Data

A B C D F

N=20 N=4 N=5 N=2 N=1450 45

44% 9% 11% 4% 31%

Demographic Information for Schools where AshlandUniversity-Prepared Principals with Value-Added Data Serve

Principals Serving by School Level

Elementary School Middle School Junior High School High School No School Level

N=32 N=8 N=1 N=4 N/A

71% 18% 2% 9% N/A

Principals Serving by School Type

CommunitySchool

Public School STEM School EducationalService Center

Career-Tech No School Type

N=1 N=44 N/A N/A N/A N/A

2% 98% N/A N/A N/A N/A

Principals Serving by Overall Letter Grade of School

A B C D F NR

N=4 N=17 N=10 N=10 N=4 N/A

9% 38% 22% 22% 9% N/A

Principals Serving by Minority Enrollment by Quartiles

High Minority Medium-High Minority Medium-Low Minority Low Minority No Minority Quartile

N=11 N=10 N=10 N=14 N/A

24% 22% 22% 31% N/A


Ashland University

Principals Serving by Poverty Level by Quartiles

High Poverty Medium-High Poverty Medium-Low Poverty Low Poverty No Poverty Quartile

N=10 N=10 N=15 N=10 N/A

22% 22% 33% 22% N/A


Ashland University

Ashland University Candidate Academic Measures

(Data Source:Ashland University)Reporting Period from Sept 1, 2017 to Aug 31, 2018

Undergraduate Admission RequirementsUG: Students considered for candidacy must have satisfactorily completed: a sophomore field experience,a minimum score on either the ACT, SAT, Praxis I, Praxis Core, a 2.5 cumulative GPA, oral communicationproficiency, and initial field dispositions. Transfer students must complete 12 AU credits in addition to theabove requirements. Note: For Transfer students, Ashland University has entered the GPA of the first 12credits completed at AU in the GPA – Transfer data field.

Post-Baccalaureate Admission RequirementsAshland University has entered the GPA of the first 12 credits completed at AU in the GPA – Undergraduatedata field. Individuals seeking candidacy to the Bachelor’s Plus program must first meet graduate schoolentrance requirements, including a bachelor’s degree with a cumulative GPA of 2.75 or higher. Thoseconsidered for candidacy must have completed 12 hours at AU with a 3.0 cumulative GPA, and achieved aminimum score on either the ACT, SAT, Praxis I, Praxis Core.

Description of Data:The data in this section are the average scores of candidates on academic measures reported by theprovider. If a measure is not applicable to a level of delivery (undergraduate, post-baccalaureate, graduate)the table reflects "N/A". In the "Dispositional Assessments and Other Measures" portion, if the providerdid not indicate using a measure, OR if the institution does not offer a program at the designated level ofdelivery, the table reflects "N".


U=Undergraduate P=Post-Baccalaureate G=Graduate

Candidates Admitted Candidates Enrolled Candidates Completing

AcademicMeasure

RequiredScore

NumberAdmitted

AverageScore

NumberEnrolled

AverageScore

NumberCompleted

AverageScore

ACT CompositeScore

U=21P=21

G=N/A

U=70P=35

G=N/A

U=23.66P=23.86G=N/A

U=222P=130G=N/A

U=24.1P=24.12G=N/A

U=70P=47

G=N/A

U=23.87P=23.81G=N/A

ACT EnglishSubscore

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

ACT MathSubscore

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

ACT ReadingSubscore

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

GPA - Graduate U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

GPA - High School U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

GPA - Transfer U= 2.50P=N/AG=N/A

U=56P=N/AG=N/A

U= 3.51P=N/AG=N/A

U=147P=N/AG=N/A

U= 3.56P=N/AG=N/A

U=65P=N/AG=N/A

U= 3.56P=N/AG=N/A

GPA -Undergraduate

U= 2.50P= 3.00G=N/A

U=61P=54

G=N/A

U= 3.53P= 3.50G=N/A

U=203P=201G=N/A

U= 3.48P= 3.69G=N/A

U=63P=80

G=N/A

U= 3.48P= 3.69G=N/A

GRE CompositeScore

U=N/AP=N/A

U=N/AP=N/A

U=N/AP=N/A

U=N/AP=N/A

U=N/AP=N/A

U=N/AP=N/A

U=N/AP=N/A


Ashland University

Candidates Admitted Candidates Enrolled Candidates Completing

AcademicMeasure

RequiredScore

NumberAdmitted

AverageScore

NumberEnrolled

AverageScore

NumberCompleted

AverageScore

G=N/A G=N/A G=N/A G=N/A G=N/A G=N/A G=N/AGRE Quantitative

SubscoreU=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

GRE VerbalSubscore

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

GRE WritingSubscore

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

MAT U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

Praxis CORE Math U=150P=150G=N/A

U=17P=10

G=N/A

U=158.71P=160.8G=N/A

U=25P=28

G=N/A

U=160.4P=166.71

G=N/A

U=N<10P=11

G=N/A

U=N<10P=170.36

G=N/APraxis CORE

ReadingU=156P=156G=N/A

U=29P=12

G=N/A

U=167.24P=176.67

G=N/A

U=44P=41

G=N/A

U=169P=179.56

G=N/A

U=N<10P=17

G=N/A

U=N<10P=180.47

G=N/APraxis CORE

WritingU=162P=162G=N/A

U=18P=10

G=N/A

U=166.78P=167.8G=N/A

U=30P=37

G=N/A

U=166.67P=168.27

G=N/A

U=N<10P=15

G=N/A

U=N<10P=167.47

G=N/APraxis I Math U=172

P=172G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

Praxis I Reading U=172P=172G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

Praxis I Writing U=172P=172G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

Praxis II U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

SAT CompositeScore

U=1010P=1010G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

U=N<10P=16

G=N/A

U=N<10P=1112.5

G=N/A

U=N<10P=N<10G=N/A

U=N<10P=N<10G=N/A

SAT QuantitativeSubscore

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

SAT VerbalSubscore

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

SAT WritingSubscore

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

U=N/AP=N/AG=N/A

Other Criteria Undergraduate Post-Baccalaureate Graduate

Dispositional Assessment N N N

EMPATHY/Omaha Interview N N N

Essay N N N

High School Class Rank N/A N/A N/A

Interview N N N

Letter of Commitment N N N

Letter of Recommendation N N N


Ashland University

Other Criteria Undergraduate Post-Baccalaureate Graduate

Myers-Briggs Type Indicator N/A N N

OAE Content Assessment N/A N/A N

Portfolio N N N

Prerequisite Courses Y Y N

SRI Teacher Perceiver N/A N/A N

Superintendent Statement ofSponsorship

N/A N/A N

Teacher Insight N N N


Ashland University

Principal Program Admission RequirementsStudents seeking candidacy in the post-master's Building Principal licensure program are required tohave a GPA of 2.75 or above and have completed advanced course work that includes a solid foundationin Educational Administration and a 2-semester internship focusing on building principal experiences.Additionally, they are to have taught 2 years under a provisional or professional teacher license at the agelevels for which the principal license is sought.

Principal Preparation ProgramsCandidates Admitted Candidates Enrolled Candidates Completing

AcademicMeasure

RequiredScore

NumberAdmitted

AverageScore

NumberEnrolled

AverageScore

NumberCompleted

AverageScore

GPA -Undergraduate

N/A N/A N/A N/A N/A N/A N/A

GPA - High School N/A N/A N/A N/A N/A N/A N/A

GPA - Graduate 2.75 104 3.87 350 3.87 57 3.82

ACT CompositeScore


ACT MathSubscore


ACT ReadingSubscore


ACT EnglishSubscore


SAT CompositeScore


SAT QuantitativeSubscore


SAT VerbalSubscore


SAT WritingSubscore


Praxis I Reading N/A N/A N/A N/A N/A N/A N/A

Praxis I Math N/A N/A N/A N/A N/A N/A N/A

Praxis I Writing N/A N/A N/A N/A N/A N/A N/A

Praxis II N/A N/A N/A N/A N/A N/A N/A

GRE CompositeScore


GRE VerbalSubscore


GRE QuantitativeSubscore


GRE WritingSubscore


MAT N/A N/A N/A N/A N/A N/A N/A


Ashland University

Other Criteria

Dispositional Assessment N

EMPATHY/Omaha Interview N

Essay N

Interview N

Letter of Commitment N

Letter of Recommendation N

Myers-Briggs Type Indicator N

Portfolio N

Prerequisite Courses Y

SRI Teacher Perceiver N

Superintendent Statement of Sponsorship N

Teacher Insight N


Ashland University

Pre-Service Teacher Survey Results


Description of Data:To gather information on student satisfaction with the quality of preparation provided by their educatorpreparation programs, the Ohio Department of Higher Education administers a survey aligned with the OhioStandards for the Teaching Profession (OSTP), Ohio licensure requirements, and elements of nationalaccreditation. All Ohio candidates receive an invitation to complete the survey during their professionalinternship (student teaching). The results of this survey are reflected here. A total of 3,451 respondentscompleted the survey statewide for a response rate of 74 percent.

Ashland University Survey Response Rate = 64.77%

Total Survey Responses = 125

1=Strongly Disagree 2=Disagree 3=Agree 4=Strongly Agree

No. Question InstitutionAverage

StateAverage

1 My teacher licensure program prepared me with knowledge of research on how studentslearn.

3.43 3.50

2 My teacher licensure program prepared me to recognize characteristics of gifted students,students with disabilities, and at-risk students in order to plan and deliver appropriateinstruction.

3.38 3.32

3 My teacher licensure program prepared me with high levels of knowledge and the academiccontent I plan to teach.

3.30 3.34

4 My teacher licensure program prepared me to identify instructional strategies appropriate tomy content area.

3.41 3.46

5 My teacher licensure program prepared me to understand the importance of linkinginterdisciplinary experiences.

3.33 3.41

6 My teacher licensure program prepared me to align instructional goals and activities withOhio's academic content standards, including Ohio's Learning Standards.

3.70 3.64

7 My teacher licensure program prepared me to use assessment data to inform instruction. 3.50 3.46

8 My teacher licensure program prepared me to clearly communicate learning goals to students. 3.54 3.48

9 My teacher licensure program prepared me to apply knowledge of how students learn, toinform instruction.

3.47 3.53

10 My teacher licensure program prepared me to differentiate instruction to support the learningneeds of all students, including students identified as gifted, students with disabilities, and at-risk students.

3.53 3.44

11 My teacher licensure program prepared me to identify strategies to increase studentmotivation and interest in topics of study.

3.29 3.37

12 My teacher licensure program prepared me to create learning situations in which studentswork independently, collaboratively, and/or a whole class.

3.52 3.59

13 My teacher licensure program prepared me to use strategies for effective classroommanagement.

3.16 3.31

14 My teacher licensure program prepared me to communicate clearly and effectively. 3.39 3.54


Ashland University


StateAverage

15 My teacher licensure program prepared me to understand the importance of communicationwith families and caregivers.

3.42 3.55

16 My teacher licensure program prepared me to understand, uphold, and follow professionalethics, policies, and legal codes of professional conduct.

3.62 3.67

17 My teacher licensure program prepared me to use a variety of diagnostic, formative, andsummative assessments.

3.50 3.54

18 My teacher licensure program prepared me to communicate high expectations for all students. 3.51 3.62

19 My teacher licensure program prepared me to understand students' diverse cultures,language skills, and experiences.

3.42 3.51

20 My teacher licensure program prepared me to treat all students fairly and establish anenvironment that is respectful, supportive, and caring.

3.66 3.73

21 My teacher licensure program prepared me to use technology to enhance teaching andstudent learning.

3.48 3.42

22 My teacher licensure program prepared me to collaborate with colleagues and members ofthe community when and where appropriate.

3.50 3.51

23 My teacher licensure program collected evidence of my performance on multiple measures tomonitor my progress.

3.49 3.52

24 My teacher licensure program provided me with knowledge of the Ohio Licensure Programstandards for my discipline (e.g. NAEYC, CEC, NCTM).

3.13 3.23

25 My teacher licensure program provided me with knowledge of the operation of Ohio schoolsas delineated in the Ohio Department of Education School Operating Standards.

3.06 3.08

26 My teacher licensure program provided me with knowledge of the requirements for theResident Educator License.

3.08 3.00

27 My teacher licensure program provided me with knowledge of the Ohio Standards for theTeaching Profession.

3.30 3.35

28 My teacher licensure program provided me with knowledge of the Ohio Standards forProfessional Development.

3.16 3.21

29 My teacher licensure program provided me with knowledge of the Ohio Academic ContentStandards, including Ohio's Learning Standards.

3.61 3.59

30 My teacher licensure program provided me with knowledge of the Value-added GrowthMeasure as defined by the Ohio State Board of Education.

2.92 2.93

31 My teacher licensure program provided field experiences that supported my development asan effective educator focused on student learning.

3.67 3.67

32 My teacher licensure program provided field experiences in a variety of settings (urban,suburban, and rural).

3.46 3.42

33 My teacher licensure program provided student teaching experience(s) that supported mydevelopment as an effective educator focused on student learning.

3.70 3.68

34 My teacher licensure program provided cooperating teachers who supported me throughobservation and conferences (face-to-face or via electronic media).

3.65 3.65

35 My teacher licensure program provided university supervisors who supported me throughobservation and conferences (face-to-face or via electronic media).

3.62 3.62

36 My teacher licensure program provided opportunities to work with diverse students (includinggifted students, students with disabilities, and at-risk students).

3.55 3.52


Ashland University


StateAverage

37 My teacher licensure program provided opportunities to understand students' diverse cultures,languages, and experiences.

3.41 3.50

38 My teacher licensure program provided opportunities to work with diverse teachers. 3.30 3.26

39 My teacher licensure program provided opportunities to interact with diverse faculty. 3.36 3.31

40 My teacher licensure program provided opportunities to work and study with diverse peers. 3.34 3.34

41 Overall, the faculty in my teacher licensure program demonstrated in-depth knowledge of theirfield.

3.65 3.63

42 Overall, the faculty in my teacher licensure program used effective teaching methods thathelped promote learning.

3.49 3.51

43 Overall, the faculty in my teacher licensure program modeled respect for diverse populations. 3.62 3.63

44 Overall, the faculty in my teacher licensure program integrated diversity-related subject matterwithin coursework.

3.47 3.53

45 Overall, the faculty in my teacher licensure program used technology to facilitate teaching andlearning.

3.51 3.54

46 Overall, the faculty in my teacher licensure program conducted themselves in a professionalmanner.

3.64 3.63

47 My teacher licensure program provided clearly articulated policies published to facilitateprogression to program completion.

3.21 3.42

48 My teacher licensure program provided opportunities to voice concerns about the program. 3.04 3.20

49 My teacher licensure program provided advising to facilitate progression to programcompletion.

3.22 3.41


Ashland University

Statewide Survey of OHIO Resident Educators'Reflections on their Educator Preparation Program


Description of Data:To gather information on alumni satisfaction with the quality of preparation provided by their educatorpreparation programs, the Ohio Department of Higher Education administers a survey aligned with the OhioStandards for the Teaching Profession (OSTP), Ohio licensure requirements, and elements of nationalaccreditation. All Ohio Resident Educators who completed their preparation in Ohio receive an invitation tocomplete the survey in the fall semester as they enter Year 2 of the Resident Educator program. A total of305 respondents completed the survey statewide for a response rate of eight percent.



StateAverage

1 My teacher licensure program prepared me with knowledge of research on how studentslearn.

3.30 3.48

2 My teacher licensure program prepared me to recognize characteristics of gifted students,students with disabilities, and at-risk students in order to plan and deliver appropriateinstruction.

2.96 3.18

3 My teacher licensure program prepared me with high levels of knowledge and the academiccontent I plan to teach.

3.09 3.32

4 My teacher licensure program prepared me to identify instructional strategies appropriate tomy content area.

3.04 3.37

5 My teacher licensure program prepared me to understand the importance of linkinginterdisciplinary experiences.

3.09 3.32

6 My teacher licensure program prepared me to align instructional goals and activities withOhio's academic content standards, including Ohio's Learning Standards.

3.48 3.53

7 My teacher licensure program prepared me to use assessment data to inform instruction. 3.26 3.40

8 My teacher licensure program prepared me to clearly communicate learning goals to students. 3.22 3.41

9 My teacher licensure program prepared me to apply knowledge of how students learn, toinform instruction.

3.30 3.47

10 My teacher licensure program prepared me to differentiate instruction to support the learningneeds of all students, including students identified as gifted, students with disabilities, and at-risk students.

3.00 3.28

11 My teacher licensure program prepared me to identify strategies to increase studentmotivation and interest in topics of study.

2.91 3.24

12 My teacher licensure program prepared me to create learning situations in which studentswork independently, collaboratively, and/or a whole class.

3.35 3.43

13 My teacher licensure program prepared me to use strategies for effective classroommanagement.

2.96 3.06


Ashland University


StateAverage

14 My teacher licensure program prepared me to communicate clearly and effectively. 3.30 3.46

15 My teacher licensure program prepared me to understand the importance of communicationwith families and caregivers.

3.22 3.41

16 My teacher licensure program prepared me to understand, uphold, and follow professionalethics, policies, and legal codes of professional conduct.

3.48 3.58

17 My teacher licensure program prepared me to use a variety of diagnostic, formative, andsummative assessments.

3.35 3.42

18 My teacher licensure program prepared me prepared me to understand students' diversecultures, language skills, and experiences.

3.35 3.34

19 My teacher licensure program prepared me to treat all students fairly and establish anenvironment that is respectful, supportive, and caring.

3.48 3.59

20 My teacher licensure program prepared me prepared me to use technology to enhanceteaching and student learning.

3.35 3.28

21 My teacher licensure program prepared me prepared me to collaborate with colleagues andmembers of the community when and where appropriate.

3.26 3.41

22 My teacher licensure program prepared me collected evidence of my performance on multiplemeasures to monitor my progress.

3.30 3.36

23 My teacher licensure program provided me with knowledge of the Ohio Licensure Programstandards for my discipline (e.g. NAEYC, CEC, NCTM).

2.83 3.14

24 My teacher licensure program provided me with knowledge of the operation of Ohio schoolsas delineated in the Ohio Department of Education School Operating Standards.

2.57 3.03

25 My teacher licensure program provided me with knowledge of the requirements for theResident Educator License.

2.57 3.03

26 My teacher licensure program provided me with knowledge of the Ohio Standards for theTeaching Profession.

2.74 3.24

27 My teacher licensure program provided me with knowledge of the Ohio Standards forProfessional Development.

2.61 3.11

28 My teacher licensure program provided me with knowledge of the Ohio Academic ContentStandards, including Ohio's Learning Standards.

3.43 3.44

29 My teacher licensure program provided me with knowledge of the Value-added GrowthMeasure as defined by the Ohio State Board of Education.

2.26 2.73

30 My teacher licensure program provided field experiences that supported my development asan effective educator focused on student learning.

3.61 3.55

31 My teacher licensure program provided field experiences in a variety of settings (urban,suburban, and rural).

3.43 3.30

32 My teacher licensure program provided student teaching experience(s) that supported mydevelopment as an effective educator focused on student learning.

3.52 3.53

33 My teacher licensure program provided cooperating teachers who supported me throughobservation and conferences (face-to-face or via electronic media).

3.52 3.51

34 My teacher licensure program provided university supervisors who supported me throughobservation and conferences (face-to-face or via electronic media).

3.52 3.51

35 My teacher licensure program provided opportunities to work with diverse students (includinggifted students, students with disabilities, and at-risk students).

3.48 3.31


Ashland University


StateAverage

36 My teacher licensure program provided opportunities to understand students' diverse cultures,languages, and experiences.

3.48 3.38

37 My teacher licensure program provided opportunities to work with diverse teachers. 3.35 3.18

38 My teacher licensure program provided opportunities to interact with diverse faculty. 3.30 3.22

39 My teacher licensure program provided opportunities to work and study with diverse peers. 3.30 3.29

40 Overall, the faculty in my teacher licensure program demonstrated in-depth knowledge of theirfield.

3.52 3.55

41 Overall, the faculty in my teacher licensure program used effective teaching methods thathelped promote learning.

3.43 3.46

42 Overall, the faculty in my teacher licensure program modeled respect for diverse populations. 3.48 3.55

43 Overall, the faculty in my teacher licensure program integrated diversity-related subject matterwithin coursework.

3.35 3.41

44 Overall, the faculty in my teacher licensure program used technology to facilitate teaching andlearning.

3.22 3.40

45 Overall, the faculty in my teacher licensure program conducted themselves in a professionalmanner.

3.61 3.59

46 My teacher licensure program provided clearly articulated policies published to facilitateprogression to program completion.

3.13 3.33

47 My teacher licensure program provided opportunities to voice concerns about the program. 3.04 3.13

48 My teacher licensure program provided advising to facilitate progression to programcompletion.

3.13 3.31

49 My teacher licensure program provided prepared me with the knowledge and skills necessaryto enter the classroom as a Resident Educator.

3.04 3.27


Ashland University

Principal Intern Survey Results


Description of Data:To gather information the quality of preparation provided by their educator preparation providers, the OhioDepartment of Higher Education distributes a survey to Ohio principal interns. Questions on the surveyare aligned with the Ohio Standards for Principals, Ohio licensure requirements, and elements of nationalaccreditation. A total of 450 respondents completed the survey statewide for a response rate of 44 percent.

Ashland University Survey Response Rate = 88.76%




StateAverage

1 My program prepared me to lead and facilitate continuous improvement efforts within a schoolbuilding setting.

3.43 3.55

2 My program prepared me to lead the processes of setting, monitoring, and achieving specificand challenging goals for all students and staff.

3.43 3.54

3 My program prepared me to anticipate, monitor, and respond to educational developmentsaffecting the school and its environment.

3.39 3.53

4 My program prepared me to lead instruction. 3.32 3.47

5 My program prepared me to ensure the instructional content being taught is aligned withthe academic standards (e.g. national, Common Core, state) and curriculum priorities of theschool and district.

3.34 3.48

6 My program prepared me to ensure effective instructional practices meet the needs of allstudents at high levels of learning.

3.33 3.50

7 My program prepared me to encourage and facilitate effective use of data by self and staff. 3.42 3.56

8 My program prepared me to advocate for high levels of learning for all students, includingstudents identified as gifted, students with disabilities, and at-risk students.

3.47 3.57

9 My program prepared me to encourage and facilitate effective use of research by self andstaff.

3.44 3.50

10 My program prepared me to support staff in planning and implementing research-basedprofessional development and instructional practices.

3.42 3.51

11 My program prepared me to establish and maintain procedures and practices supporting staffand students with a safe environment conducive to learning.

3.49 3.57

12 My program prepared me to establish and maintain a nurturing school environmentaddressing the physical and mental health needs of all.

3.34 3.49

13 My program prepared me to allocate resources, including technology, to support student andstaff learning.

3.32 3.44

14 My program prepared me to uphold and model professional ethics; local, state, and nationalpolicies; and, legal codes of conduct

3.52 3.60

15 My program prepared me to share leadership with staff, students, parents, and communitymembers.

3.52 3.64


Ashland University


StateAverage

16 My program prepared me to establish effective working teams and developing structures forcollaboration between teachers and educational support personnel.

3.47 3.59

17 My program prepared me to foster positive professional relationships among staff. 3.56 3.64

18 My program prepared me to support and advance the leadership capacity of educators. 3.51 3.59

19 My program prepared me to utilize good communication skills, both verbal and written, with allstakeholder audiences.

3.56 3.64

20 My program prepared me to connect the school with the community through print andelectronic media.

3.32 3.42

21 My program prepared me to involve parents and communities in improving student learning. 3.41 3.50

22 My program prepared me to use community resources to improve student learning. 3.35 3.45

23 My program prepared me to establish expectations for using culturally responsive practicesthat acknowledge and value diversity.

3.38 3.50


Ashland University

Principal Internship Mentor Survey Results


Description of Data:To gather information the quality of preparation provided by their educator preparation programs, theOhio Department of Higher Education distributes a survey to individuals who serve as mentors to Ohioprincipal interns. Questions on the survey are aligned with the Ohio Standards for Principals, Ohio licensurerequirements, and elements of national accreditation. A total of 174 respondents completed the surveystatewide for a response rate of 19 percent.

Ashland University Survey Response Rate = 50%




StateAverage

1 The principal preparation program prepared the school leader candidate to understandleading and facilitating continuous improvement efforts within a school building setting.

3.41 3.33

2 The principal preparation program prepared the school leader candidate to understandleading the process of setting, monitoring, and achieving specific and challenging goals for allstudents and staff.

3.41 3.33

3 The principal preparation program prepared the school leader candidate to understandanticipating, monitoring, and responding to educational developments affecting the school andits environment.

3.38 3.32

4 The principal preparation program prepared the school leader candidate to understandensuring the instructional content being taught is aligned with the academic standards (i.e.,national, Common Core, state) and curriculum priorities of the school and district.

3.42 3.39

5 The principal preparation program prepared the school leader candidate tounderstandEnsuring effective instructional practices that meet the needs of all students athigh levels of learning.

3.42 3.39

6 The principal preparation program prepared the school leader candidate to understandadvocating for high levels of learning for all students, including students identified as gifted,students with disabilities and at-risk students.

3.51 3.39

7 The principal preparation program prepared the school leader candidate to understandencouraging and facilitating effective use of data by self and staff.

3.43 3.46

8 The principal preparation program prepared the school leader candidate to understandencouraging and facilitating effective use of research by self and staff.

3.40 3.35

9 The principal preparation program prepared the school leader candidate to understandsupporting staff in planning and implementing research-based professional development.

3.27 3.33

10 The principal preparation program prepared the school leader candidate to understandestablishing and maintaining procedures and practices supporting staff and students with asafe environment conducive to learning.

3.46 3.45

11 The principal preparation program prepared the school leader candidate to understandestablishing and maintaining a nurturing school environment addressing the physical andmental health needs of all.

3.49 3.45

12 The principal preparation program prepared the school leader candidate to understandallocating resources, including technology, to support student and staff learning.

3.47 3.39


Ashland University


StateAverage

13 The principal preparation program prepared the school leader candidate to understandupholding and modeling professional ethics; local, state, and national policies; and, legalcodes of conduct.

3.59 3.53

14 The principal preparation program prepared the school leader candidate to understandconnecting the school with the community through print and electronic media.

3.36 3.30

15 The principal preparation program prepared the school leader candidate to understandinvolving parents and communities in improving student learning.

3.35 3.35

16 The principal preparation program prepared the school leader candidate to understand usingcommunity resources to improve student learning.

3.25 3.28

17 The principal preparation program prepared the school leader candidate to understandetablishing expectations for using culturally responsive practices that acknowledge and valuediversity.

3.40 3.33

18 The school leader candidate's preparation program provided me with training on how tomentor the school leader candidate.

2.70 2.74

19 I participated in and/or accessed the provided mentor training and/or materials. 2.88 2.88

20 The training by the school leader's preparation program adequately prepared me to mentorthe school leader candidate.

2.27 2.14


Ashland University

Employer Perceptions of Ohio EPP Programs Survey Results

Reporting Period from Sept 1, 2017 to Aug 31, 2018(Data Source: Ohio Department of Higher Education administered survey of Employers of Ohio Educators)

Description of Data:To gather information on the quality of preparation provided by their educator preparation providers, theOhio Department of Higher Education distributes a survey to employers of Ohio educators. Questions on thesurvey are aligned with Ohio's Learning Standards, Ohio licensure requirements, and elements of nationalaccreditation. A total of 141 respondents completed the survey statewide.



StateAverage

1 The institution prepares its graduates to understand student learning and development. 3.23 3.39

2 The institution prepares its graduates to respect the diversity of the students they teach. 3.50 3.43

3 The institution prepares its graduates to know and understand the content area for which theyhave instructional responsibility.

3.36 3.45

4 The institution prepares its graduates to understand and use content-specific instructionalstrategies to effectively teach the central concepts and skills of the discipline.

3.32 3.35

5 The institution prepares its graduates to be knowledgeable about assessment types, theirpurposes, and the data they generate.

3.23 3.22

6 The institution prepares its graduates to analyze data to monitor student progress andlearning.

3.00 3.12

7 The institution prepares its graduates to use data to plan, differentiate, and modify instruction. 3.05 3.13

8 The institution prepares its graduates to align their instructional goals and activities withschool and district priorities.

3.18 3.23

9 The institution prepares its graduates to differentiate instruction to support the learning needsof all students.

3.18 3.20

10 The institution prepares its graduates to treat students fairly and establish an environment thatis respectful, supportive, and caring.

3.45 3.47

11 The institution prepares its graduates to maintain an environment that is conducive to learningfor all students.

3.36 3.42

12 The institution prepares its graduates to communicate clearly and effectively. 3.32 3.38

13 The institution prepares its graduates to collaborate effectively with other teachers,administrators, and district staff.

3.36 3.38

14 The institution prepares its graduates to understand, uphold, and follow professional ethics,policies, and legal codes of professional conduct.

3.55 3.45

15 The institution prepares its graduates to assume responsibility for professional growth. 3.41 3.34


Ashland University

National Accreditation Status

Reporting Period from Sept 1, 2017 to Aug 31, 2018(Data Source: Ohio Department of Higher Education)

Description of Data:All educator preparation programs (EPPs) in Ohio are required to be accredited by either the NationalCouncil for Accreditation of Teacher Education (NCATE), the Teacher Education Accreditation Council(TEAC), or their successor agency, the Counciil for Accreditation of Educator Preparation (CAEP).Accreditation is a mechanism to ensure the quality of an institution and its programs. The accreditation of aninstitution and/or program helps employers evaluate the professional preparation of job applicants.

Accrediting Agency CAEP

Date of Last Review April 2018

Accreditation Status Accredited


Ashland University

Teacher Residency Program


Description of Data:The Resident Educator Program in Ohio encompasses a robust four-year teacher development system. Thedata below show the persistence of Ohio Educator Preparation Provider graduates through the program.

Data from this table captures a year-to-year snapshot of the persistence of Ohio Educators PreparationProvider graduates through the program. Corrections to prior year reporting may be captured in the currentyear's reporting. Data used to create this "snapshot" table is sourced not only from the current year's residenteducator completion data results, but also prior year results because a Resident Educator may fail tocomplete all the program year requirements within the same academic year.

Numerous scenarios were taken into account and discussions were held on how each should impact thecounts. Some of the scenarios addressed in the design of the table are as follows:

1. A normal scenario, where a student is reported each year and is listed as completed. In this case, we onlyinclude them in the Entering/Persisting counts for the current year.

2. A scenario where a student is reported as entering one year, but not as completed, but then reportedthe following year as completing the previous year and current year. In this case, we include them in thePersisting count for the previous year, but not the Entering count. We also include them in the Entering andPersisting counts for the current year.

3. A scenario where a student is not reported one year, but reported with records for the previous yearand the current year the following year (both as completed). In this scenario, we include them in both theEntering and Persisting counts for both years.

Ohio EPP Program Completers Persisting in the State ResidentEducator Program who were Prepared at Ashland University

InitialLicensureEffectiveYear

Residency Year 1 Residency Year 2 Residency Year 3 Residency Year 4

Entering Persisting Entering Persisting Entering Persisting Entering Completing

2014 4 5 125% 20 20 100% 93 91 97.8% 93 92 98.9%

2015 13 13 100% 57 58 101.8% 139 138 99.3% N/A N/A N/A

2016 42 41 97.6% 132 132 100% N/A N/A N/A N/A N/A N/A

2017 116 116 100% N/A N/A N/A N/A N/A N/A N/A N/A N/A


Ashland University

Excellence and Innovation Initiatives


Description of Data:This section reflects self-reported information from Ohio Educator Preparation Providers on a maximum ofthree initiatives geared to increase excellence and support innovation in the preparation of Ohio educators.


Initiative: Comprehensive Assessment / Continuous Improvement

Purpose: To create a system that supports data-driven decision making.

Goal: A continuous cycle of assessment data that informs our program and student needs.

Strategy: We are in the process of implementing an assessment system that ensures coverage of contentrequired by the profession, by our acreditors, and fulfilling teacher licensure requirements. We haveadopted the CPAST system for field and internship evaluations created by OSU (reliable and valid).After identifying all assessments in use in all programs, we identify which measure the KSDs and SLOsefficiently and should be used, with possible improvements, as key assessments in all programs, and/orspecific programs. Criteria and rubrics have been developed that are tied to standards (CAEP, OTES,OAEs, CEC, etc). We have had the pleasure of the involvement of many stakeholders in this process.These include faculty and administration from K-12 schools and community leaders. The rollout of thenew or updated assessments occurred for Fall 2018 courses and we already have data coming in thatwe are analyzing. Upcoming tasks include checking our created assessments for inter-rater reliability,and, as a college, and with stakeholders, review data for indications of the need for improvements(data-driven decisions). We have begun collecting data from our completers as well.

Demonstration of Impact: OAE scores, CPAST data, COE instruments, faculty & stakeholder engagement, feedback fromcompleters.

External Recognition: None

Programs: All teacher education programs

Initiative: Competency-Based Intervention System, updated.

Purpose: To assure that teacher candidates have appropriate skill levels in reading, writing, and math.

Goal: Develop a competency-based intervention system to monitor and mentor students

Strategy: In an effort to ensure our candidates are successful, ACT and SAT scores have been discussed interms of disaggregation, cut off scores based on the CAEP requirement of the 50th percentile, and theissue of superscores. A review of data indicated that our Academic Pathway option for students, as analternate to one CORE test, is effective. We are investigating if this alternate can be used for more thanone CORE subject area - i.e. both writing and math (not reading). We are also investigating existingsupport systems and recommending additional supports where needed. As part of the university-wide“Accent on Writing” initiative, we are also developing an appropriate writing assessment or assessmentsthat support and improve student writing.

Demonstration of Impact: Grades in composition and math courses Writing portfolio rubric scores; scores on OAE APK andContent Knowledge assessments.


Programs: All teacher education programs


Ashland University

Principal Preparation Programs

Initiative: Comp. Assessment System for Principal Program

Purpose: Ensure high quality teaching and learning across all sections of principal courses

Goal: Key assessments tied to standards

Strategy: We have changed our traditional principal 3 credit hour courses into 1 credit hour modules. Candidatesworking toward their principal licensure now have much more flexibility in terms of their own scheduleand goals. We have recently integrated The OAE Assessment Framework in every course. Standardsbased rubrics have been developed for each assessment.Stakeholders, including Principals,Superintendents, and Curriculum Coordinators played a vital role in developing the revised program andassessments. Faculty and adjuncts have been trained on using the rubrics and Blackboard LMS. Theresults of the assessments and licensure exams will be used to make data-driven decisions. In an effortto increase the professional writing skills of our candidates, we have implemented what is essentiallya pre and post writing assignment. These are integrated within the OAE Work Study and Case Studyprojects.

Demonstration of Impact: Licensure exams, feedback from stakeholders, final writing assessments.


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