Completer Effectiveness
Value-Added Data
Description of data: Ohio's value-added data system provides information on student academic gains. As a vital component of Ohio's accountability system, districts and educators have access to an extensive array of diagnostic data through 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 also provide students and parents with evidence of the impact of their efforts. Educators and schools further use value-added data to inform instructional practices.
Limitations of the Value-Added Data:
- The information in the report is for those individuals receiving their licenses with effective years of 2017, 2018, 2019 and 2020.
- 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.
- For Educator Preparation Providers with fewer than 10 linked teachers or principals with value-added data, only the number (N) is reported.
| Initial Licensure Effective Years 2017, 2018, 2019, 2020 | Associated Value-Added Classifications | |||||
|---|---|---|---|---|---|---|
| Employed as Teachers | Teachers with Value-Added Data | Most Effective | Above Average | Average | Approaching Average | Least Effective |
| N/A | N/A | N/A N/A |
N/A N/A |
N/A N/A |
N/A N/A |
N/A N/A |
Value-Added Data by License Type
Summary Points
-
Teacher value-added data for SY 2019-2020 were not available due to Ohio’s ordered school building closure and subsequent emergency legislation addressing the coronavirus pandemic-related issues (House Bill 197 of the 133rd General Assembly). Therefore, Tables 12-14 include teacher value-added data in 2016-17, 2017-18, 2018-19, and 2020-21.
-
Overall, about 33% of all Miami graduates received “Most Effective” or “Above Average” composite evaluation levels based on teacher value-added data in SYs 2016-2021 (Table 13).
-
In Year 3 of Ohio’s Resident Educator Program, Miami graduates with licenses effective 2015, 2016, 2017, and 2018 had a higher average RESA passing rate (>=98%) than did Miami graduates with licenses effective 2012-2014 (71%, 81%, and 81% respectively). However, substantial modifications to the RE Summative Assessment between 2013 and 2018 invalidate any year-to-year comparison of passage rates (Table 15).
Table 11. MU Graduates’ Teacher Value-Added Data in School Years 2016-2021
| Least Effective | Approaching Average | Average | Above Average | Most Effective | Above Average & Most Effective | Total | ||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| N | % | N | % | N | % | N | % | N | % | % | N | |
|
English Language Arts |
39 | 11% | 48 | 16% | 122 | 40% | 58 | 19% | 43 | 14% | 33% | 305 |
|
Grade-4 |
||||||||||||
|
2016-2017 |
4 | 40% | 2 | 20% | 1 | 10% | 0 | 0% | 3 | 30% | 30% | 10 |
|
2017-2018 |
0 | 0% | 3 | 20% | 9 | 60% | 2 | 13% | 1 | 7% | 20% | 15 |
|
2018-2019 |
0 | 0% | 4 | 31% | 8 | 62% | 1 | 8% | 0 | 0% | 8% | 13 |
|
2020-2021 |
1 | 6% | 1 | 6% | 3 | 19% | 8 | 50% | 3 | 19% | 69% | 16 |
|
Grade-5 |
||||||||||||
|
2016-2017 |
0 |
0% |
5 | 45% | 4 | 36% | 1 | 9% | 1 | 9% | 18% | 11 |
|
2017-2018 |
2 | 15% | 2 | 15% | 7 | 54% | 1 | 8% | 1 | 8% | 15% | 13 |
|
2018-2019 |
1 | 6% | 5 | 28% | 9 | 50% | 1 | 6% | 2 | 11% | 17% | 18 |
|
2020-2021 |
1 | 7% | 1 | 7% | 2 | 13% | 6 | 40% | 5 | 33% | 73% | 15 |
|
Grade-6 |
||||||||||||
|
2016-2017 |
1 | 7% | 4 | 29% | 8 | 57% | 0 | 0% | 1 | 7% | 7% | 14 |
|
2017-2018 |
2 | 12% | 1 | 6% | 10 | 59% | 2 | 12% | 2 | 12% | 24% | 17 |
|
2018-2019 |
2 | 11% | 4 | 22% | 8 | 44% | 3 | 17% | 1 | 6% | 22% | 18 |
|
2020-2021 |
2 | 10% | 2 | 10% | 3 | 15% | 12 | 60% | 1 | 5% | 65% | 20 |
|
Grade-7 |
||||||||||||
|
2016-2017 |
2 | 18% | 2 | 18% | 4 | 36% | 1 | 9% | 2 | 18% | 27% | 11 |
|
2017-2018 |
6 | 33% | 3 | 17% | 7 | 39% | 1 | 6% | 1 | 6% | 11% | 18 |
|
2018-2019 |
6 | 27% | 3 | 14% | 9 | 41% | 2 | 9% | 2 | 9% | 18% | 22 |
|
2020-2021 |
0 | 0% | 0 | 0% | 1 | 7% | 7 | 47% | 7 | 47% | 93% | 15 |
|
Grade-8 |
||||||||||||
|
2016-2017 |
1 | 9% | 4 | 36% | 5 | 45% | 1 | 9% | 0 | 0% | 9% | 11 |
|
2017-2018 |
2 | 13% | 0 | 0% | 12 | 80% | 0 | 0% | 1 | 7% | 7% | 15 |
|
2018-2019 |
0 | 0% | 2 | 11% | 10 | 56% | 1 | 6% | 5 | 28% | 33% | 18 |
|
2020-2021 |
1 | 7% | 0 | 0% | 2 | 13% | 8 | 53% | 4 | 27% | 80% | 15 |
|
Mathematics |
55 | 30% | 25 | 14% | 50 | 27% | 22 | 12% | 31 | 17% | 29% | 183 |
|
Grade-4 |
||||||||||||
|
2016-2017 |
0 | 0% | 0 | 0% | 3 | 60% | 1 | 20% | 1 | 20% | 40% | 5 |
|
2017-2018 |
2 | 18% | 4 | 36% | 2 | 18% | 2 | 18% | 1 | 9% | 27% | 11 |
|
2018-2019 |
2 | 17% | 1 | 8% | 3 | 25% | 3 | 25% | 3 | 25% | 50% | 12 |
|
2020-2021 |
0 | N/A | 0 | N/A | 0 | N/A | 0 | N/A | 0 | N/A | N/A | 0 |
|
Grade-5 |
||||||||||||
|
2016-2017 |
4 | 67% | 0 | 0% | 0 | 0% | 1 | 17% | 1 | 17% | 33% | 6 |
|
2017-2018 |
3 | 43% | 2 | 29% | 2 | 29% | 0 | 0% | 0 | 0% | 0% | 7 |
|
2018-2019 |
5 | 50% | 1 | 10% | 3 | 30% | 0 | 0% | 1 | 10% | 10% | 10 |
|
2020-2021 |
2 | 17% | 0 | 0% | 2 | 17% | 2 | 17% | 6 | 50% | 67% | 12 |
|
Grade-6 |
||||||||||||
|
2016-2017 |
6 | 67% | 0 | 0% | 1 | 11% | 1 | 11% | 1 | 11% | 22% | 9 |
|
2017-2018 |
5 | 33% | 3 | 20% | 6 | 40% | 0 | 0% | 1 | 7% | 7% | 15 |
|
2018-2019 |
5 | 31% | 2 | 13% | 6 | 38% | 1 | 6% | 2 | 13% | 19% | 16 |
|
2020-2021 |
1 | 11% | 2 | 22% | 1 | 11% | 2 | 22% | 3 | 33% | 56% | 9 |
|
Grade-7 |
||||||||||||
|
2016-2017 |
1 | 14% | 1 | 14% | 3 | 43% | 0 | 0% | 2 | 29% | 29% | 7 |
|
2017-2018 |
6 | 55% | 0 | 0% | 3 | 27% | 1 | 9% | 1 | 9% | 18% | 11 |
|
2018-2019 |
6 | 55% | 2 | 18% | 3 | 27% | 0 | 0% | 0 | 0% | 0% | 11 |
|
2020-2021 |
2 | 17% | 2 | 17% | 3 | 25% | 3 | 25% | 2 | 17% | 42% | 12 |
|
Grade-8 |
||||||||||||
|
2016-2017 |
0 | 0% | 0 | 0% | 1 | 20% | 3 | 60% | 1 | 20% | 80% | 5 |
|
2017-2018 |
1 | 17% | 1 | 17% | 2 | 33% | 0 | 0% | 2 | 33% | 33% | 6 |
|
2018-2019 |
1 | 11% | 1 | 11% | 6 | 67% | 0 | 0% | 1 | 11% | 11% | 9 |
|
2020-2021 |
3 | 30% | 3 | 30% | 0 | 0% | 2 | 20% | 2 | 20% | 40% | 10 |
|
Science |
12 | 29% | 5 | 12% | 12 | 29% | 5 | 12% | 7 | 17% | 29% | 41 |
|
Grade-5 |
||||||||||||
|
2016-2017 |
1 | 25% | 3 | 75% | 0 | 0% | 0 | 0% | 0 | 0% | 0% | 4 |
|
2017-2018 |
1 | 50% | 0 | 0% | 1 | 50% | 0 | 0% | 0 | 0% | 0% | 2 |
|
2018-2019 |
4 | 36% | 1 | 9% | 3 | 27% | 0 | 0% | 3 | 27% | 27% | 11 |
|
2020-2021 |
0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0% | 0 |
|
Grade-8 |
||||||||||||
|
2016-2017 |
0 | 0% | 0 | 0% | 1 | 25% | 1 | 25% | 2 | 50% | 75% | 4 |
|
2017-2018 |
1 | 17% | 1 | 17% | 3 | 50% | 0 | 0% | 1 | 17% | 17% | 6 |
|
2018-2019 |
4 | 50% | 0 | 0% | 4 | 50% | 0 | 0% | 0 | 0% | 0% | 8 |
|
2020-2021 |
1 | 17% | 0 | 0% | 0 | 0% | 4 | 67% | 1 | 17% | 83% | 6 |
|
Social Studies |
1 | 20% | 1 | 20% | 3 | 60% | 0 | 0% | 0 | 0% | 0% | 5 |
|
2016-2017 |
1 | 20% | 1 | 20% | 3 | 60% | 0 | 0% | 0 | 0% | 0% | 5 |
|
English Language Arts l |
8 | 16% | 4 | 8% | 26 | 53% | 2 | 4% | 9 | 18% | 22% | 49 |
|
2016-2017 |
2 | 17% | 0 | 0% | 6 | 50% | 1 | 8% | 3 | 25% | 33% | 12 |
|
2017-2018 |
2 | 11% | 4 | 22% | 10 | 56% | 0 | 0% | 2 | 11% | 11% | 18 |
|
2018-2019 |
4 | 21% | 0 | 0% | 10 | 53% | 1 | 5% | 4 | 21% | 26% | 19 |
|
English Language Arts ll |
17 | 22% | 7 | 9% | 29 | 38% | 9 | 12% | 15 | 19% | 31% | 77 |
|
2016-2017 |
5 | 33% | 0 | 0% | 7 | 47% | 0 | 0% | 3 | 20% | 20% | 15 |
|
2017-2018 |
5 | 25% | 1 | 5% | 9 | 45% | 3 | 15% | 2 | 10% | 25% | 20 |
|
2018-2019 |
4 | 15% | 5 | 19% | 12 | 44% | 2 | 7% | 4 | 15% | 22% | 27 |
|
2020-2021 |
3 | 20% | 1 | 7% | 1 | 7% | 4 | 27% | 6 | 40% | 67% | 15 |
|
Mathematics l |
0 | 0% | 1 | 13% | 3 | 38% | 0 | 0% | 4 | 50% | 50% | 8 |
|
2016-2017 |
0 | 0% | 1 | 50% | 0 | 0% | 0 | 0% | 1 | 50% | 50% | 2 |
|
2017-2018 |
0 | 0% | 0 | 0% | 2 | 67% | 0 | 0% | 1 | 33% | 33% | 3 |
|
2018-2019 |
0 | 0% | 0 | 0% | 1 | 33% | 0 | 0% | 2 | 67% | 67% | 3 |
|
Mathematics ll |
0 | 0% | 0 | 0% | 1 | 25% | 2 | 50% | 1 | 25% | 75% | 4 |
|
2017-2018 |
0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 1 | 100% | 100% | 1 |
|
2018-2019 |
0 | 0% | 0 | 0% | 1 | 50% | 1 | 50% | 0 | 0% | 50% | 2 |
|
2020-2021 |
0 | 0% | 0 | 0% | 0 | 0% | 1 | 100% | 0 | 0% | 100% | 1 |
|
Algebra l |
7 | 11% | 7 | 11% | 12 | 19% | 13 | 21% | 24 | 38% | 59% | 63 |
|
2016-2017 |
2 | 22% | 1 | 11% | 2 | 22% | 1 | 11% | 3 | 33% | 44% | 9 |
|
2017-2018 |
1 | 7% | 2 | 13% | 2 | 13% | 4 | 27% | 6 | 40% | 67% | 15 |
|
2018-2019 |
3 | 18% | 1 | 6% | 5 | 29% | 1 | 6% | 7 | 41% | 47% | 17 |
|
2020-2021 |
1 | 5% | 3 | 14% | 3 | 14% | 7 | 32% | 8 | 36% | 68% | 22 |
|
Geometry |
12 | 18% | 4 | 6% | 26 | 38% | 12 | 18% | 14 | 21% | 38% | 68 |
|
2016-2017 |
4 | 31% | 1 | 8% | 4 | 31% | 2 | 15% | 2 | 15% | 31% | 13 |
|
2017-2018 |
3 | 18% | 1 | 6% | 6 | 35% | 4 | 24% | 3 | 18% | 41% | 17 |
|
2018-2019 |
4 | 18% | 1 | 5% | 12 | 55% | 0 | 0% | 5 | 23% | 23% | 22 |
|
2020-2021 |
1 | 6% | 1 | 6% | 4 | 25% | 6 | 38% | 4 | 25% | 63% | 16 |
|
Biology |
7 | 26% | 6 | 22% | 9 | 33% | 3 | 11% | 2 | 7% | 19% | 27 |
|
2016-2017 |
1 | 33% | 1 | 33% | 1 | 33% | 0 | 0% | 0 | 0% | 0% | 3 |
|
2017-2018 |
3 | 38% | 2 | 25% | 3 | 38% | 0 | 0% | 0 | 0% | 0% | 8 |
|
2018-2019 |
2 | 25% | 1 | 13% | 5 | 63% | 0 | 0% | 0 | 0% | 0% | 8 |
|
2020-2021 |
1 | 13% | 2 | 25% | 0 | 0% | 3 | 38% | 2 | 25% | 63% | 8 |
|
American Government |
8 | 53% | 1 | 7% | 3 | 20% | 1 | 7% | 2 | 13% | 20% | 15 |
|
2016-2017 |
4 | 80% | 0 | 0% | 1 | 20% | 0 | 0% | 0 | 0% | 0% | 5 |
|
2017-2018 |
2 | 40% | 1 | 20% | 1 | 20% | 1 | 20% | 0 | 0% | 20% | 5 |
|
2018-2019 |
2 | 67% | 0 | 0% | 0 | 0% | 0 | 0% | 1 | 33% | 33% | 3 |
|
2020-2021 |
0 | 0% | 0 | 0% | 1 | 50% | 0 | 0% | 1 | 50% | 50% | 2 |
|
American History |
5 | 29% | 4 | 24% | 5 | 29% | 1 | 6% | 2 | 12% | 18% | 17 |
|
2016-2017 |
1 | 20% | 1 | 20% | 2 | 40% | 1 | 20% | 0 | 0% | 20% | 5 |
|
2017-2018 |
1 | 25% | 2 | 50% | 0 | 0% | 0 | 0% | 1 | 25% | 25% | 4 |
|
2018-2019 |
3 | 38% | 1 | 13% | 3 | 38% | 0 | 0% | 1 | 13% | 13% | 8 |
Table 12. Teachers' Composite Evaluation Level from Value-Added Data in School Year 2016-2017, 2017-2018, 2018-2019, and 2020-2021
| Least Effective | Approaching Average | Average | Above Average | Most Effective | Above Average & Most Effective | Total | ||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| N | % | N | % | N | % | N | % | N | % | % | N | |
|
2016-2017 |
40 | 24% | 27 | 16% | 57 | 34% | 15 | 9% | 27 | 16% | 25% | 166 |
|
2017-2018 |
48 | 21% | 33 | 15% | 97 | 43% | 21 | 9% | 28 | 12% | 22% | 227 |
|
2018-2019 |
58 | 21% | 35 | 13% | 121 | 44% | 17 | 6% | 44 | 16% | 22% | 275 |
|
2020-2021 |
20 | 10% | 18 | 9% | 26 | 13% | 75 | 39% | 55 | 28% | 67% | 194 |
|
Total |
166 | 19% | 113 | 13% | 301 | 35% | 128 | 15% | 154 | 18% | 33% | 862 |
Table 13. MU Graduates' Composite Evaluation Level from Value-Added Data by License Type in School Years 2016-2021
| Least Effective | Approaching Average | Average | Above Average | Most Effective | Above Average & Most Effective | Total | ||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| N | % | N | % | N | % | N | % | N | % | % | N | |
| Early Childhood (P-3) | 8 | 18% | 4 | 9% | 14 | 32% | 5 | 11% | 13 | 30% | 41% | 44 |
|
2017-2018 |
1 | 20% | 0 | 0% | 2 | 40% | 1 | 20% | 1 | 20% | 40% | 5 |
|
2018-2019 |
0 | 0% | 3 | 15% | 9 | 45% | 3 | 15% | 5 | 25% | 40% | 20 |
|
2020-2021 |
7 | 37% | 1 | 5% | 3 | 16% | 1 | 5% | 7 | 37% | 42% | 19 |
|
Middle Childhood (4-9) |
34 | 19% | 22 | 13% | 30 | 17% | 56 | 32% | 34 | 19% | 51% | 176 |
|
2016-2017 |
0 | 0% | 1 | 100% | 0 | 0% | 0 | 0% | 0 | 0% | 0% | 1 |
|
2017-2018 |
2 | 8% | 5 | 20% | 7 | 28% | 9 | 36% | 2 | 8% | 44% | 25 |
|
2018-2019 |
3 | 4% | 8 | 12% | 15 | 22% | 36 | 52% | 7 | 10% | 62% | 69 |
|
2020-2021 |
29 | 36% | 8 | 10% | 8 | 10% | 11 | 14% | 25 | 31% | 44% | 81 |
|
Adolescence to Young Adult (7-12) |
37 | 19% | 22 | 11% | 50 | 26% | 45 | 23% | 39 | 20% | 44% | 193 |
|
2017-2018 |
3 | 10% | 5 | 17% | 7 | 23% | 10 | 33% | 5 | 17% | 50% | 30 |
|
2018-2019 |
4 | 5% | 9 | 10% | 34 | 39% | 28 | 32% | 13 | 15% | 47% | 88 |
|
2020-2021 |
30 | 40% | 8 | 11% | 9 | 12% | 7 | 9% | 21 | 28% | 37% | 75 |
|
Multi Age (P-12) |
2 | 25% | 0 | 0% | 3 | 38% | 0 | 0% | 3 | 38% | 38% | 8 |
|
2017-2018 |
0 | 0% | 0 | 0% | 1 | 100% | 0 | 0% | 0 | 0% | 0% | 1 |
|
2018-2019 |
2 | 29% | 0 | 0% | 2 | 29% | 0 | 0% | 3 | 43% | 43% | 7 |
|
Intervention Specialist (K-12) |
10 | 19% | 10 | 19% | 26 | 49% | 3 | 6% | 4 | 8% | 13% | 53 |
|
2017-2018 |
1 | 20% | 2 | 40% | 2 | 40% | 0 | 0% | 0 | 0% | 0% | 5 |
|
2018-2019 |
0 | 0% | 7 | 24% | 18 | 62% | 2 | 7% | 2 | 7% | 14% | 29 |
|
2020-2021 |
9 | 47% | 1 | 5% | 6 | 32% | 1 | 5% | 2 | 11% | 16% | 19 |
|
Total |
91 | 19% | 58 | 12% | 123 | 26% | 109 | 23% | 93 | 20% | 43% | 474 |
Ohio Teacher Evaluation System
Ohio's system for evaluating teachers (Ohio's Teacher Evaluation System) provides educators with a
detailed 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 contexts of Ohio's school districts. Furthermore, it builds on what educators know about the importance of ongoing assessment and feedback as a powerful vehicle to support improved practice. Teacher performance and student 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 the perception that any given year's evaluation results are 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 more educators find employment as teachers or principals.
Limitations of the Ohio Teacher Evaluation System (OTES) Data:
- The information in the report is for those individuals receiving their licenses with effective years of 2018, 2019, 2020, and 2021.
- The teacher evaluation data in this report are provided by the Ohio Department of Education.
- Due to ORC 3333.041(B), annual results must be masked for institutions with fewer than 10 completers with OTES data.
| Initial Licensure Effective Year | # Accomplished | # Skilled | # Developing | # Ineffective |
|---|---|---|---|---|
| 2017 | 48 | 114 | N<10 | N<10 |
| 2018 | 53 | 91 | N<10 | N<10 |
| 2019 | 26 | 121 | N<10 | N<10 |
| 2020 | N<10 | 95 | N<10 | N<10 |