Educator Quality Data

University of Akron is fully accredited by the Accreditation of Educator Preparation (CAEP) effective April, 2018 for all initial Teacher Licensure Programs (Both undergraduate and Graduate programs). The advanced programs leading to pk-12 principal license is fully accredited by CAEP in June 2021.


  • Early Childhood/Primary Inclusive Teacher Preparation
  • Middle Childhood Teacher Preparation
  • Early Childhood Intervention Specialist
  • K-12 Mild/Moderate Intervention Specialist
  • K-12 Moderate/Intensive Intervention Specialist
  • AYA Grades (7-12) Integrated Mathematics
  • AYA Grades (7-12) Integrated Language Arts
  • AYA Grades (7-12) Integrated Social Studies
  • AYA Grades (7-12) Integrated Science
  • PK-12 Multi-Age Licensure Art Education
  • PK-12 Multi-Age Dance/Theatre
  • PK-12 Multi-Age Music Education


  • Education Administration and Leadership (Principal License) MA
  • Adolescent to Young Adult (Grades 7-12) licensure: MS
  • Integrated Social Studies
  • Integrated Language Arts
  • Integrated Mathematics
  • Life Science
  • Earth Science
  • Life and Earth Science
  • Life Science and Chemistry
  • Life Science and Physics
  • Chemistry
  • Physics
  • Chemistry and Physics
  • Earth Science
  • Earth Science and Chemistry
  • Earth Science and Physics
  • Multi-Age (P-12) specializations include: Visual Arts

The Educator Licensure programs approved by Ohio Department of Higher Education (ODHE) can be found in the ODHE website.

Following CAEP guidelines, the school publishes the following teacher preparation performance data which address CAEP Annual Reporting Measures.

CAEP Annual Reporting Impact and Outcome Measures

Tag 1. Impact on Grade K-12 Learning and Development (CAEP 4.1)

The EPP reports OTES/OPES and value_added data to measure completers impact on Grade K-12 learning and development. In Spring 2020, Ohio’s ordered school-building closure and subsequent emergency legislation addressing the coronavirus pandemic-related issues (House Bill 197 of the 133rd General Assembly), which had substantial impacts on state testing during the 2019-2020 school year. As a result, the OTES/OPES and Value-Added data are not available for 2019-2020 school year.

The EPP also used 3 year EDTPA performance to measure impact to K-12 student learning and development. EDTPA is a performance based assessment to evaluate pre-service teacher performance in planning, instruction, and assessment. The teacher candidates are required to use appropriate assessments of student learning outcome to design instruction to target K-12 students learning needs, to clarify learning goals, to provide feedback, and demonstrate learning and development of their students. Three year EDTPA trend analysis indicated lower than Ohio average performance in total mean score, as well as the three task domain scores. The trend analysis indicated that the lowest task domain is assessment. With EDTPA being accepted as part of teacher licensure requirement in Ohio, the teacher candidates will have a higher motivation to enhance their performance on EDTPA. The Faculty are also interacting with student teachers in student teaching colloquium classes by modifying instructional modules to target on the specific domain areas, particularly instruction and assessment.

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Tag 2: Indicators of Teaching Effectiveness (4.2)

RESA: Ohio Resident Educator (RESA) encompasses a robust four-year teacher development system. A resident educator entering a program year must complete the program year requirements within each academic year to demonstrate effective teaching. RESA requires observations of classroom instruction and provides professional development for resident teachers to meet RESA requirement each year.

OTES: The evaluation of teachers is required in Ohio Revised Code 3319.111 and 3319.112. Ohio uses the Ohio Teacher Evaluation System (OTES), which is based on an evaluation framework aligned with the Ohio Standards for the Teaching Profession. OTES requires observations of teachers, provides professional development, provides allocation of resources and assigns a rating of teacher effectiveness. However Ohio’s ordered school-building closure and subsequent emergency legislation addressing the coronavirus pandemic-related issues (House Bill 197 of the 133rd General Assembly), which had substantial impacts on state testing during the 2019-2020 school year. As a result, the OTES data are not available for 2019-2020 school year.

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Tag 3: Satisfaction of Employers (4.3)

Employer Survey: As part of EPP Performance Reports, the Ohio Department of Higher Education developed a survey to collect information from employers on the quality of preparation provided by the program. Unfortunately, low response rates have led to a discontinuation of the statewide administration of the survey. Due to Cov-19 pandemic, 2019-2020 employer satisfaction survey was administered by the EPP, but no response was received, thus trend data is not analyzed. The EPP anticipates continuing the use of the ODHE employer satisfaction survey as well as other data sources (interview). Satisfaction of employer of previous years are presented for both initial teacher licensure program and principal program.

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Tag 4: Satisfaction of Completer (4.4)

Preservice Survey and Resident Educator Survey: University of Akron tracks the results of the Ohio Department of Higher Education surveys. The pre-service teacher survey gauges the satisfaction of candidates during the final semester of their programs. The Resident Educator survey is a similar instrument which is administered during the first years of teaching. Principle intern survey asked completers satisfaction when they complete their course work and one year internship.

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Tag 5: Graduation Rate

The LJFF School of Education graduated 319, 196, and 191 students in the teacher preparation programs leading to initial license. The graduation rate within 6 years for School of Education reported by UA Institutional Research was 72.3% for 2018 academic year.

Currently, the EPP has not developed a method to calculate graduation rate because the students who have been admitted into the teacher preparation programs are from different starting point. These students may have started as direct-admit freshman or from other colleges in UA as second or third year students, while some students matriculate from other community colleges. Students may study as full time or part time. The time to complete the degree depends on variety of situations. Because of these variables, it is very difficult to set up a definite timeframe or starting point to establish an accurate method to calculate graduation rate. Thus the EPP reports 3 year data on the number of students who complete with education degree leading to initial license. The graduation number in this report may include teacher candidates with an education degree, but not obtaining a teacher license. The EPP also reports the admission, enrollment and completion data for the educational leadership program leading to principal license. The report excludes graduation with endorsement and other graduate degrees not leading to license.

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Tag 6: Completer with License

Ohio educator licensure requirements include passage of all requisite licensure examinations at the state determined cut score (including APK, Foundation of Reading and Content Test). The EPP OAE trend data is compared with a benchmark teacher education program because of similar institution characteristics (urban, northeast Ohio, and State public 4 year university). It is noting that in 2020 school year, the EPP performed higher than the State on average passage rate of both APK and Foundation of Reading Test. Advanced/endorsement licensure tests are summarized and benchmarked with a comparable EPP and Ohio. The EPP also reported the number of teacher candidates receiving license during the past three years.

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Tag 7: Completer Employment

The Ohio Department of Education provides a list of EPP completers from the past four years hired in all Ohio public K-12 districts. This data is matched against lists of program completers to gauge the percentage of each completer cohort employed in Ohio public K-12 school districts in the two years following program completion. The EPP graduates who received teaching license, and employed by the education systems outside Ohio is not included in this report.

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Tag 8: Student Loan Default Rates

Loan Default Rate: The U.S. Department of Education tracks the percentage of a school’s borrowers who enter repayment on certain federal loans. According to data presented below, the University of Akron has seen a reduction in its loan default rate.

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