Otterbein's educator preparation programs are accredited by CAEP.
Otterbein’s educator preparation programs are accredited by the Council for the Accreditation of Educator Preparation. (CAEP). This accreditation recognizes that Otterbein educator preparation programs meet national professional standards for the preparation of teachers. CAEP accreditation indicates that Otterbein teacher candidates know the subject matter they plan to teach, how to teach effectively so that all students learn, and are effective teachers after graduation. The following Otterbein education programs are CAEP accredited through 2030:
- PreK-5 Primary Education and the optional PreK-5 Dual Intervention Specialist license: Baccalaureate and Post-Baccalaureate
- Middle Childhood Education (grades 4-9) licensure in English Language Arts, Mathematics, Science, and Social Studies, Baccalaureate, Post-Baccalaureate, and Masters (MAT)
- Adolescence to Young Adult Education (grades 7-12), licensure in Chemistry, Life Sciences, Physics, Integrated Mathematics, Integrated Language Arts, and Integrated Social Studies: Baccalaureate and Post-Baccalaureate
- K-12 Intervention Specialist (Special Education) Mild/Moderate and Moderate/Intensive: Baccalaureate, Post-Baccalaureate, and Masters (MAT)
CAEP’s full report on Otterbein educator preparation programs.
Follow the steps below to review performance reports for Otterbein’s educator preparation programs compiled by the Ohio Department of Higher Education (ODHE):
- Visit the Ohio Educator Performance Reports Web site and under Private Institutions, click Otterbein University.
- On this Web site you will be able to download Otterbein’s Education Preparation Provider Institution Overview (PDF) as well as individual program reports.
For information about Otterbein’s Education program outcomes, download our latest Title II Report (PDF).
If you have concerns or complaints about the Otterbein teacher preparation programs that have not been adequately resolved through the university, you may contact the Council for the Accreditation of Educator Preparation (CAEP) at caep@caepnet.org or 202-223-0077.
Council for the Accreditation of Educator Preparation (CAEP) Annual Reporting Measures.
CAEP Impact Measure 1a: Completer Impact in Contributing to Growth in P-12 Student Learning
Ohio’s Value-Added Assessment System (EVAAS) uses a proprietary formula to rank teachers according to student growth on grade 4-8 reading and mathematics achievement tests.
Otterbein-prepared teachers approximate state averages.
EVAAS-Evaluated Teachers, Initial Licensure years 2020, 2021, 2022, 2023; Percentage of teachers in each category
| Yellow | Green | Blue | |
| Otterbein (N = 37) | 19% | 65% | 16% |
| State of Ohio (N = 2844) | 23% | 65% | 12% |
Yellow: Significant evidence that the school’s students made less growth than expected.
Green: Evidence that the school’s students made growth as expected.
Blue: Significant evidence that the school’s students made more growth than expected.
CAEP Impact Measure 1b: Completer Effectiveness in Applying Professional Knowledge, Skills, and Dispositions
The Ohio Teacher Evaluation System (OTES) offers a detailed, multifaceted view of early-career teacher performance.
OTES, Initial Licensure Year 2020 – 2023; Percentage of teachers in each category
| Asssociated Teacher Evaluation Classifications | ||||
| Initial Licensure Effective Year | # Accomplished | #Skilled | #Developing | #Ineffective |
| Otterbein 2020 | N<10 | 19 | N<10 | N<10 |
| Otterbein 2021 | N<10 | 21 | N<10 | N<10 |
| Otterbein 2022 | N<10 | 24 | N<10 | N<10 |
| Otterbein 2023 | N<10 | 23 | N<10 | N<10 |
| Ohio 2020 | 575 | 1735 | 101 | N<10 |
| Ohio 2021 | 296 | 1559 | 106 | N<10 |
| Ohio 2022 | 153 | 1324 | 126 | N<10 |
| Ohio 2023 | 109 | 1530 | 349 | 10 |
CAEP Impact Measure 2: Satisfaction of Employers and Stakeholder Involvement
NExT Survey of Supervisors of First-Year Teachers from Otterbein, May 2024, N = 10 respondents
| Item | Not Able to Observe | Disagree | Tend to Disagree | Tend to Agree | Agree |
| Effectively teaches the subject matter in his/her licensure area | 0% | 0% | 0% | 10% | 90% |
| Designs and modifies assessments to match learning objectives | 0% | 0% | 0% | 20% | 80% |
| Differentiates assessments for all learners | 0% | 0% | 0% | 20% | 80% |
| Engages students in using a range of technology tools to achieve learning goals | 0% | 0% | 0% | 40% | 60% |
| Helps students develop critical thinking processes | 0% | 0% | 0% | 30% | 70% |
| Differentiates instruction for a variety of learning needs | 0% | 0% | 0% | 20% | 80% |
| Develops and maintains a classroom environment that promotes student engagement | 0% | 0% | 0% | 20% | 80% |
| Clearly communicates expectations for appropriate student behavior | 0% | 0% | 0% | 30% | 70% |
| Helps students regulate their own behavior | 0% | 0% | 0% | 40% | 60% |
| Responds appropriately to student behavior | 0% | 0% | 5% | 25% | 70% |
| Creates a learning environment in which differences such as race, culture, sexual orientation, and language are respected | 5% | 0% | 0% | 10% | 90% |
| Collaborates with parents and guardians to support student learning | 0% | 0% | 0% | 22% | 78% |
| Collaborates with teaching colleagues to improve student performance | 0% | 0% | 0% | 20% | 80% |
CAEP Impact Measure 3: Candidate Competency at Completion
In Ohio, each initial teacher licensure candidate takes several licensure exams, the Ohio Assessments for Educators (Click here for information). Information from the most recently reported cohort is below. (Note that Ohio does not report pass rates when fewer than 10 students take the exam.)
OAE Pass Rates, 2023-2024 Graduates
| Teacher Licensure Area | Test Name | Otterbein Pass Rate | Ohio Pass Rate |
|
Early Childhood Education (P-3), N=12 |
OAE 012 Early Childhood Education | 67% | 96% |
| Early Childhood (PK-3), Elementary Education (PK-5), Middle Grades (4-9), N = 19 | OAE 190: Foundations of Reading | 89% | 80% |
Sources: Pearson 2022-2023 cohort OAE data
CAEP Impact Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared
In Spring 2024, Otterbein surveyed 1-year graduates through the Network for Excellence in Teaching (NExT) Consortium.
30 of 33 (91%) survey respondents received an Ohio teaching license.
34 of 35 (97%) are employed in an educational setting; 29 of 35 (83%) are employed full-time in an educational setting and 5 (14%) of the 35 work part-time in an educational setting.
Of the 34 working in education, 25 are classroom teachers, 1 is a short-term substitute, 3 are long-time substitutes, and 1 is a paraprofessional.