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Completer Effectiveness

Value-Added Data for 91做厙-Prepared Teachers

Summary Points

  • In 2022, the teacher value-added rating system changed from a 5-point rating system, ranging from “Least Effective” to “Most Effective” to the 3-point color rating system “Yellow,” “Green,” and “Light Blue.” In this new rating system, “Yellow” indicates significant evidence that the school’s students made less growth than expected, “Green” indicates evidence that the school’s students made growth as expected, and “Light Blue” indicates significant evidence that the school’s students made more growth than expected. Although this change occurred in 2022, the ODHE Metrics Reporting System provided a dataset that year which retrospectively applied the new color ratings to both the 2020-2021 and 2021-2022 school years. Subsequent annual data releases have continued to use this updated rating system. Therefore, Table 13 and Table 14 include teacher value-added data in SYs 2020-2021 through 2024-2025. Table 13 provides detailed teacher value-added data information by subject and grade level, and Table 14 provides 91做厙 graduates’ aggregated composite evaluation level by initial license type.
  • Overall, 16% of all 91做厙 graduates received a “Light Blue” aggregated composite evaluation level based on teacher value-added data in SYs 2021-2022 to 2024-2025 (Table 15).
  • For teachers with licenses that became effective between 2021 and 2024, the percentage of 91做厙 graduates with a “Light Blue” value-added classification in SY 2024-2025 was 17%, slightly higher than the statewide percentage of 12% (Table 16).
Table 13. MU Graduates’ Teacher Value-Added Data, SYs 2020-2021 to 2024-2025
Yellow Green Light Blue Total
Subject Grade Year n % n % n % n
English Language Arts Grade 4 2020-21 2 13% 12 80% 1 7% 15
2021-22 2 6% 28 82% 4 12% 34
2022-23 1 3% 32 89% 3 8% 36
2023-24 3 13% 19 83% 1 4% 23
2024-25 2 8% 21 81% 3 12% 26
Grade 5 2020-21 2 20% 7 70% 1 10% 10
2021-22 4 20% 16 80% 0 0% 20
2022-23 0 0% 18 82% 4 18% 22
2023-24 1 5% 17 85% 2 10% 20
2024-25 2 13% 13 81% 1 6% 16
Grade 6 2020-21 3 20% 12 80% 0 0% 15
2021-22 6 17% 26 72% 4 11% 36
2022-23 5 14% 28 80% 2 6% 35
2023-24 1 9% 8 73% 2 18% 11
2024-25 4 29% 9 64% 1 7% 14
Grade 7 2020-21 0 0% 9 75% 3 25% 12
2021-22 2 4% 36 78% 8 17% 46
2022-23 4 12% 25 76% 4 12% 33
2023-24 3 15% 16 80% 1 5% 20
2024-25 1 6% 17 94% 0 0% 18
Grade 8 2020-21 0 0% 7 78% 2 22% 9
2021-22 6 17% 30 83% 0 0% 36
2022-23 11 24% 31 69% 3 7% 45
2023-24 1 6% 14 88% 1 6% 16
2024-25 0 0% 11 100% 0 0% 11
Total 66 11% 462 80% 51 9% 579
Mathematics Grade 4 2021-22 10 45% 8 36% 4 18% 22
2022-23 10 23% 21 48% 13 30% 44
2023-24 12 50% 9 38% 3 13% 24
2024-25 9 39% 10 43% 4 17% 23
Grade 5 2020-21 2 29% 2 29% 3 43% 7
2021-22 8 40% 8 40% 4 20% 20
2022-23 6 30% 12 60% 2 10% 20
2023-24 5 36% 6 43% 3 21% 14
2024-25 11 55% 4 20% 5 25% 20
Grade 6 2020-21 2 40% 2 40% 1 20% 5
2021-22 6 30% 8 40% 6 30% 20
2022-23 7 28% 15 60% 3 12% 25
2023-24 2 15% 9 69% 2 15% 13
2024-25 0 0% 6 67% 3 33% 9
Grade 7 2020-21 3 43% 3 43% 1 14% 7
2021-22 8 31% 16 62% 2 8% 26
2022-23 9 50% 9 50% 0 0% 18
2023-24 2 18% 7 64% 2 18% 11
2024-25 1 8% 10 83% 1 8% 12
Grade 8 2020-21 5 63% 3 38% 0 0% 8
2021-22 12 50% 8 33% 4 17% 24
2022-23 13 43% 16 53% 1 3% 30
2023-24 3 33% 5 56% 1 11% 9
2024-25 1 17% 5 83% 0 0% 6
Total 147 35% 202 48% 68 16% 417
Science Grade 5 2021-22 6 38% 8 50% 2 13% 16
2022-23 2 40% 3 60% 0 0% 5
2023-24 8 47% 9 53% 0 0% 17
2024-25 5 25% 11 55% 4 20% 20
Grade 8 2020-21 1 17% 4 67% 1 17% 6
2021-22 2 14% 8 57% 4 29% 14
2022-23 5 45% 3 27% 3 27% 11
2023-24 3 33% 3 33% 3 33% 9
2024-25 4 36% 6 55% 1 9% 11
Total 36 33% 55 50% 18 17% 109
English Language Arts II 2020-21 3 27% 6 55% 2 18% 11
2021-22 6 16% 24 63% 8 21% 38
2022-23 0 0% 8 80% 2 20% 10
2023-24 2 14% 10 71% 2 14% 14
2024-25 1 8% 10 83% 1 8% 12
Total 12 14% 58 68% 15 18% 85
Mathematics II 2020-21 0 0% 1 100% 0 0% 1
Total 0 0% 1 100% 0 0% 1
Algebra I 2020-21 4 25% 8 50% 4 25% 16
2021-22 18 38% 14 29% 16 33% 48
2022-23 6 26% 10 43% 7 30% 23
2023-24 8 42% 6 32% 5 26% 19
2024-25 3 21% 8 57% 3 21% 14
Total 39 33% 46 38% 35 29% 120
Geometry 2020-21 2 20% 8 80% 0 0% 10
2021-22 6 20% 18 60% 6 20% 30
2022-23 6 40% 8 53% 1 7% 15
2023-24 9 50% 8 44% 1 6% 18
2024-25 3 19% 9 56% 4 25% 16
Total 26 29% 51 57% 12 13% 89
Biology 2020-21 0 0% 2 100% 0 0% 2
2021-22 4 25% 8 50% 4 25% 16
2022-23 2 25% 5 63% 1 13% 8
2023-24 2 20% 7 70% 1 10% 10
2024-25 1 10% 6 60% 3 30% 10
Total 9 20% 28 61% 9 20% 46
American US Government 2020-21 0 0% 1 50% 1 50% 2
2021-22 4 33% 4 33% 4 33% 12
2022-23 2 40% 3 60% 0 0% 5
2023-24 0 0% 3 100% 0 0% 3
2024-25 0 0% 5 63% 3 38% 8
Total 6 20% 16 53% 8 27% 30
American US History 2021-22 3 23% 7 54% 3 23% 13
2022-23 2 18% 5 45% 4 36% 11
2023-24 3 30% 5 50% 2 20% 10
2024-25 0 0% 7 78% 2 22% 9
Total 8 19% 24 56% 11 26% 43
Note. Data in this table reflect the number of educator value-added courses, not the number of educators. Educators may teach more than one value-added course. No data for Mathematics II beyond SY 2020-2021.
Table 14. MU Graduates’ Composite Evaluation Level from Value-Added Data by License Type, SYs 2021-2022 to 2023-2024
Yellow Green Light Blue Total
Initial Credential Type Year n % n % n % n
Early Childhood (P-3) 2021-22 4 22% 11 61% 3 17% 18
2022-23 6 17% 23 66% 6 17% 35
2023-24 5 25% 14 70% 1 5% 20
2024-25 2 17% 8 67% 2 17% 12
Total 17 20% 56 66% 12 14% 85
Middle Childhood (4-9) 2021-22 22 28% 45 57% 12 15% 79
2022-23 17 27% 38 59% 9 14% 64
2023-24 13 24% 30 55% 12 22% 55
2024-25 10 19% 37 69% 7 13% 54
Total 62 25% 150 60% 40 16% 252
Adolescence to Young Adult (7-12) 2021-22 23 27% 42 49% 21 24% 86
2022-23 22 28% 43 54% 15 19% 80
2023-24 22 27% 47 58% 12 15% 81
2024-25 14 20% 40 56% 17 24% 71
Total 81 25% 172 54% 65 20% 318
Multi Age (P-12) 2021-22 0 0% 1 100% 0 0% 1
2022-23 0 0% 0 0% 0 0% 0
2023-24 0 0% 0 0% 0 0% 0
2024-25 0 0% 0 0% 0 0% 0
Total 0 0% 1 100% 0 0% 1
Intervention Specialist (K-12) 2021-22 0 0% 15 88% 2 12% 17
2022-23 0 0% 14 100% 0 0% 14
2023-24 0 0% 16 100% 0 0% 16
2024-25 0 0% 16 100% 0 0% 16
Total 0 0% 61 97% 2 3% 63
Primary (PK-5) 2022-23 0 0% 4 80% 1 20% 5
2023-24 14 41% 16 47% 4 12% 34
2024-25 15 31% 26 53% 8 16% 49
Total 29 33% 46 52% 13 15% 88
Note. Teachers’ licensure data were extracted from ODHE Metrics data for Effective Years 2021-2024. Data in this table reflect the number of educator value-added courses not the number of educators. Educators may teach more than one value-added course. Teacher composite levels were not available for SY 2020-2021 for this report.
Table 15. Teachers' Composite Evaluation Level from Value-Added Data, SYs 2021-2022 to 2024-2025
Yellow Green Light Blue Total
Year % n % n % n n
2021-22 49 24% 114 57% 38 19% 201
2022-23 45 23% 122 62% 31 16% 198
2023-24 54 26% 123 60% 29 14% 206
2024-25 41 20% 127 63% 34 17% 202
Grand Total 189 23% 486 60% 132 16% 807
Note. Data in this table reflect the number of educator value-added courses not the number of educators. Educators may teach more than one value-added course. Teacher composite levels were not available for SY 2020-2021 for this report.
Table 16. MU and Statewide RE License Holders Value-Added Data, Licensure Effective Years 2020-2023, SY 2023-2024
Associated Value-Added Classifications
Educator Group Teachers with Value-Added Data with Initial Licensure Effective Years: 2021, 2022, 2023, 2024 Yellow Green Light Blue
91做厙 Graduates 202 41 (20%) 127 (63%) 34 (17%)
Statewide RE License Holding Educators 2,848 621 (22%) 1,880 (66%) 347 (12%)

Associated Value-Added Classifications:

  • Yellow - Significant evidence that the school's students made less growth than expected
  • Green - Evidence that the school's students made growth as expected
  • Light Blue - Significant evidence that the school's students made more growth than expected.

MU Graduates’ RESA Data

Prior to the transition from a four-year to a two-year RE program in SY 2023-2024, the RESA was typically completed in the third year. Among 91做厙 graduates with licenses effective in 2020 and 2021, who completed the program under the four-year program structure, Year 3 RESA passing rates ranged from 93% to 96% (Table 17).

Following the transition, cohorts began taking the RESA in Year 2 starting in SY 2023-2024. 91做厙 graduates with licenses effective in 2022 and 2023, who completed the program under the new two-year structure, had higher Year 2 passing rates, ranging from 99% and 100%.

Table 17. Resident Educator Summative Assessment (RESA) Passing Status of MU Graduates Employed in Ohio with Resident Educator Licenses by License Effective Year, SYs 2020-2021 to 2024-2025
91做厙 Graduates Passed RESA (License Effective Year 2020 (n = 129)) 91做厙 Graduates Passed RESA (License Effective Year 2021 (n = 157)) 91做厙 Graduates Passed RESA (License Effective Year 2022 (n = 115)) 91做厙 Graduates Passed RESA (License Effective Year 2023 (n = 154)) Total 91做厙 Graduates Passed RESA
RE Program Year SY n % n % n % n % n %
Year 2 2020-21 - - - - - - - - - -
2021-22 12 92% - - - - - - 12 92%
2022-23 20 95% 31 89% - - - - 51 91%
2023-24 - - 31 97% 91 99% - - 122 98%
2024-25 - - 6 100% 23 100% 154 100% 183 100%
Total 32 94% 68 93% 114 99% 154 100% 368 98%
Year 3 2020-21 - - - - - - - - - -
2021-22 - - - - - - - - - -
2022-23 91 96% - - - - - - 91 96%
2023-24 - - 75 93% - - - - 75 93%
2024-25 - - 3 100% - - - - 3 100%
Total 91 96% 78 93% - - - - 169 94%
Total 2020-21 - - - - - - - - - -
2021-22 12 92% - - - - - - 12 92%
2022-23 111 96% 31 89% - - - - 142 94%
2023-24 - - 106 94% 91 99% - - 197 96%
2024-25 - - 9 100% 23 100% 154 100% 186 100%
Total 123 95% 146 93% 114 99% 154 100% 537 97%
Note. Data in this table reflect the number of educator licenses not the number of educators. Educators may hold more than one valid license. Percentages represent the proportion of 91做厙 graduates who passed the RESA among those who attempted the RESA within each licensure effective year, program year, and school year. Green highlighted cells indicate a common point to compare cohorts of students based on license effective year and initial attempts at RESA.

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