Education Accreditation

ACCREDITATION

Youngstown State University is accredited by the Higher Learning Commission (HLC). Additionally, various programs in the Beeghly College of Liberal Arts, Social Sciences, and Education are accredited by the Council for the Accreditation of Educator Preparation (CAEP) for initial and advanced programs through Fall 2024. Youngstown State University’s licensure and endorsement programs are all approved by the Ohio Department of Higher Education (ODHE).

  • Approved Programs

    The following Initial Licensure Programs are approved by CAEP:

    • Middle Childhood Education (4-9)
    • Primary (PK-5) and Primary Intervention Specialist (PK-5) Dual Licensed
    • Intervention Specialist (7-12) and Integrated Social Studies (7-12) Dual Licensed
    • Intervention Specialist (7-12) and Integrated Language Arts (7-12) Dual Licensed
    • Adolescent Young Adult Education (7-12)
      • Integrated Language Arts
      • Integrated Mathematics
      • Integrated Science
      • Integrated Social Studies
      • Music Multi-Age (PK-12)
      • Visual Arts Multi-Age (PK-12)

    The following Advanced Licensure Programs are approved by CAEP:

    • Professional Administrator
      • Principal
      • Administrative Specialist
      • Superintendent
    • School Psychologist

council for the accreditation of educator preparation

CAEP ACCREDITATION REVIEW CYCLE (YOUNGSTOWN STATE UNIVERSITY)

Spring 2017
CAEP Site Visit
(Initial & Advanced)

Spring 2024
Self-Study Report
(Initial & Advanced)

Fall 2024
CAEP Site Visit
(Initial & Advanced)


CAEP ANNUAL ACCREDITATION REPORTING MEASURES (CAEP Components 5.4 | A.5.4)

CAEP regularly monitors how each Educator Preparation Program (EPP) updates and publicly reports completer performance data, employer satisfaction data, and other consumer information on its website. This addresses the EPP’s continued effort to share widely, completer impact and outcomes data. EPPs are responsible for clearly identifying and prominently displaying data pertaining to each of the Annual Reporting Measures on its website so that information is easily understandable and accessible to the public.

PROGRAM IMPACT MEASURES (CAEP Standard 4.2)

  • Measure 1: (Initial) Completer Impact and Effectiveness (R4.1)

    The provider demonstrates that program completers effectively contribute to P-12 student learning and growth, and apply professional knowledge, skills, and dispositions in the P-12 classroom that the preparation experiences were designed to achieve.

    Completer impact in contributing to P-12 student learning-growth and completer effectiveness in applying professional knowledge, skills, and dispositions.

    Ohio’s system for evaluating teachers (OTES) focuses on teachers’ strengths and on opportunities for improvement. It is based on a professional growth model that considers a teacher’s instructional strengths, and supports areas identified for improvement. Teachers are evaluated on instructional planning, instruction and assessment, and professionalism. The instrument is aligned with the Ohio Teacher Evaluation Framework and the Ohio Standards for the Teaching Profession. Teachers receive a summative final rating of one of the following: accomplished, skilled, developing, or ineffective. The Ohio Teacher Evaluation System (OTES) data addresses: (a) completer impact in contributing to P-12 student learning, and growth, and (b) completer effectiveness in applying professional knowledge, skills, and dispositions. Value-added analysis helps educators measure the impact schools and teachers have on students’ academic progress. The value-added measure is used in the OTES model. OTES data for the 2021-2022 school year is not available at this time.

    OTES DATA 2022

    LICENSURE Year

    Ineffective

    Developing

    Proficient

    Accomplished

    2018

    <3

    <3

    27

    10

    2019

    <3

    <3

    20

    8

    2020

    <3

    		 <3

    24

    6
    2021 <3 <3 22 <3

    New teachers hired in the State of Ohio participate in a comprehensive mentoring program which culminates in the Resident Educator Summative Assessment (RESA) during year three. During years one and two, the “resident educators” or new teachers systematically and continually engage in inquiry and reflection (with the support of mentors) as they progress. The RESA provides teachers completing their third year to demonstrate their ability to meet or exceed the Ohio Standards for the Teaching Profession (OSTP). The RESA requires teachers to analyze and reflect on, their teaching. The resident educator identifies best practice through the submission of a video of their classroom teaching and a written commentary. Following submission, teachers receive score reports that provide comprehensive feedback from an objective assessor. Based on feedback teachers have time to work with their mentors to improve their practice before the end of their third year of teaching.

    resa Completer Data

    Year in Residence

    		 N

    Attempted

    passed

    Did not pass

    4

    0

    		 0 0 0

    3

    		 121 119 119 0
    2 209 12 12 0
    1 188 0 0 0
    N = 518
  • Measure 2: (Initial and Advanced) Satisfaction of employers and stakeholder involvement (R4.2/R5.3/RA4.1)

    The State of Ohio discontinued the employer satisfaction survey in 2018. Therefore, no data is available for 2018-2019 for initial licensure programs. YSU has partnered with other universities to resume the collection of data on employers’ satisfaction with program completers. For advanced programs, data is collected through an administrator survey to determine employer’s satisfaction with program completers. Employers are asked to rate the university on the level it prepares graduates in each of the following areas. Each survey is scored from 0-4 with 0 representing complete lack of satisfaction and 4 representing exceeds expectations.

    Satisfaction of Employers (Initial)

    Survey Questions

    The university prepares its graduates to:

    2019-2020 Average Score

    2020-2021 Average Score

    		 2021-2022 Average Score

    Understand student learning and development

    3.62

    3.29

    		 3.52

    Respect the diversity of the students they teach

    3.38

    3.29

    		 3.60

    Know and understand the content area for which they have instructional responsibility

    3.25

    3.29

    		 3.50

    Use content-specific instructional strategies to effectively teach concepts and skills of the discipline

    3.25

    3.29

    		 3.42

    Be knowledgeable about assessment types, purposes, and the data they generate

    3.13

    3.29

    		 3.36

    Analyze data to monitor student progress and learning

    3.13

    3.14

    		 3.26

    Use data to plan, differentiate, and modify instruction

    3.00

    3.29

    		 3.27

    Align instructional goals and activities with school and district priorities

    3.13

    3.29

    		 3.41

    Differentiate instruction to support the learning needs of all students

    2.88

    3.14

    		 3.32

    Treat students fairly and establish an environment that is respectful, supportive, and caring

    3.50

    3.29

    		 3.68

    Maintain an environment that is conducive to learning for all students

    3.13

    3.14

    		 3.59

    Communicate clearly and effectively

    2.88

    3.00

    		 3.53

    Collaborate effectively with other teachers, administrators, and district staff

    3.5

    3.57

    		 3.59

    Understand, uphold and follow professional ethics, policies, and legal codes

    3.25

    3.29

    		 3.64

    Assume responsibility for professional growth

    3.25

    3.29

    		 3.56

    Satisfaction of Employers (Advanced)

    Survey Questions

    The principal:

    No data is available for 2019-2020

    2020-2021

    		 No data is available for 2021-2022

    Is knowledgeable about assessment types, purposes of assessments, and data generated within the school

    N/A

    3.33

    		 N/A

    Analyzes data to monitor student progress and learning and uses evaluation results for evidence-based decision making

    N/A

    3.67

    		 N/A

    Treats faculty and staff fairly and establishes an environment that is respectful, supportive, and caring

    N/A

    4.00

    		 N/A

    Communicates clearly and effectively with faculty and other administrators

    N/A

    3.67

    		 N/A

    Collaborates with colleagues, staff members, and community

    N/A

    3.67

    		 N/A

    Effectively uses technology to improve teaching and increase student learning

    N/A

    3.67

    		 N/A

    Follows professional ethics, policies, and legal codes of professional conduct

    N/A

    4.00

    		 N/A

    Demonstrates professional and inclusive dispositions within the school setting

    N/A

    3.67

    		 N/A

    Is able to meet the educational needs of all students in a caring, non-discriminatory, equitable manner

    N/A

    4.00

    		 N/A

    Assumes responsibility for professional growth

    N/A

    4.00

    		 N/A

    Involvement of Internal and External Stakeholders in program design, evaluation, and continuous improvement processes

    • Initial Level
      • The Department of Teacher Education and Leadership Studies, each year, convenes the Education Advisory Committee (EAC). The EAC is made up of teachers, administrators, university supervisors, and faculty. The committee is focused on clinical partnerships and practice. The purpose of the committee is to provide input on program design and continuous improvement. The committee focuses on expanding partnerships for clinical preparation, training of clinical educators, and appropriateness of clinical experiences. Additionally, the group addresses current education issues and concerns, current legislation, and other items that impact the preparation of our teacher candidates.
    • Advanced Level
      • The Education Administration and Leadership Programs at YSU value stakeholder involvement in program development. We recognize that stakeholders have valuable insight into how our program can best meet the leadership requirements of a principal or administrator, as well as the needs of the districts and students they will serve. Stakeholders are actively engaged in the process by providing feedback on field experiences, clinical practices, employer surveys, and more. As part of these efforts, we regularly convene advisory groups to discuss key areas of concern and ensure stakeholders’ perspectives are taken into account. This has resulted in rich and dynamic programs that will continue to evolve as stakeholders’ needs change. With stakeholders playing such an important role in the development of our program, we can be sure that YSU is providing the best possible preparation for future principals or administrators.
      • The School Psychology Program, in the spring semester of each year, convenes the program's Community Advisement Board (CAB).The CAB is comprised of school psychologists, special education administrators, school psychology faculty, and the department chair. The committee is focused on clinical partnerships and practice, especially the practicum and internship experiences, and on meeting the regional needs for school psychology. The committee also focuses on current trends and issues in school psychology related to training and practice. The School Psychology program faculty meet with field supervisors on a regular basis to review field experience guidelines, answer questions, and gather feedback. The program collects survey data from graduates, practitioners, and employers to make program adjustments and improvements.

  • PROGRAM OUTCOME MEASURES

    • Measure 3: (Initial and Advanced) Candidate Competency at Program Completion (R3.3)

      Initial: Data is collected to determine if candidates are meeting program expectations and are ready to be recommended for licensure. Candidate competency at completion is assessed using edTPA data, OAE data, and CPAST data for initial licensure candidates.

      Student teachers at Youngstown State University are required to complete the edTPA. The edTPA is a uniform and objective performance-based assessment developed by Stanford University based on information from the National Board for Professional Teaching Standards, and the InTASC standards. edTPA is a subject-specific assessment including a review of the teacher candidate’s authentic teaching materials, including evidence of effective teaching, to assess the candidate’s ability to effectively teach subject matter to all students. If used in place of an Ohio Assessment of Educator exam, the State of Ohio requires a pass score of 37. Youngstown State University requires a pass score of 39, closer to the recommended pass score of 42, to recommend teacher candidates for licensure. Each rubric is scored 1-5. Each task includes five rubrics. Candidates should score an average of 15 on each task to be considered effective on that task.

      Another measure of candidate competency at completion is the pass rate on the Ohio Assessments for Educators. Teacher candidates are required to pass 1-4 OAE exams, depending on their area(s) of licensure. These exams assess the content-area knowledge of candidates who are seeing initial Ohio educator licensure. The assessments are aligned with Ohio’s Learning Standards. For Youngstown State to recommend a teacher candidate for licensure the student must pass each required exam with a minimum score of 220.

      EdTPA Completer Data by Program 2022-2023
      Rubrics Semester N Total Score Mean Total Score Range Means by Task
      P P Range I I Range A A Range
      All 15-Rubric Hdbks Fall 2020 3 44.0 39-49 15.0 13-17 14.7 13-16 14.3 13-16
      Spring 2021 93 44.1 26-61 14.9 10-21 14.6 10-19 14.6 10-21
      Fall 2021 38 45.2 34-56 15.5 12-20 14.8 10-18 14.9 9-20
      Spring 2022 76 45.8 31-64 15.4 9-20 14.8 11-22 15.6 11-22
      Fall 2022 38 45.3 39-58 15.0 13-20 15.1 12-19 15.1 11-20
      Spring 2023 75 44.1 34-56 14.9 10-19 14.5 10-19 14.8 10-20
      ELIS Elementary Literacy Fall 2021 1 34.0 34.0 12.0 12.0 11.0 11.0 11.0 11.0
      Spring 2022 11 44.5 39-48 14.8 12-17 14.7 13-16 15.0 12-16
      Fall 2022 1 44.0 44 15.0 15 15.0 15 14.0 14
      Spring 2023 4 41.0 39-44 13.8 13-15 14.8 14-15 12.5 11-14
      ELIS Special Education Fall 2021 2 49.0 44-54 16.0 15-17 16.0 14-18 17.0 15-19
      Spring 2022 7 45.7 41-51 15.7 14-18 14.9 14-16 15.1 11-18
      Fall 2022 1 44.0 44 15.0 15 15.0 15 14.0 14
      Spring 2023 4 41.0 39-44 13.8 13-15 14.8 14-15 12.5 11-14
      MCE-Lang.Arts Fall 2020 0
      Spring 2021 1 54.0 54 20.0 20.0 17.0 17.0 17.0 17.0
      Fall 2021 2 42.0 40-44 16.5 16-17 15.0 15 10.5 9-12
      Spring 2022 8 50.8 44-64 18.1 15-20 16.1 13-22 16.5 13-22
      Fall 2022 1 48.0 48 17.0 17.0 15.0 15.0 16.0 16.0
      Spring 2023 3 42.3 37-48 14.3 13-17 14.7 14-16 13.3 10-15
      MCE-History/SS Fall 2020 0
      Spring 2021 0
      Fall 2021 0
      Spring 2022 1 41.0 41 14.0 14.0 13.0 13.0 14.0 14.0
      Fall 2022 0
      Spring 2023 1 46.0 46 16.0 16.0 15.0 15.0 15.0 15.0
      MCE-Mathematics Fall 2020 0
      Spring 2021 6 43.3 38-48 14.2 12-15 14.2 12-18 15.0 13-17
      Fall 2021 2 40.5 36-45 13.5 11-16 13.5 12-15 13.5 13-14
      Spring 2022 4 45.3 33-54 13.8 9-18 14.8 12-16 16.8 12-20
      Fall 2022 3 45.7 43-48 14.0 12-16 16.0 15-17 15.7 15-16
      Spring 2023 1 50.0 50 16.0 16.0 15.0 15.0 19.0 19.0
      MCE - Science Fall 2020 0
      Spring 2021 3 46.0 43-50 16.0 15-18 14.0 13-16 16.0 15-17
      Fall 2021 0
      Spring 2022 5 46.8 40-56 15.4 12-19 15.8 12-20 15.6 12-20
      Fall 2022 3 44.3 42-46 15.3 14-17 13.0 12-15 16.0 15-17
      Spring 2023 4 44.8 43-47 14.8 14-15 14.5 14-15 15.5 14-18
      AYA-Lang Arts Fall 2020 0
      Spring 2021 6 45.0 43-46 15.1 13-17 15.0 14-16 14.8 13-16
      Fall 2021 2 49.0 42-56 17.0 14-20 15.5 15-16 16.5 13-20
      Spring 2022 3 52.3 46-57 18.0 17-19 16.0 12-19 18.3 17-20
      Fall 2022 2 48.5 46-21 15.8 14-17.5 15.5 15-16 17.0 17
      Spring 2023 7 46.0 43-54 16.1 12-19 14.0 10-16 15.9 13-19
      AYA-History/SS Fall 2020 1 44.0 44 15.0 15.0 15.0 15.0 14.0 14.0
      Spring 2021 7 44.9 42-48 14.3 13-15 15.6 14-17 15.0 13-18
      Fall 2021 4 45.3 42-48 15.3 14-16 14.3 13-15 15.8 14-17
      Spring 2022 5 43.4 38-51 15.8 10-18 12.8 11-19 14.8 11-19
      Fall 2022 0
      Spring 2023 7 44.1 37-46 14.3 11-15 14.7 12-16 15.1 14-16
      AYA-Math Fall 2020 0
      Spring 2021 8 36.9 34-42 11.9 10-13 12.6 11-15 12.4 11-14
      Fall 2021 0
      Spring 2022 2 37.0 35-39 11.5 10-13 12.0 12 13.5 13-14
      Fall 2022 1 40.0 40 12.0 12 13.0 13 15.0 15
      Spring 2023 1 42.8 37-56 14.8 12-19 13.5 12-19 14.5 13-18
      AYA-Science Fall 2020 0
      Spring 2021 5 41.4 38-44 13.7 13-15 12.9 12-14 14.8 12-17
      Fall 2021 1 44.0 44 16.0 16 14.0 14 14.0 14
      Spring 2022 3 49.0 41-55 45.7 14-17 15.3 11-19 18.0 12-19
      Fall 2022 1 44.0 44 13.0 13 15.0 15 16.0 16
      Spring 2023 1 48.0 48 16.0 16 13.0 13 19.0 19
      OAE DATA 2022-2023

      Licensure Program

      OAE Number and Name

      Passed Exam

      Failed Exam

      Pass Rate

      Intervention Specialist

      Special Education 043

      4

      0

      100%

      Adolescent Young Adult Education (7-12) - Integrated Language Arts

      English Language Arts 020

      11

      0

      100%

      Adolescent Young Adult Education (7-12) - Integrated Social Studies

      Integrated Social Studies 025

      10

      0

      100%

      Adolescent Young Adult Education (7-12) - Integrated Science

      Integrated Science

      024

      4

      0

      100%

      Adolescent Young Adult Education (7-12) - Mathematics

      Mathematics 027

      7

      0

      100%

      Middle Childhood Education (4-7) - Integrated Language Arts

      Middle Grades English Language Arts 028

      14

      0

      100%

      Middle Childhood Education (4-7) - Integrated Social Studies

      Middle Grades Social Studies 031

      4

      0

      100%

      Middle Childhood Education (4-7) - Integrated Science

      Middle Grades Science 029

      9

      0

      100%

      Middle Childhood Education (4-7) - Mathematics

      Middle Grades Mathematics 030

      6

      0

      100%
      Primary / Primary Intervention Specialist (P-5)

      Elementary Subtest 1 018

      		 11

      0

      100%
      Primary / Primary Intervention Specialist (P-5)

      Elementary Subtest 2 019

      		 9

      0

      100%
      Primary / Primary Intervention Specialist (P-5) Primary Special Education (PK-5) 058 39 0 100%
      Primary / Primary Intervention Specialist (P-5) Foundations of Reading (091) 60 0 100%
      Primary / Primary Intervention Specialist (P-5) Primary Education (PK-5) 055 6 0 100%

      Pass numbers are for program completers.

      The third measure used to determine candidate competency at completion is the Candidate Preservice Assessment of Student Teaching (CPAST). The CPAST instrument is used to assess student teachers in the following areas:

      1. planning for instruction and assessment,
      2. instructional delivery,
      3. assessment,
      4. analysis of teaching,
      5. professional commitment and behaviors,
      6. professional relationships,
      7. and critical thinking and reflective practice.

      Student teachers are scored in each of these areas using a scale of “0” (does not meet expectations) to “3” (exceeds expectations). To pass, student teaching teacher candidates must score an average of “2” meets expectations, on each element with no scores of “0”.


      CPAST results

      Program Name

      CPAST Instrument

      2019-2020

      2020-2021

      2021-2022

      2022-2023
      N Mean N Mean N Mean N Mean

      Adolescent Young Adult

      CPAST Dispositions

      28

      2.71

      29

      2.62

      31

      2.73

      		 23 2.72

      CPAST Pedagogy

      28

      2.56

      29

      2.47

      31

      2.55

      		 23 2.50

      Early Childhood Intervention Specialist

      CPAST Dispositions

      32

      2.66

      47

      2.83

      N/A

      N/A

      		 50 2.79

      CPAST Pedagogy

      32

      2.4

      47

      2.64

      N/A

      N/A

      		 50 2.56

      Middle Childhood

      CPAST Dispositions

      25

      2.5

      24

      2.76

      34

      2.48

      		 15 2.31

      CPAST Pedagogy

      25

      2.24

      24

      2.50

      34

      2.29

      		 15 2.57

      A fourth measure recently implemented is the Educator Disposition Assessment (EDA). CAEP requires that teacher preparation programs develop appropriate assessments to measure and document teacher candidate dispositions. The EDA is used at multiple points in the programs to demonstrate growth in dispositions that may be enhanced during coursework and clinical experiences. The EDA was adopted at Youngstown State University as one of its common assessments. Candidates who demonstrate insufficient development of professional dispositions are required to participate in remediation. Due to COVID EDA data was not collected for the 2020-2021 academic year.

      EDA results 2022-2023
      pROGRAM
      		oVERALL sCORE
      Primary/Intervention Specialist 17.45/18.00
      Middle Childhood 17.22/18.00
      Adolescent Young Adult 17.12/18.00

      Advanced: Data is collected to determine if administrator candidates are meeting program expectations and ready to be recommended for licensure. Candidate competency is assessed using the Ohio Assessment for Educators Educational Leadership exam. Candidates are assessed on: visionary and inclusive leadership, student learning, systems for capacity building, and resource management and educational laws.

      OAE results

      Licensure Program

      Academic Year

      OAE Number and Name

      Passed Exam

      Failed Exam

      Pass Rate
      Educational Leadership 2022-2023 015 Educational Leadership 11 0 100%
      Educational Leadership 2021-2022 015 Educational Leadership 31 0 100%

      Educational Leadership

      2020-2021

      015 Educational Leadership

      20

      0

      100%
      Praxis results

      Licensure Program

      Academic Year

      Praxis Number and Name

      Passed Exam

      Failed Exam

      Pass Rate
      School Psychology 2022-2023 N/A 11 0 100%
      School Psychology 2021-2022 N/A N/A N/A N/A
      School Psychology 2020-2021 N/A N/A N/A N/A
      School Psychology 2019-2020 N/A N/A N/A N/A

    • Measure 4: (Initial and Advanced) Ability of completers to be hired in education positions for which they have been prepared.

      Initial and Advanced Programs Data

      The State of Ohio reports personnel hires by state identification number only. Therefore it is impossible to determine exactly how many of our completers are hired in education positions for which they have been prepared. A review of recent graduates indicates that at least 90% of those prepared at YSU are hired in the five county area surrounding Youngstown State University in Ohio, and two counties in Western Pennsylvania. The following data is available for the 2021-2022 school year.

      Position

      Number of Individuals Hired for the 2021-2022 school year

      Principal

      5

      Assistant Principal

      10

      Curriculum Specialist/Coordinator

      10

      Educational Administration Specialist

      2

      Special Education Supplemental Services

      53

      Full-Time Teachers

      320

      Consumer Information

      Tuition and Fees

      International Programs Tuition Information

      Student Loan Default Rates

      YSU Penguin Promise

      Non-Tuition Promise Rates