Completer Impact on P-12 Learning

Value-Added 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.

Ohio’s ordered school-building closure and subsequent emergency legislation addressing the coronavirus pandemic-related issues (House Bill 197 of the 133rd General Assembly) had substantial impacts on state testing during the 2019-2020 school year. As a result, the OTES/OPES and Value-Added sections of this report will include limited or no data.

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 11-13 were not updated in this annual evaluation brief.

  • Overall, about 26% of all Miami graduates received “Most Effective” or “Above Average” composite evaluation levels based on teacher value added data in School Years 2016-2019. (Table 13)

  • In Year 3 of Ohio’s Resident Educator Program, Miami graduates with licenses effective 2015, 2016, and 2017 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 14)

Table 11. MU Graduates’ Teacher Value-Added Data in School Years 2016-2019

Table 11. MU Graduates’ Teacher Value-Added Data in School Years 2016-2019
Least Effective Approaching Average Average Above Average Most Effective Above Average & Most Effective Total 
N % N % N % N % N % % N

English Language Arts

39 13% 54 18% 152 49% 28 9% 35 11% 20% 308

Grade-4

2017

5 31% 4 25% 1 6% 1 6% 5 31% 38% 16

2018

0% 3 17% 11 61% 3 17% 1 6% 22% 18

2019

0% 4 31% 8 62% 1 8% 0% 8% 13

Grade-5

2017

1

6%

7 39% 6 33% 2 11% 2 11% 22% 18

2018

2 13% 2 13% 9 56% 1 6% 2 13% 13% 15

2019

1 6% 5 28% 9 50% 1 6% 2 11% 17% 18

Grade-6

2017

3 12% 5 19% 12 46% 3 12% 3 12% 23% 26

2018

2 10% 2 10% 10 48% 5 24% 2 10% 33% 21

2019

2 11% 4 22% 8 44% 3 17% 1 6% 23% 18

Grade-7

2017

4 14% 5 18% 14 50% 2 7% 3 11% 18% 28

2018

8 33% 4 17% 9 38% 2 8% 1 4% 13% 23

2019

6 27% 3 14% 9 51% 2 9% 2 9% 18% 22

Grade-8

2017

3 11% 4 15% 16 59% 1 4% 3 11% 15% 27

2018

2 8% 0% 20 80% 0% 3 12% 12% 25

2019

0% 2 11% 10 56% 1 6% 5 28% 34% 18

Mathematics

69 31% 25 11% 70 32% 20 9% 37 17% 26% 221

Grade-4

2017

3 18% 3 18% 5 29% 1 6% 5 29% 35% 17

2018

3 19% 4 25% 3 19% 3 19% 3 19% 38% 16

2019

2 17% 1 8% 3 25% 3 25% 3 25% 50% 12

Grade-5

2017

7 35% 1 5% 8 40% 1 5% 3 15% 20% 20

2018

6 40% 3 20% 3 20% 1 7% 2 13% 20% 15

2019

5 50% 1 10% 3 30% 0% 1 10% 10% 10

Grade-6

2017

7 44% 1 6% 1 6% 2 13% 5 31% 44% 16

2018

5 26% 3 16% 9 47% 0% 2 11% 11% 19

2019

5 31% 2 13% 6 38% 1 6% 2 13% 19% 16

Grade-7

2017

6 32% 1 5% 8 42% 1 5% 3 16% 21% 19

2018

7 41% 0% 6 35% 3 18% 1 6% 24% 17

2019

6 55% 2 18% 3 27% 0% 0% 0% 11

Grade-8

2017

5 29% 1 6% 4 24% 4 24% 3 18% 41% 17

2018

1 14% 1 14% 2 29% 0% 3 43% 43% 7

2019

1 11% 1 11% 6 67% 0% 1 11% 11% 9

Science

20 35% 7 12% 15 26% 2 4% 13 23% 27% 57

Grade-5

2017

5 50% 3 30% 0% 1 10% 1 10% 20% 10

2018

2 29% 1 14% 3 43% 0% 1 14% 14% 7

2019

4 36% 1 9% 3 27% 0% 3 27% 27% 11

Grade-8

2017

2 18% 1 9% 1 9% 1 9% 6 55% 64% 11

2018

3 30% 1 10% 4 40% 0% 2 20% 20% 10

2019

4 50% 0% 4 50% 0% 0% 0% 8

Social Studies

4 31% 2 15% 5 38% 0% 2 15% 15% 13

Grade-6

2017

4 31% 2 15% 5 38% 0% 2 15% 15% 13

English Language Arts l

13 19% 8 11% 35 50% 4 6% 10 14% 20% 70

2017

6 22% 2 7% 12 44% 3 11% 4 15% 26% 19

2018

3 13% 6 25% 13 54% 0% 2 8% 8% 24

2019

4 21% 0% 10 53% 1 5% 4 21% 26% 19

English Language Arts ll

15 19% 8 10% 35 44% 7 9% 14 18% 27% 79

2017

5 19% 1 4% 12 46% 1 4% 7 27% 31% 26

2018

6 23% 2 8% 11 42% 4 15% 3 12% 27% 26

2019

4 15% 5 19% 12 44% 2 7% 4 15% 22% 27

Mathematics l

0% 1 11% 3 33% 0% 5 56% 56% 9

2017

0% 1 33% 0% 0% 2 67% 67% 3

2018

0% 0% 2 67% 0% 1 33% 33% 3

2019

0% 0% 1 33% 0% 2 67% 67% 3

Mathematics ll

0% 1 25% 1 25% 1 25% 1 25% 50% 4

2017

0% 1 100% 0% 0% 0% 0% 1

2018

0% 0% 0% 0% 1 100% 100% 1

2019

0% 0% 1 50% 1 50% 0% 50% 2

Algebra l

10 17% 7 12% 14 24% 8 13% 20 34% 47% 59

2017

5 23% 3 14% 6 27% 2 9% 6 27% 36% 22

2018

2 10% 3 15% 3 15% 5 25% 7 35% 60% 20

2019

3 18% 1 6% 5 29% 1 6% 7 41% 47% 17

Geometry

16 24% 4 6% 31 46% 6 9% 11 16% 25% 68

2017

8 35% 2 9% 9 39% 2 9% 2 9% 17% 23

2018

4 17% 1 4% 10 43% 4 17% 4 17% 35% 23

2019

4 18% 1 5% 12 55% 0% 5 23% 23% 22

Biology

7 27% 7 27% 12 46% 0% 0% 0% 26

2017

2 29% 3 43% 0% 0% 0% 0% 7

2018

3 27% 4 36% 4 36% 0% 0% 0% 11

2019

2 25% 1 13% 5 63% 0% 0% 0% 8

American Government

10 43% 4 17% 7 30% 1 4% 1 4% 8% 23

2017

6 50% 2 17% 4 33% 0% 0% 0% 12

2018

2 25% 2 25% 3 38% 1 13% 0% 13% 8

2019

2 67% 0% 0% 0% 1 33% 33% 3

American History

5 19% 4 15% 11 42% 3 12% 3 12% 24% 26

2017

1 9% 1 9% 6 555 2 18% 1 9% 27% 11

2018

1 14% 2 29% 2 29% 1 14% 1 14% 28% 7

2019

3 38% 1 13% 3 38% 0% 1 13% 13% 8

Table 12. Teachers' Composite Evaluation Level from Value-Added Data in School Year 2016-2017, 2017-2018, and 2018-2019

Table 12. Teachers' Composite Evaluation Level from Value-Added Data in School Year 2016-2017, 2017-2018, and 2018-2019
Least Effective Approaching Average Average Above Average Most Effective Above Average & Most Effective Total 
N % N % N % N % N % % N

2017
(N=286)

73 26% 37 13% 102 36% 18 6% 56 20% 26% 286

2018
(N=250)

68 27% 36 14% 81 32% 20 8% 45 18% 26% 250

2019
(N=222)

71 32% 26 12% 68 31% 12 5% 45 20% 25% 222

Total
(N=758)

212 28% 99 13% 251 33% 50 7% 146 19% 26% 758

Table 13. MU Graduates' Composite Evaluation Level from Value-Added Data by License Type in School Years 2016-2019

Table 13. Teachers' Composite Evaluation Level from Value-Added Data in School Year 2016-2017, 2017-2018, and 2018-2019
Least Effective Approaching Average Average Above Average Most Effective Above Average & Most Effective Total 
N % N % N % N % N % % N
Early Childhood (P-3) 5 14% 8 22% 15 41% 1 3% 8 22% 25% 37

2017

0% 3 33% 4 44% 1 11% 1 11% 22% 19

2018

3 25% 2 17% 4 33% 0% 3 25% 25% 12

2019

2 13% 3 19% 7 44% 0% 4 25% 25% 16

Middle Childhood (4-9)

70 35% 23 11% 58 29% 13 6% 38 19% 25% 202

2017

15 30% 5 10% 15 30% 4 8% 11 22% 30% 50

2018

24 35% 11 16% 20 29% 4 6% 10 14% 20% 69

2019

31 37% 7 8% 23 28% 5 6% 17 20% 26% 83

Adolescence to Young Adult (7-12)

75 33% 19 8% 62 28% 17 8% 51 23% 31% 224

2017

17 31% 5 9% 14 26% 5 9% 13 24% 33% 54

2018

25 33% 6 8% 24 32% 5 7% 16 21% 28% 76

2019

33 35% 8 9% 24 26% 7 7% 22 23% 30% 94

Multi Age (P-12)

0% 0% 2 50% 2 50% 0% 50% 4

2018

0% 0% 1 100% 0% 0% 0% 1

2019

0% 0% 1 33% 2 67% 0% 67% 3

Intervention Specialist (K-12)

12 18% 19 28% 33 49% 2 3% 2 3% 6% 68

2017

3 19% 5 31% 8 50% 0% 0% 0% 11

2018

4 17% 6 26% 11 48% 2 9% 0% 9% 23

2019

5 17% 8 28% 14 48% 0% 2 7% 7% 29

Total

162 30% 69 13% 170 32% 35 7% 99 19% 26% 535

Table 14 Resident Educator Summative Assessment (RESA) Passing Status of MU Graduates Employed in Ohio with Resident Educator Licenses by License Effective Year, 2012-2020

Table 14. Resident Educator Summative Assessment (RESA) Passing Status of MU Graduates Employed in Ohio with Resident Educator Licenses by License Effective Year, 2012-2020
RE Program Year SY License Effective Year Total
2012 2013 2014 2015 2016 2017 2018
Miami Students Miami Students Miami Students Miami Students Miami Students Miami Students Miami Students Miami Students
(# of Pass RESA) (% of Pass RESA) (# of Pass RESA) (% of Pass RESA) (# of Pass RESA) (% of Pass RESA) (# of Pass RESA) (% of Pass RESA) (# of Pass RESA) (% of Pass RESA) (# of Pass RESA) (% of Pass RESA) (# of Pass RESA) (% of Pass RESA) (# of Pass RESA) (% of Pass RESA)

 

 

 

Year 2

 

 

 

2013-2014 0 0% - - - - - - - - - - - - 0 0%
2014-2015 1 25% - - - - - - - - - - - - 1 25%
2015-2016 4 80% 4 80% - - - - - - - - - - 8 80%
2016-2017 - - 2 67% 2 67% - - - - - - - - 4 67%
2017-2018 - - - - 3 100% 5 100% - - - - - - 8 100%
2018-2019 - - - - - - 4 100% 10 100% 24 100% - - 38 100%
2019-2020 - - - - - - - - 3 100% 8 100% 17 100% 28 100%
Total 5 50% 6 75% 5 83% 9 100% 13 100% 32 100% 17 100% 87 92%

 

 

 

Year 3

 

 

 

2014-2015 77 71% 1 50% - - - - - - - - - - 78 71%
2015-2016 53 72% 100 81% 1 50% - - - - - - - - 154 77%
2016-2017 - - 62 81% 113 81% - - - - - - - - 175 81%
2017-2018 - - - - 65 92% 109 99% - - - - - - 174 96%
2018-2019 - - - - - - 49 100% 131 100% - - - - 180 100%
2019-2020 - - - - - - - - 30 100% 111 98% - - 141 99%
Total 130 71% 163 80% 179 84% 158 99% 161 100% 111 98% - - 902 87%

 

 

 

Year 4

 

 

 

2015-2016 26 79% 1 100% - - - - - - - - - - 27 80%
2016-2017 - - 19 86% 0 0% - - - - - - - - 19 83%
2017-2018 - - - - 23 96% - - - - - - - - 23 96%
2018-2019 - - - - - - 1 100% - - - - - - 1 100%
2019-2020 - - - - - - - - - - - - - - - -
Total 26 79% 20 87% 23 92% 1 100% - - - - - - 70 85%

 

 

 

Year 5

 

 

 

2017-2018 - - - - 1 100%- - - - - - - - - 1 100%
2018-2019 - - - - - - - - - - - - - - - -
2019-2020 - - - - - - - - - - - - - - - -
Total - - - - 1 100% - - - - - - - - 1 100%

 

 

 

Total 

 

 

2013-2014 0 0% - - - - - - - - - - - - 0 0%
2014-2015 78 69% 1 50% - - - - - - - - - - 79 69%
2015-2016 83 74% 105 81% 1 50% - - - - - - - - 189 78%
2016-2017 - - 83 82% 115 80% - - - - - - - - 198 81%
2017-2018 - - - - 92 93% 114 99% - - - - - - 206 96%
2018-2019 - - - - - - 54 100% 141 100% 24 100% - - 219 100%
2019-2020 - - - - - - - - 33 100% 119 98% 17 100% 169 99%
Total 161 72% 189 81% 208 85% 168 99% 174 100% 143 99% 17 100% 1060 88%

Ohio Teacher Evaluation System

Ohio Teacher Evaluation System (OTES) Classifications: 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.

 

Associated Teacher Evaluation Classifications
Initial Licensure Effective Year # Accomplished # Skilled # Developing # Ineffective
2016 40 38 N<10 N<10
2017 25  35 N<10 N<10
2018 29 38 N<10 N<10
2019 19 31 N<10 N<10