General Teacher Preparation Policy
The state should collect and publicly report key data on the quality of teacher preparation programs. This goal was reorganized in 2017.
Student Growth Data: Oregon does not collect or publicly report data that connect student growth to teacher preparation programs. The state does require that institutions have a system that collects and analyzes program completer performance but does not specify that this performance data include student growth.
Additional Program Data: Oregon does not collect other objective data that meaningfully measure the performance of teacher preparation programs.
Oregon Administrative Rules 584-010, -017
Collect data that connect student growth to teacher preparation programs, when those programs are large enough for the data to be meaningful and reliable.
Oregon should consider collecting the academic achievement gains of students taught by programs' graduates, averaged over the first three years of teaching, when the programs produce enough graduates for those data to be meaningful and reliable. Data that are aggregated at the institution level (e.g., combining elementary and secondary programs), rather than disaggregated by the specific preparation program, have less utility for accountability and continuous improvement purposes than more specific data because institution-level data aggregation can mask significant differences in performance among programs.
Gather other meaningful data that reflect program performance.
Although measures of student growth are an important indicator of program effectiveness, the strongest state systems ensure that data are collected on multiple, objective program measures. Oregon should codify in state law the performance measures that programs must report and what data programs must use to meet these requirements, rather than relying on CAEP. Oregon should maximize the information available to programs and the public by collecting data that demonstrate how well programs are preparing teachers for the classroom, such as:
Oregon provided that it collects the number of completers for each program and summary pass rates on licensure exams. Oregon also provided that state educator preparation programs are gathering data on supervisor satisfaction and program completer retention rates in the professions as part of preparing to meet CAEP requirements. Oregon added that it is monitoring the performance of candidates on the edTPA, which is now required of all Oregon candidates.
This analysis was updated subsequent to the state's review.
1C: Program Performance Measures
The state should examine a number of factors when measuring the performance of and approving teacher preparation programs. Although the quality of both the subject-matter preparation and professional sequence is crucial, there are also additional measures that can provide the state and the public with meaningful, readily understandable indicators of how well programs are doing when it comes to preparing teachers to be successful in the classroom.
States have made great strides in building data systems with the capacity to provide evidence of teacher performance. These same data systems can be used to link teacher effectiveness to the teacher preparation programs from which they came. States should make such data, as well as other objective measures that go beyond licensure test pass rates, central components of their teacher preparation program approval processes, and they should establish precise standards for performance that are more useful for accountability purposes.
National accrediting bodies, such as CAEP, are raising the bar, but are no substitute for states' own policy. A number of states now have somewhat more rigorous academic standards for admission by virtue of requiring that programs meet CAEP's accreditation standards. However, whether CAEP will uniformly uphold its standards (especially as they have already backtracked on the GPA requirement) and deny accreditation to programs that fall short of these admission requirements remains to be seen. Clear state policy would eliminate this uncertainty and send an unequivocal message to programs about the state's expectations.