Education Accreditation

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

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, proficient, 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. 

Ohio’s system of evaluation principals (OPES) focuses on “administrator professional growth that leads to improved leadership practices and student learning. An effective professional growth framework considers an administrator’s leadership strengths while supporting identified areas for improvement within each administrator’s school environment or work context. The Ohio Principal Evaluation System (OPES) 2.0 is collaborative, ongoing and supportive of the professional growth of the administrator” (ODEW).

“Each administrator will be evaluated according to Ohio Revised Code2 and the “Ohio Principal Evaluation System 2.0 Framework,” which is aligned with the “Ohio Standards for Principals” (2018) adopted under state law. Using multiple factors set forth in the framework, the administrator’s final holistic rating will be based on a combination of observations and supporting evidence using the administrator performance evaluation rubric” (ODEW).

The essential components of the evaluation are through a Professional Growth/Improvement plan, Two Formal Observations, Walkthroughs, and Final Summative Conference. The Administrators then receives a summative final rating of one of the following: accomplished, proficient, developing, or ineffective.

 

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 two. During year one, 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 second 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 second year of teaching.

*NO RESA 2023 -2024 Data was reported in MRS system for Ohio.
 

The State of Ohio discontinued the employer satisfaction survey in 2018.  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 (Advanced): This report provides an analysis of employer feedback related to the preparation of principal and superintendent candidates from a data subset comprising responses submitted between June 2024, and April 2025. The focus was on assessing candidate preparedness for professional practice and identifying areas for program enhancement.

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.

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.

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”.

A fourth measure 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.  The assessment is a 0 – 2 scale. 0 = Needs Improvement, 1= Developing, and 2 = Meets Expectations.

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.

Initial and Advanced Programs Data

The State of Ohio reports personnel hires by state identification numbers only.  Therefore, it is impossible to determine exactly how many of our completers are hired in educational 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.

CONSUMER INFORMATION (add links to items below)

Tuition and Fees

International Programs Tuition Information

Student Loan Default Rates

YSU Penguin Promise

Non-Tuition Promise Rates