Western Oregon University presents the following eight annual measures reporting completer performance data, employer satisfaction data, and other consumer information. This information is meant to complement information provided in our annual report filed with the Council for the Accreditation of Educator Preparation (CAEP).

In each case, data reported includes at least the three most recently available data up through 2020-2021. We provide this information publicly and clearly so that it is broadly available to consumers and partners. Each data report provides appropriate contextualization, analysis, and summary to achieve maximum transparency and appropriate utility. Where appropriate, confidentiality of data was considered.

Western Oregon University only has initial programs and add-on programs which do not require reporting currently. For this reason, all data reported is from initial programs only.

Nationally Accredited since 1954

Most recently accredited by NCATE in 2015

Programs Approved by the Teachers Standards and Practices Commission in 2015

  • Master of Science in Special Education (SpEd) – initial
  • Masters in the Art of Teaching (MAT) – initial
  • Reading Interventionist (Reading) – reviewed as full program, not add-on or endorsement – advanced
  • English for Speakers of Other Languages (ESOL) – reviewed as full program, not add-on or endorsement – initial and advanced
  • Undergraduate teacher preparation program (UG) – initial
  • Master of Science in Information Technology (InfoTech) – advanced
  • Master of Science in Education (MSEd) – advanced

Seeking renewal of accreditation under CAEP in Fall of 2022

  • Undergraduate: Multiple subjects (initial)
  • Undergraduate: Single subjects (initial)
  • Special Education: Generalist (initial)
  • Masters in the Art of Teaching: Single subjects (initial)

Additional programs approved through state review:

  • Special Education: Deaf and Hard of Hearing (initial) (program on moratorium)
  • Reading Interventionist: Added Endorsement (add-on)
  • English for Speakers of Other Languages (ESOL) (add-on)


Measure I: Impact on P-12 Students Learning and Development (Initial 4.1)

Oregon is considered a “no-data state” regarding access to K-12 student learning outcomes in that there is no system for accessing student learning outcomes and linking performance to individual teachers. As a work-around seeking to meet the expectations of CAEP, Western Oregon University worked with a third-party vendor who aggregates district data for a significant percentage of school districts in the state. Alumni from Western Oregon University hired in the 2nd largest district in Oregon were identified by the district partner and then the third-party vendor identified the ability for these alumni to facilitate passing statewide achievement test scores for children in their classrooms. Alumni data was compared against all other teachers in the partner school district. Analyses of K-12 student performance was examined for both the statewide mathematics test and the English/language arts test. Analyses were completed for alumni teaching in both elementary settings and middle level settings.

Moving forward, a second three-year analysis is currently in the planning stages. Changes to the data collection include additional student and school level factors to improve controls in the investigation. Additionally, interim, assessments are also being considered (e.g. district-level reading and math measures, student attitude measures, etc.).

Three-year Study of Completer Impact

Impact on Elementary Student Learning

Measure 2: Indicators of Teaching Effectiveness (Initial 4.2)

Teacher effectiveness is reported in two ways. First, employer satisfaction scores collected from the Oregon Association of Colleges for Teacher Education (OACTE) common, annual survey provides an evaluation of each employed teacher by their supervisor across multiple indicators at both the InTASC standard and domain levels. Because this satisfaction survey is given as a measure at the teacher level in addition to the unit level, it is an appropriate sources of teacher effectiveness evidence. The survey uses a scale that ranges from 1-10 (1 representing preparation as “not at all” and 10 representing preparation as “very well prepared”.

The common, statewide annual surveys were delayed in 2019-2020 and 2020-2021 due to the global pandemic. For this reason, the data presented below is the latest available.

Western Oregon University is also in the process of partnering with a major school district to investigate teacher evaluation scores using the district evaluation frameworks. This data will be available in future cycles.

OACTE Alumni Teacher Effectiveness 2017-2019

OACTE Alumni Teacher Effectiveness 2019-2020

OACTE Alumni Teacher Effectiveness 2020-2021

Measure 3: Satisfaction of Employers (Initial 4.3)

Employer satisfaction is collected using the OACTE Employer Satisfaction Survey described in Measure 2. As of 2020-21, a new third-party survey administrator is transitioning to oversee the survey. As a result, WOU is administering a one-year gap survey to address the collection of measure 3.

Measure 4: Satisfaction of Completers (Initial 4.4)

Completer satisfaction is collected using the OACTE employer satisfaction survey described in Measure 2. As of 2020-21, a new third-party administrator is transitioning to oversee the survey. As a result, WOU is administering a one-year gap survey to address the collection of Measure 4.

Measure 5: Completer Graduation Rates

Completer rates for programs are calculated by identifying their admission term code when applying to any of the Western Oregon University initial teacher-licensing programs and the date when the licensure request is submitted to the Teacher Standards and Practices Commission (TSPC). The submission for licensure is what defines a candidate a completer in the State of Oregon. Completion rates are analyzed by all licensure programs by year and by Undergraduate and Graduate programs by year. Of additional note, all program completion rates are for initial programs only. The only additional licensure- recommendations come from add-on programs and are, therefore, not reviewed here.

 Graduation Rates for Educator Programs

Measure 6: Ability of Completers to Meet Licensing and any Additional State Requirements

In Oregon, all program completers must pass all the criteria for state-licensure recommendations. Thus, Oregon is a 100% completer state. Of additional note, completers in Oregon may follow a “multiple measures” pathway for content tests. Each candidate that does so is evaluated using a state-approved framework and is identified in the state annual program report submitted to Oregon Teacher Standards and Practices Commission.

Summary Pass Rates from Title II Recording 

Measure 7: Ability of Completers to be Hired in Education Positions for Which They Have Prepared

As described in Measure 6, Oregon is a 100% completer state. Thus, when a candidate is recommended for licensure, they are eligible to be hired for the position in which they were prepared.

Additional work in currently underway, in partnership with the Oregon Department of Education (ODE) and the Teacher Standards and Practices Commission (TSPC) to develop EPP reporting on public school hiring and teacher retention and promotion.

Measure 8: Student Loan Default Rates and Other Consumer Information

Student loan default rate reporting is managed carefully by the federal government and reporting rules are tightly standardized. Western Oregon University provides university loan default rates, comparative information for national averages, and then also specific information about numbers of students in default and repayment. We have examined this information in the same fashion for five years and report one table showing all years below.

Loan Default Information for student cohorts for FY 2013 through FY 2018