ºÚÁÏÉçÇø

• For Miami graduates with Resident Educator Licenses that became effective in Year 2019,
  • 53% were employed in Ohio schools in SY 2019-2020,
  • 61% were employed in Ohio schools in SY 2020-2021,
  • 63% were employed in Ohio schools in SY 2021-2022, and
  • 61% were employed in Ohio schools in SY 2022-2023.
• For Miami graduates with Resident Educator Licenses that became effective in Year 2020,
  • 49% were employed in Ohio schools in SY 2020-2021,
  • 59% were employed in Ohio schools in SY 2021-2022, and
  • 59% were employed in Ohio schools in SY 2022-2023.
• For Miami graduates with Resident Educator Licenses that became effective in Year 2021,
  • 66% were employed in Ohio schools in SY 2021-2022, and
  • 67% were employed in Ohio schools in SY 2022-2023.
• For Miami graduates with Resident Educator Licenses that became effective in Year 2022,
  • 59% were employed in Ohio schools in SY 2022-2023 (Table 2 and Figure 1).
• Except for SY 2018-2019, over 90% of Miami graduates employed in Ohio schools the year their Resident Educator licenses became effective worked in traditional public school districts. In SY 2018-2019, 85% of Miami graduates worked in public school districts, and 13% worked in community schools (Table 3).
• For Miami graduates with licenses effective 2018-2022 working in traditional public school districts, 4%-13% initially worked in rural districts depending on the school year, 7%-16% worked in small town districts, 41%-48% in suburban districts, and 29%-46% worked in urban districts (Table 4 and Figure 2).

• Between 65% and 76% of Miami graduates with licenses effective 2018, 2019, 2020, 2021, and 2022 initially worked in a southwest Ohio school district (Table 5 and Figure 3).
• In SY 2022-2023, 23 Miami graduates with licenses effective 2019, 2020, 2021, or 2022 worked in the Cincinnati Public School District (CPS, Figure 3).
• Approximately 39%-56% of Miami graduates initially were employed in high-need schools in each of the SYs 2018-2019 to 2022-2023 (Table 6).
• When comparing Miami graduates with all educators who hold RE licenses across Ohio, for teachers with licenses effective 2018, 2019, 2020, and 2021, the percentage of Miami graduates serving medium-high and high minority ºÚÁÏÉçÇøs during the 2021-2022 school year was slightly higher than the statewide percentage (Table 7). Further, approximately half of Miami graduates served ºÚÁÏÉçÇøs with medium-high and high poverty levels during the 2021-2022 school year (Table 8), which is similar to the statewide percentage of educators who served ºÚÁÏÉçÇøs with medium-high and high poverty levels.
• For Miami graduates with RE licenses effective 2018 who were employed in Ohio in SY 2018-2019 (n = 130), on average, 89% were employed in Ohio in each of the next three consecutive years (SYs 2019-2020 through 2021-2022). Additionally, 85% of these educators were employed in Ohio in SY 2021-2022 (n =110), with percentages ranging between 55% [Multi Age (P-12) licenses] and 100% [Intervention Specialist (K-12) licenses], (Table 9).
• For Miami graduates with RE licenses effective 2019 who were employed in Ohio in SY 2019-2020 (n = 135), on average, 87% were employed in Ohio in each of the next three consecutive years (SYs 2020-2021 through 2022-2023). Additionally, 83% of educators were employed in Ohio in SY 2022-2023 ( n=112), with percentages ranging between 76% [Early Childhood (P-3) licenses] and 100% [Multi Age (P-12) licenses], (Table 10).
• For Miami graduates with RE licenses effective 2020 who were employed in Ohio in SY 2020-2021 ( n= 130), on average, 90% were employed in Ohio in each of the next two consecutive years (SYs 2021-2022 through 2022-2023). Additionally, 88% of educators were employed in Ohio in SY 2022-2023 ( n = 114), with percentages ranging between 81% [Intervention Specialist (K-12) licenses] and 95% [Middle Childhood (4-9) licenses], (Table 11).
• For Miami graduates with RE licenses effective 2021 who were employed in Ohio in SY 2021-2022 ( n= 144), on average, 87% were employed in Ohio in SY 2022-2023 ( n = 125), with percentages ranging between 64% [Multi Age (P-12) licenses] and 96% [Intervention Specialist (K-12) licenses], (Table 12).

Note. Data in this table reflect the number of educator licenses not the number of educators. Educators may hold more than one valid license.

Note. District type data were obtained from EMIS for the 2022-2023 school year. Data in this table reflect the number of educator licenses not the number of educators. Educators may hold more than one valid license.

Note. District typology data were obtained from ODEW’s 2013 school district typology data. Data in this table reflect the number of educator licenses not the number of educators. Educators may hold more than one valid license.

Note. District regions were obtained from ODEW’s district-level report card data for the 2022-2023 school year. Data in this table reflect the number of educator licenses not the number of educators. Educators may hold more than one valid license.

Note. High-need schools were defined as (1) elementary schools with at least 60 percent of ºÚÁÏÉçÇøs who were considered economically disadvantaged; and (2) all other types of schools with at least 45 percent of ºÚÁÏÉçÇøs who were considered economically disadvantaged. Economic disadvantage data were obtained from ODEW’s school-level report card data for the 2022-2023 school year. School type data (e.g., elementary school, middle school, high school) were obtained from ODEW’s Educational Directory System. Data in this table reflect the number of educator licenses and positions at school level not the number of educators. Educators may hold more than one valid license and/or be employed in multiple schools.

Note. This retention analysis was based on teachers’ employment data sets for SY 2018-19, 2019-20, 2020-21, and 2021-22. Data in this table reflect the number of educator licenses not the number of educators. Educators may hold more than one valid license.

Note. This retention analysis was based on teachers’ employment data sets for SY 2019-20, 2020-21, 2021-22, and 2022-23. Data in this table reflect the number of educator licenses not the number of educators. Educators may hold more than one valid license.

Note. This retention analysis was based on teachers’ employment data sets for SYs 2020-21, 2021-22, and 2022-23. Data in this table reflect the number of educator licenses not the number of educators. Educators may hold more than one valid license.

Note. This retention analysis was based on teachers’ employment data sets for SYs 2021-22 and 2022-23. Data in this table reflect the number of educator licenses not the number of educators. Educators may hold more than one valid license.

[1] Ohio state-level data retrieved from Ohio Department of Higher Education website. . The 2021-2022 state-level report was used as the 2022-2023 state-level report was not available at the time of this report.