School of Education (SOE)

The School of Education offers undergraduate programs that lead to the bachelor of arts degree and to professional teacher certification in Elementary Education, English Language Arts, General Science Education, Mathematics Education, and Physical Education.

MEASURE 1: Impact on P-12 Learning

The ACT Aspire test in the state of Alabama was discontinued in 2017.  This test was designed to measure how students in grades 3, 8, and 10 performed in reading and mathematics and how students in grades 5, 7, and 10 perform in science. Subsequently, in the fall of 2017, the state adopted the Scantron ACT as the replacement test to measure growth in math, reading and science.  The test was first administered in the spring of 2018, and in the 2018-2019 school year. 

However, no impact data was provided to individual institutions on how their program completers scored or ranked.  At this point, the state has consulted with Data Recognition Corp to create, and roll out a new summative state test and a system designed to provide universities with impact data in 2020.  Given the fact that the state has not in past provided impact data, Tuskegee University working in conjunction with K-12 partners has planned to obtain data through a completer case study in the fall of 2020 designed to provide quality measures of candidate impact on P-12 learning. 

Tuskegee’s School of Education will identify (1) and (3) year out completers to participate in the case study, with a goal of having at least two to three participants per semester.  First year completer case studies will be conducted every fall semester (beginning with the fall 2020) and third year out completer case studies will be conducted during the spring semester (beginning with the spring 2021 semester).  For the case studies, completers will be asked to develop and teach a unit utilizing a pre-posttest design and then document student growth. 

There will also be a rated observation conducted of the lesson being taught.  While the content of the unit will be determined by the classroom teacher, reporting measures such as a clearly defined rubric, will be required by the EPP. As an additional data point, P-12 student achievement on district level assessments will be sought as well.  With the adoption of this measure, coupled with the states intent to begin providing impact data in 2020, the EPP will be able to present more reliable data moving forward.

MEASURE 2: Indicators of Teaching Effectiveness

The EPP continues to utilize the ALACTE survey for employers of new teachers to collect teacher effectiveness data.  Another instrument to be used in the fall of 2020 to collect effectiveness data will be the Tripod survey.  The EPP is also currently in discussion with P-12 partners employing TU completers in about the feasibility of collecting consistent walkthrough Steacher evaluation data.

• 2018-2019 ALACTE Survey for Employers of New Teachers—pp.11-13 https://www.alsde.edu/ofc/otl/Ed%20Prep%20Institutional%20Report%20Cards/Tuskegee%20University%20-%202019%20Higher%20Education%20Report%20Card.pdf

MEASURE 3: Satisfaction of Employers and Program Completers

Employer satisfaction over the past years has been collected utilizing an EPP created survey administered to principals to collect satisfaction data by rating their satisfaction with completers overall program preparation, satisfaction with general studies course preparation, professional studies preparation, and teaching field preparation.  In spring of 2020, realizing the need to better align employer satisfaction surveys to meet CAEP requirements, the EPP working with K-12 partners, began reconstructing and realigning the 1st and 3rd year employer surveys to be sent out to principals in the fall of 2020.  The survey is designed to better capture satisfaction data across multiple domains related to CAEP and Alabama State Department standards and objectives. The survey will be used to collect satisfaction data on completers after their 1st year and 3rd year of teaching.  Employer satisfaction data will also continue to be collected by way of the first-year teacher survey created by the Alabama Association of Colleges for Teacher Education and administered by the Alabama State Department of Education, whereas, principals are asked to rate their first year teacher on how well their program prepared them to teach successfully. 

• 2014-2018 EPP Employer Survey Ratings
  https://www.tuskegee.edu/programs-courses/colleges-schools/soe
• 2018-2019 ALACTE Survey for Employers of New Teachers—pp.14-19
  ​https://www.alsde.edu/ofc/otl/Ed%20Prep%20Institutional%20Report%20Cards/Tuskegee%20University%20-%202019%20Higher%20Education%20Report%20Card.pdf

MEASURE 4: Satisfaction of Completers

Completer satisfaction over the past years has been collected utilizing an EPP created survey administered to program completers to collect satisfaction data by rating their satisfaction with completers overall program preparation, satisfaction with general studies course preparation, professional studies preparation, and teaching field preparation.  In the spring of 2020, realizing the need to better align and expand the completer satisfaction surveys to meet CAEP requirements and to collect more data beneficial to the EPP in making programmatic decisions, the EPP working with K-12 partners, began reconstructing the survey and have decided to collect completer satisfaction data at three separate points. Surveys data will be collected upon program completion/graduation, at the end of a teachers 1st year of teaching, and again after the teachers 3rd year of teaching.   The new surveys will be sent out to program completers starting in the fall of 2020. Completer satisfaction data will also continue to be collected by way of the first-year teacher survey created by the Alabama Association of Colleges for Teacher Education and administered by the Alabama State Department of Education, whereas, completers are asked to rate how well their program prepared them to teach successfully.

• 2014-2018 EPP Employer Survey Ratings
  https://www.tuskegee.edu/programs-courses/colleges-schools/soe
• 2018-2019 ALACTE Survey for Employers of New Teachers—pp.11-13
  https://www.alsde.edu/ofc/otl/Ed%20Prep%20Institutional%20Report%20Cards/Tuskegee%20University%20-%202019%20Higher%20Education%20Report%20Card.pdf

MEASURE 5: Graduation Rates

1) Graduation Rates
        The graduation rates below were calculated using data provided by the Educator Preparation Program’s Certification Office which monitors/tracks candidate transition through their respective program (from admission to completion).
        Below are Graduation Rates for Undergraduate Students.

Overall Undergraduate Graduation Rates

MEASURE 6: Ability od Completers to meet Licensing (certification) and any additional State requirements

The state of Alabama requires the following for certification: 1) Obtain and maintain acceptable background clearance, 2) Meet and keep an acceptable grade point average (GPA),  3) Pass the Praxis Core Academic Skills for Educators, 4) Pass the appropriate Praxis Subject Assessments for the student’s major, 5) Successfully complete an edTPA portfolio, and 6) Graduate with a degree from an accredited College or University in the state of Alabama.

1) GPA requirements
        The State requires that undergraduate students maintain a minimum GPA in 4 areas:        Professional studies ≥ 3.0, Teaching Field ≥ 2.75, UNA ≥ 2.75, and Overall ≥ 2.75

2) Praxis Core Academic Skills
        The State requires that undergraduate students pass all three sub-test of the Praxis Core in reading, writing, and mathematics prior to certification.

3) Praxis Subject Assessments
        The State requires that undergraduate students pass all appropriate Praxis Subject Assessments prior to certification.
        For information on the Praxis Subject Assessments, please visit  https://www.ets.org/praxis/about/core/

4) edTPA
        For information about the edTPA, please visit  https://www.ets.org/praxis/about/subject?WT.ac=31040_praxis_about_praxisii

Praxis Subject Area Assessment for Completers
Institution Name   --  TUSKEGEE UNIVERSITY
Institution Code    --  1813
State                     --  Alabama
2018-2019 Title II --  6-Apr-20

Measure 7: Ability of Graduates to be hired in Education positions for which they are prepared 

The EPP surveys and tracks graduating seniors and recent graduates annually to ascertain if graduates continue to be employed in the field in which they are prepared and in the state. Additions are currently being made to the survey with the intent of collecting data related to teachers teaching in high needs or at-risk schools. The modified survey will be sent out (fall 2020) to teachers who have completed a program over the last three years to collect this additional data.

MEASURE 8: Student Loan Default Rate

The U.S. Department of Education releases official cohort default rates once per year.  A cohort default rate is the percentage of a school's borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or William D. Ford Federal Direct Loan (Direct Loan) Program loans during a particular federal fiscal year (FY), October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year. The latest released student loan default rates can be found using this link.  https://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html 

Three Year Cohort Default Rate