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School of Education (SOE)

Huntington Hall Suite 202  |  1200 W. Montgomery Rd.  |  Tuskegee, AL  |  Phone: 334-727-8784  |  Fax: 334-724-3714  |  Email: mparmer@tuskegee.edu


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.  These programs are currently accredited by the National Council for Accreditation of Educator Preparation (April, 2016). 

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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.  This has not yet occurred.  Given the fact that the state has not in past provided impact data,

Tuskegee University working in conjunction with K-12 partners designed a case study in the fall of 2020 designed to provide quality measures of candidate impact on P-12 learning. Tuskegee’s School of Education identified (3) program completers to participate in the case studies with a goal of having at least two to three participants per semester.  The case studies are being conducted in the spring of 2021.  For the case study, completers were asked to develop and teach a unit utilizing a pre-posttest design and then document student growth.  Further, an observation is required to conducted of the lesson being taught.  While the content of the unit is determined by the classroom teacher, reporting measures such as a clearly defined rubric, are required by the EPP. As an additional data point, P-12 student achievement on district level assessments are being sought as well.  Data from the case study will be collected May and analyzed in June, 2021.

MEASURE 2: Indicators of Teaching Effectiveness

The EPP continues to utilize the ALACTE survey for employers of new teachers to collect teacher effectiveness data.  Further, the EPP partnered with Tripod services to collect teacher effectiveness data on program completers who are 1-4 years out of their programs.  The first administration of the Tripod Survey will occur in May of 2021.  This data will be collected and analyzed once collected.  Data from the 2020 ALACTE Survey revealed that out of the 26 survey items, Tuskegee’s School of Education First Year completers were rated above the Alabama statewide average in the “Teacher Leader” category on 22 items (84%).   Further, when assessing the “Teacher Leader and Effective Teacher” categories, Tuskegee completers were rated at or above the statewide average on 18 of the 26 items (69%).

MEASURE 3: Satisfaction of Employers and Employment Milestones

Employer satisfaction data is collected at three points in time on program completers via EPP created surveys and the ALACTE survey which is state administered.  The first survey administration is at the end of the teacher’s first year of teaching (Employer 1 Year Out Survey).  The second administration is after the teacher’s third year of teaching (Employer 3 Year Out Survey) and the third survey administration point is upon completion of the completer’s first year of teaching via the ALACTE Survey. The ALACTE Survey was created by the Alabama Association of Colleges of Teacher Education (ALACTE) and is administered by the Alabama State Department of Education. 

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, redeveloped the surveys. The first administration of the redeveloped EPP employer satisfaction survey was distributed in the spring of 2021 to collect data on 1 and 3 years out completers.  This data will be collected in May, 2021 and analyzed in June, 2021.

Data from the 2019-2020 ALACTE Survey revealed that out of the 26 survey items, Tuskegee’s School of Education First Year completers were rated above the Alabama statewide average in the “Teacher Leader” category on 22 items (84%).   Further, when assessing the “Teacher Leader and Effective Teacher” categories, Tuskegee completers were rated at or above the statewide average on 18 of the 26 items (69%).

2020 Alabama State Report Card Data (ALACTE) - First Year Teacher Employer Responses (Tuskegee University)

Employer Response Survey Item Teacher Leader Effective Teacher Emerging Teacher Ineffective Teacher
Understanding of how learners grow and develop 33% 67%
Understanding of learners' commonalities and individual differences 33% 67%
Manage the learning environment to engage learners actively 33% 67%
Understand the central concepts, tools of inquiry and structures of the
discipline(s) he or she teaches
33% 67%
Create learning experiences that make discipline accessible and
meaningful for learners to assure mastery of the content
33% 67%
Connect concepts, perspectives from varied disciplines, and interdisciplinary
themes to real world problems and issues
33% 33% 33%
Use, design, or adapt multiple methods of assessment and support
learner progress appropriate for learning goals and objectives
33% 33% 33%
Implement assessments in an ethical manner and minimize bias to enable
learners to display the full extent of their learning
33% 67%
Plan instruction based on information from formative and summative
assessments as well as other sources and systematically adjust plans to
meet each student's learning needs
33% 67%
Understand and use a variety of instructional strategies and make
learning accessible to all learners
33% 67%
Encourage learners to develop deep understanding of content areas, make
connections across content, and applies content knowledge in meaningful ways
33% 67%
Use evidence to continually evaluate the effects of his/her decisions on others
and adapt professional practices to better meet learners' needs
33% 67%
Practice the profession in an ethical manner 33% 67%
Collaborate with others to build a positive learning climate marked by
respect, rigor, and responsibility
100%
Engage learners in critical thinking, creativity, collaboration, and communication
to address authentic local and global issues
33% 33% 33%
Use assessment to engage learners in their own growth 33% 33% 33%
Select, create, and sequence learning experiences and performance tasks
that support learners in reaching rigorous curriculum goals based on content
standards and cross-disciplinary skills
33% 67%
Plan instruction by collaborating with colleagues, specialists, community resources,
families and learners to meet individual learning needs
33% 67%
Engage in continuous professional learning to more effectively meet the needs of
each learner
33% 33% 33%
Collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth
33% 33% 33%
Seek appropriate leadership roles and opportunities that would allow me to take
responsibility for student learning and to advance into the profession
33% 67%
Has deep knowledge of current and emerging state initiatives and programs including,
but not limited to the Alabama Reading Initiative (ARI); the Alabama Math, Science and
Technology Initiative (AMSTI); Alabama Learning Exchange (ALEX); and Alabama
Connecting Classrooms, Educators and Students Statewide (ACCESS); Response to
Instruction (RTI) and their relationship to student achievements
33% 33% 33%
Possesses knowledge of Alabama's state assessment system 67% 33%
Integrates Alabama-wide programs and initiatives into the curriculum 67% 33%
Communicates with student’s parents, and the public about Alabama's assessment
system and major Alabama educational improvement initiatives
33% 67%
Understands the expectations of the profession including the Alabama Educator
Code of Ethics, the NASDTEC Model of Code of Ethics for Educators (MCEE),
professional standards of practice and relevant law and policy
33% 67%

MEASURE 4: Satisfaction of Completers

Completer satisfaction data is collected at three points in time on program completers via EPP created surveys.  The first survey administration is upon completion/graduation utilizing the Completer Exit Survey.  The next survey administration is at the end of the teacher’s first year of teaching (1 Year Out Survey).  And, the third administration is after the teacher’s third year of teaching (3 Year Out Survey). Completer satisfaction survey data is also collected and distributed annually to the EPP via the Educator Preparation Institutional Report Card.  The survey was created by the Alabama Association of Colleges of Teacher Education (ALACTE) and is administered by the Alabama State Department of Education. 

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, redeveloped the surveys. The first administration of the redeveloped EPP completer exit survey was administered in the fall of 2020.  The first administration of the redeveloped EPP completer satisfaction survey was distributed in the spring of 2021 to collect data on 1 and 3 years out completers.  This data will be collected in May 2021 and analyzed in June, 2021.

Data from the Fall 2020 Completer Exit Survey revealed that program completer’s overall satisfaction with the preparation was a 3.66 out of 4.  The data collected was on a 4 item likert scale with categories as follows: (very Satisfied=4, Satisfied=3, dissatisfied=2, and very dissatisfied=1).  The thirteen categories within the survey and survey results were as following: I. satisfaction, II. Content and Pedagogical Content Knowledge, III. Teaching Students with Diverse needs, IV. Classroom Management, V. Standards, VI. Family and Community Engagement, VII. Assessment of P-12 Learning, VIII. Communication, IX. Utilizing Technology, X. Accessibility, XI. Advisor/Faculty Support, XII. Facilities and Technology, and XIII. Overall Satisfaction.

2019-2020 Completer Exit Survey Data

Survey Categories

Mean Domain Score

I. satisfaction

3.19

II. Content and Pedagogical Content Knowledge

2.95

III. Teaching Students with Diverse needs

3.09

IV. Classroom Management

3.16

V. Standards

3.0

VI. Family and Community Engagement

3.33

VII. Assessment of P-12 Learning

3.37

VIII. Communication

3.33

IX. Utilizing Technology

3.33

X. Accessibility

2.73

XI. Advisor/Faculty Support

2.74

XII. Facilities and Technology

2.33

XIII. Overall Satisfaction

3.66

Completer Exit Survey 2020

InTASC

Academic Years Qualifying Score 3.0 mean (satisfied)

Unit Wide Mean

Fall and Spring 2020

Total Completers

3

N=3

Total Surveys Collected

3

N=3

Response Rate

100%

100%

I. Satisfaction

1

Rate your overall satisfaction with instructors in your major department

3

2

1.-10

Preparation was relevant to my responsibilities faced on the job

3.33

3

Preparation was effective and what I have learned has influenced P-12 student achievement during my internship

3.33

4

Preparation was effective for continuous employment or to be hired in my educational specific area

3.66

5

In general, how would you rate your overall experience in the School of Education

2.66

Domain Average

3.196

II. Instruction and Pedagogical Content knowledge

6

7

develop standards based on goals

3.33

7

2

Provide accommodations, modifications, and or adaptations to the general curriculum to meet the needs to each individual learner

2.5

Domain Average

2.915

III. Teaching P-12 Students with Diverse Needs

8

10

Identify and refer students for diagnosis for special services

3

9

2

Address learning differences and disabilities that are prevalent in an all inclusive classroom

3.33

10

2

Create a learning community in which individual differences are respected

2.66

11

9

Use Higher Order Questioning

3.33

12

2

Use differentiated instruction for individual growth

3.33

13

7

Present instruction at different levels

3

14

7

Communicate high expectations for all subgroups

3

Domain Average

3.09

IV. Classroom Management

15

3

Implement positive disciplinary strategies

3.33

16

3

Create a climate that promotes fairness and respect

3

17

3

Create a safe, orderly, and stimulating learning environment that engages and motivates learners

3

18

3

Built upon expectations and research-based strategies for positive behavior

3.33

Domain Average

3.165

V. Alignment of Teaching with State Standards

19

6

Use data to determine student needs

3

20

5

Communicate objectives and learning tasks

2.66

21

7

Design effective lesson plans

3.33

Domain Average

3

VI. Family and Community Engagement

22

10

Communicate effectively with the parents or guardians of your students

3.33

23

10

Involve parents and/or families as active partners in planning and supporting student learning

3.33

24

6

Communicates and collaborates effectively with colleagues, students, parents, guardians, and personnel who are included as partners

3.33

Domain Average

3.33

VII. Assessment of P-12 Student Learning

25

6

Uses formative assessments to provide specific and timely feedback to adjust instruction

3.33

26

6

Use summative assessment to provide specific and timely feedback to adjust instruction

3.33

27

6

Analyzes and uses disaggregated assessment data to inform planning for individual learners and classes

3.5

28

6

Utilize assessment data for lesson plans and instruction

3.33

Domain Average

3.3725

VIII. Communication

29

10

Communicate orally with parents

3.33

30

10

Communicate in writing with parents

3.33

31

8

Model appropriate oral and written communications

3.33

Domain Average

3.33

IX. Utilizes Technology

32

6

Identifies and integrates available emerging technology and evaluates their technological proficiency

3.33

33

6,8

Facilitates learner's individual and collaborative use of technology and evaluates their technological proficiency

3.33

34

5,7

Foster effective verbal and nonverbal communications during ongoing instruction using assistive technologies as appropriate

3.33

Domain Average

3.33

                              X. Accessibility

35

The curriculum lab was accessible and useful

2

36

The Computer lab was accessible and useful

2.33

37

The Office of Teacher Certification was accessible and useful

3

39

The department chair was accessible and useful when needed

3.33

40

The course schedule met my needs

3

Domain Average

2.732

XI. Advisor /Faculty Support

41

My academic advisor knew my degree requirements

4

42

My academic advisor was available during his or her posted office hours

3.33

44

Test Preparation Center was knowledgeable and supportive

2

Domain Average

3.11

XII. Facilities/Technology

45

The School of Education facility  is adequate

2.33

46

Different technologies were available for student use

2.33

47

Different technologies were modeled/demonstrated in the classroom

2.33

Domain Average

2.33

XIII. Satisfaction

51

1.-10

Once you have finished your state approved program of study, how well prepared were you to teach

3.66

Domain Average

3.66

Data results from the 2020 ALACTE Survey revealed that completers in their first year of teaching “Agreed or Strongly Agreed”, that they were satisfied with their preparation as it relates to the 24 of the 27 specified survey indicators. Further, the data indicated that Tuskegee University’s completer satisfaction level was comparable to the Alabama Statewide level when considering the satisfaction range scoring in the “Agree to Strongly Agree range.  When assessing the “Agreed to Strongly Agreed” categories combined, TU first year teacher preparation satisfaction responses were rated at or above the statewide average on 23 of the 26 items (88%).  There were only three items that scored below the statewide average when assessing items at the level of “Agreed to Strongly Agreed” combined.

ALACTE First Year Teacher Survey

2020 Alabama State Report Card Data (ALACTE)-First Year Teacher Responses (Tuskegee University)

2020 Alabama State Report Card Data (ALACTE)-First Year Teacher Responses (Tuskegee University)

Teacher Response Survey Item

 Strongly Agree

Agree

Disagree

Strongly Disagree

understanding of how learners grow and develop

25%

75%

understanding of learners' commonalities and individual differences

25%

75%

manage the learning environment to engage learners actively

25%

75%

understand the central concepts, tools of inquiry and structures of the discipline(s) he or she teaches

25%

75%

create learning experiences that make discipline accessible and meaningful for learners to assure mastery of the content

25%

75%

connect concepts, perspectives from varied disciplines, and interdisciplinary themes to real world problems and issues

25%

75%

use, design, or adapt multiple methods of assessment and support learner progress appropriate for learning goals and objectives

25%

75%

implement assessments in an ethical manner and minimize bias to enable learners to display the full extent of their learning

25%

75%

plan instruction based on information from formative and summative assessments as well as other sources and systematically adjust plans to meet each student's learning needs

25%

75%

understand and use a variety of instructional strategies and make learning accessible to all learners

25%

75%

encourage learners to develop deep understanding of content areas, make connections across content, and applies content knowledge in meaningful ways

25%

75%

use evidence to continually evaluate the effects of his/her decisions on others and adapt professional practices to better meet learners' needs

25%

75%

practice the profession in an ethical manner

25%

75%

collaborate with others to build a positive learning climate marked by respect, rigor, and responsibility

100%

engage learners in critical thinking, creativity, collaboration, and communication to address authentic local and global issues

25%

75%

use assessment to engage learners in their own growth

25%

75%

select, create, and sequence learning experiences and performance tasks that support learners in reaching rigorous curriculum goals based on content standards and cross-disciplinary skills

25%

75%

plan instruction by collaborating with colleagues, specialists, community resources, families and learners to meet individual learning needs

25%

75%

engage in continuous professional learning to more effectively meet the needs of each learner

25%

75%

collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth

25%

75%

seek appropriate leadership roles and opportunities that would allow me to take responsibility for student learning and to advance into the profession

25%

75%

has deep knowledge of current and emerging state initiatives and programs including, but not limited to the Alabama Reading Initiative (ARI); the Alabama Math, Science and Technology Initiative (AMSTI); Alabama Learning Exchange (ALEX); and Alabama Connecting Classrooms, Educators and Students Statewide (ACCESS); Response to Instruction (RTI) and their relationship to student achievements

100%

possesses knowledge of Alabama's state assessment system

75%

25%

integrates Alabama-wide programs and initiatives into the curriculum

75%

25%

communicates with student’s parents, and the public about Alabama's assessment system and major Alabama educational improvement initiatives

50%

50%

understands the expectations of the profession including the Alabama Educator Code of Ethics, the NASDTEC Model of Code of Ethics for Educators (MCEE), professional standards of practice and relevant law and policy

25%

75%

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

Year Admitted to EPP N=Number Admitted Number that Graduated within Six Semesters Graduation Rate
Fall 2016 7 2019-2020        (7) 100%
Fall 2015 5 2018-2019        (2) 40%
Fall 2014 8 2017-2018        (6) 75%
Fall 2013 18 2016-2017      (12) 67%

MEASURE 6: Ability oF 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

Institution Name Tuskegee University
Institution  Code 1813
State Alabama
2019-2020  Title II April 5, 2021
Group Number Taking Assessment1 Number Passing Assessment2 Institutional Pass Rate
All program completers, 2019-2020 3
All program completers, 2018-2019 2
All program completers, 2017-2018 7
All program completers, combined 2017/18-2019/20 3 12 12 100%

Note: In cases where there are less than ten students taking the assessment or license/certificate, the number passing and pass rate are not reported.

1 Number of completers taking one or more assessments within their area of specialization.

2 Summary level “Number Taking Assessment” may differ from assessment level “Number Taking Assessment” because each student is counted once at the summary level but may be counted in multiple assessments at the assessment level.

3 When two or more completer groups have fewer than ten completers, data is combined across the three completer years into an additional completer group for the Summary pass rates.

Praxis II Assessment 2019-2020 (5002) Reading and Lang. Arts (Elementary Education)

Year 2019-2020

# of Test Takers

Median Score

Mean Score

Average Performance Range

Highest Score

Lowest Score

Tuskegee U.

3

169

168.3

160-176

176

160

ALSDE

1552

163

161.5

152-172

199

100

National

22701

165

164.6

155-176

200

100

Praxis II Assessment 2019-2020 (5003) Mathematics (Elementary Education)

Year 2019-2020

# of Test Takers

Median Score

Mean Score

Average Performance Range

Highest Score

Lowest Score

Tuskegee U.

3

164

165.6

147-186

186

147

ALSDE

1645

163

162

149-178

200

100

National

53558

167

165

151-183

200

100

Praxis II Assessment 2019-2020 (5004) Social Studies (Elementary Education)

Year 2019-2020

# of Test Takers

Median Score

Mean Score

Average Performance Range

Highest Score

Lowest Score

Tuskegee U.

3

161

162

160-165

165

160

ALSDE

2111

154

154.8

145-164

200

115

National

27336

158

159

161-169

200

104

Praxis II Assessment 2019-2020 (5005) Science (Elementary Education)

Year 2019-2020

# of Test Takers

Median Score

Mean Score

Average Performance Range

Highest Score

Lowest Score

Tuskegee U.

3

163

163.3

161-166

166

161

ALSDE

1970

159

158.5

149-169

198

100

National

25931

163

162.7

152-175

200

100

Praxis II Assessment 2019-2020 (5204) Teaching Reading (Elementary Education)

Year 2019-2020

# of Test Takers

Median Score

Mean Score

Average Performance Range

Highest Score

Lowest Score

Tuskegee U.

3

170

168

164-170

170

164

ALSDE

474

163

162.7

155-171

188

122

National

729

165

164.6

157-173

194

122

Praxis Core Assessment 2019-2020 (5712) Reading

Year 2019-2020

# of Test Takers

Median Score

Mean Score

Average Performance Range

Highest Score

Lowest Score

Tuskegee U.

2

178

178

166-190

190

166

ALSDE

1220

172

170.8

158-188

200

100

National

14955

174

170.8

158-188

200

100

Praxis Core Assessment 2019-2020 (5722) Writing

Year 2019-2020

# of Test Takers

Median Score

Mean Score

Average Performance Range

Highest Score

Lowest Score

Tuskegee U.

2

161

161

160-162

162

160

ALSDE

1628

162

160.5

154-168

194

100

National

20386

162

161

154-170

200

100

Praxis Core Assessment 2019-2020 (5732) Mathematics

Year 2019-2020

# of Test Takers

Median Score

Mean Score

Average Performance Range

Highest Score

Lowest Score

Tuskegee U.

2

 160

160

 152-168

168

152

ALSDE

1625

148

149

134-164

200

100

National

20843

148

149

134-164

200

100

AECTP Alabama Educator Testing Program 2019-2020

# of Test Takers

Subject

AL Scoring Level Ranges

Alabama Scaled Score Ranges

Scaled Score

Tuskegee U.=1

Mathematics

Levels range from 3-7

50-70

65

Tuskegee U.=1

Reading

Levels range from 3-7

50-75

70

Tuskegee U.=1

Writing

Levels range from 1-5

Passing Score for Reading =3

Level 4

edTPA Completer Pass Rates 2018-2019

EdTPA 2018-2019 Overall Pass Rates

Department

Total Taking  Exam

Total Passing Exam

Pass Rate

Elementary Education

3

3

100%

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. Based on the 2019-2020 data, there were three program completers and 100% of completers were hired in education positions for which they were prepared.

Percentage of Completers Employed in Positions for which they are Prepared
Academic Year Percentage
2016-2017 (N=12) 73%
2017-2018 (N=7) 71%
2018-2019 (N=2) 0%
2019-2020 (N=3) 100%
Percentage of Completers Employed in the State of Alabama
Academic Year Percentage
2016-2017 (N=12) 33%
2017-2018 (N=7) 57%
2018-2019 (N=2) 0%
2019-2020 (N=3) 0%

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 the link below.  https://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html - 2014-2016

https://nslds.ed.gov/nslds/nslds_SA/defaultmanagement/cohortdetail_3yr.cfm?sno=0&ope_id=001050 - 2015-2017 (Updated)

Three Year Cohort Default Rate Updated (2017)

Three Year Student Loan Default Rates
OPE ID School Type Control FY 2017 FY 2016 FY 2015 FY 2014
1050 Tuskegee University Master's Degree or Doctor's Degree Private Default Rate 11.5 13.5 11.5 11.5
No. in Default 97 115 101 93
No. in Repay 846 850 876 806