The School of Education Prior Years' Measures
The School of Education's 4 Measures (2021-2022)
MEASURE 1: Completer Effectiveness
The EPP utilized the ALACTE survey of new first-year teachers to collect completer’s impact on P-12 student learning and teacher effectiveness data. The survey contains 26 items. In the recent report, the completer responded to 13 items as 50% agreed or strongly agreed compared to statewide average responses as 48% agree and 45% strongly agree. In addition, the complete responded to 12 items as 100% strongly agreed. Tuskegee’s School of Education First Year completer’s scores indicated that the program prepares them to:
|
Table 1: Impact on P-12 Student Learning |
||
|---|---|---|
|
Catagories |
Strongly Agree |
Agree |
|
Understanding of how learners grow and develop |
50% |
50 % |
|
Understanding of learners' commonalities and individual differences |
50% |
50 % |
|
Understand the central concepts, tools of inquiry and structures of the discipline(s) he or she teaches |
50% |
50 % |
|
Use, design, or adapt multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives |
100 % |
|
|
Implement assessments in an ethical manner and minimize bias to enable learners to display the full extent of their learning |
100 % |
|
|
Understand and use a variety of instructional strategies and make learning accessible to all learners |
100 % |
|
|
Encourage learners to develop deep understanding of content areas, make connections across content, and applies content knowledge in meaningful ways |
50 % |
50 % |
|
Use evidence to continually evaluate the effect of my decisions on others and adapt my professional practices to better meet learners’ needs |
100 % |
|
|
Use assessment to engage learners in their own growth |
100 % |
|
|
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 |
50 % |
50 % |
|
Table 2: Teacher Effectiveness |
||
|---|---|---|
|
Catagories |
Strongly Agree |
Agree |
|
Manage the learning environment to engage learners actively |
50 % |
50 % |
|
Connect concepts, perspectives from varied disciplines, and interdisciplinary themes to real world problems and issues |
50 % |
50 % |
|
Use, design, or adapt multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives |
100 % |
|
|
Understand the central concepts, tools of inquiry and structures of the discipline(s) he or she teaches |
50 % |
50 % |
|
Implement assessments in an ethical manner and minimize bias to enable learners to display the full extent of their learning |
100 % |
|
|
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 |
100 % |
|
|
Engage learners in critical thinking, creativity, collaboration, and communication to address authentic local and global issues |
50 % |
|
|
Use assessment to engage learners in their own growth |
100 % |
|
|
Plan instruction by collaborating with colleagues, specialists, community resources, families and learners to meet individual learning needs |
100 % |
|
|
Engage in continuous professional learning to more effectively meet the needs of each learner |
100 % |
|
MEASURE 2: Satisfaction of Employer
The EPP continues to employ the ALACTE survey for employers of new teachers to collect teacher effectiveness data. Tuskegee’s School of Education First Year completer was rated above the Alabama statewide average in the “Teacher Leader” category on 4 items and in the “Effective Teacher” category on 18 items. The completer was also rated as an “Emerging Teacher” on 4 items. Overall, Tuskegee completer was rated at or above the statewide average on all 26 items.
MEASURE 3: Candidate Competency at Completion
Our initial level programs use multiple measures to determine if our teacher candidates are ready for the profession. Our candidates must successfully complete the following:
a. State approved checklist for their respective programs
b. Maintain a cumulative GPA of 2.75 or higher throughout the matriculation
c. Licensure exams: one or more standardized tests (Praxis II Content knowledge or Content subjects)
d. edTPA that is required for all interns to pass. It is also one of the graduation requirements. The passing score for Elementary education is 44; for all other subjects is 37. For more information on edTPA, visit the edTPA website.
|
Table: GPA score average 2021-2022 AY completers |
||||
|---|---|---|---|---|
|
Academic program |
General studies GPA |
Professional stuides GPA |
Teaching field GPA |
Overall GPA |
|
Elementary Education K-6 |
3.46 |
3.76 |
3.85 |
3.62 |
|
Physical Education K-12 |
3.31 |
3.74 |
3.52 |
3.53 |
|
Mathematics Education 6-12 |
3.81 |
3.86 |
3.85 |
3.81 |
|
Table: edTPA passing score average (Elementary major only) |
||
|---|---|---|
|
AY 2019-2020 |
AY 2010-2021 |
AY 2021-2022 |
|
edTPA score – 47.7 |
edTPA mean score – 54 |
edTPA mean score – 55.6 |
|
Table: edTPA passing score average (Mathematics and Physical Education majors) |
|
|---|---|
|
AY 2021-2022 |
AY 2021-2022\ |
|
edTPA score – 41 |
edTPA score – 38 |
MEASURE 4: Ability of Completer to be Hired
Ability of completers to be hired in Education position in Alabama are based on the following:
a. Students must graduate from their programs
b. Pass edTPA requirements set by ALSDE
2021-2022 completers were able to be hired successfully upon graduation. Out of 10 completers, all met licensure requirements. Five completers are currently working in the K-12 education area in Alabama: 2 are Physical Education teachers and 3 are Elementary Education teachers. Those graduates are employed by Auburn City schools, Macon County schools, Huntsville City schools, and Mobile City schools. Another five completers are working in K-12 education in the following states: Tennessee, Georgia, Texas, Maryland, and Virginia: 3 are Elementary Education teachers, one Mathematics Education teacher, and one Physical Education teacher. The overall employment rate for the last year is 100%.
The School of Education's 4 Measures (2020-2021)
|
MEASURE 1: Completer Effectiveness The EPP utilized the ALACTE survey of new first-year teachers to collect completer’s impact on P-12 student learning and teacher effectiveness data. The survey contains 26 items. In most of the categories, completer responded as 100% agreed or strongly agreed compare to statewide average responses as 48% agree and 45% strongly agree. Tuskegee’s School of Education First Year completer’s scores indicated that the program prepares them to:
MEASURE 2: Satisfaction of Employer The EPP continues to employ the ALACTE survey for employers of new teachers to collect teacher effectiveness data. Tuskegee’s School of Education First Year completer was rated above the Alabama statewide average in the “Effective Teacher” category on items 20 and in the “Teacher Leader” category on 12 items. Overall, Tuskegee completer was rated at or above the statewide average on 25 items (96%). MEASURE 3: Candidate Competency at Completion Our initial level programs use multiple measures to determine if our teacher candidates are ready for the profession. Our candidates must successfully complete: a. State approved checklist for their respective programs
MEASURE 4: Ability of Completer to be Hired Ability of completers to be hired in Education position in Alabama are based on the following: a. Students must graduate from their programs 2020-2021 completer was able to be hired successfully upon graduation. Out of 6 completers (last 3 years), all met licensure requirements. Five completers are currently work in K-12 education area: 2 in Alabama and 3 in other states. Overall employment rate for the last 3 years is 83%. |
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The School of Education's 8 Measures (2019-2020)
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%).
- 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
- 2019-2020 ALACTE Survey for Employers of New Teachers https://www.alsde.edu/ofc/otl/Ed%20Prep%20Institutional%20Report%20Cards/Tuskegee%20University%20-%202020%20Higher%20Ed%20Report%20Card.pdf
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 |
33% |
67% |
||
|
Create learning experiences that make discipline accessible and |
33% |
67% |
||
|
Connect concepts, perspectives from varied disciplines, and interdisciplinary |
33% |
33% |
33% |
|
|
Use, design, or adapt multiple methods of assessment and support |
33% |
33% |
33% |
|
|
Implement assessments in an ethical manner and minimize bias to enable |
33% |
67% |
||
|
Plan instruction based on information from formative and summative |
33% |
67% |
||
|
Understand and use a variety of instructional strategies and make |
33% |
67% |
||
|
Encourage learners to develop deep understanding of content areas, make |
33% |
67% |
||
|
Use evidence to continually evaluate the effects of his/her decisions on others |
33% |
67% |
||
|
Practice the profession in an ethical manner |
33% |
67% |
||
|
Collaborate with others to build a positive learning climate marked by |
100% |
|||
|
Engage learners in critical thinking, creativity, collaboration, and communication |
33% |
33% |
33% |
|
|
Use assessment to engage learners in their own growth |
33% |
33% |
33% |
|
|
Select, create, and sequence learning experiences and performance tasks |
33% |
67% |
||
|
Plan instruction by collaborating with colleagues, specialists, community resources, |
33% |
67% |
||
|
Engage in continuous professional learning to more effectively meet the needs of |
33% |
33% |
33% |
|
|
Collaborate with learners, families, colleagues, other school professionals, and |
33% |
33% |
33% |
|
|
Seek appropriate leadership roles and opportunities that would allow me to take |
33% |
67% |
||
|
Has deep knowledge of current and emerging state initiatives and programs including, |
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 |
33% |
67% |
||
|
Understands the expectations of the profession including the Alabama Educator |
33% |
67% |
||
- 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 - 2019-2020 ALACTE Survey for Employers of New Teachers https://www.alsde.edu/ofc/otl/Ed%20Prep%20Institutional%20Report%20Cards/Tuskegee%20University%20-%202020%20Higher%20Ed%20Report%20Card.pdf
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 |
|||
- 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
- 2019-2020 ALACTE Survey for Employers of New Teachers https://www.alsde.edu/ofc/otl/Ed%20Prep%20Institutional%20Report%20Cards/Tuskegee%20University%20-%202020%20Higher%20Ed%20Report%20Card.pdf
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% |
||
- 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
- 2019-2020 ALACTE Survey for Employers of New Teachers https://www.alsde.edu/ofc/otl/Ed%20Prep%20Institutional%20Report%20Cards/Tuskegee%20University%20-%202020%20Higher%20Ed%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
|
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 |
||||