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EPP Annual Reporting Measures and Consumer Information

Measure 1: Impact that completers’ teaching has on P-12 learning and development

The purpose of A-State College of Education and Behavioral Science Employer Survey (Initial Programs) questionnaire was to gather feedback from principals and superintendents on the performance of Arkansas State University’s recent graduates of the teacher education program. Recent graduates are defined as beginning teachers who have worked in the respective school district for a maximum of three years. Data gathered in the report is one of many sources used to document the quality of programs to prepare teacher candidates, determine application of professional knowledge, dispositions, and skills—aligned with InTASC and TESS standards—associated with teacher effectiveness in classrooms. This data informs program revision initiatives to suit the needs of Arkansas schools.

Measure 2: Indicators of Teaching Effectiveness

All novice teachers in the state of Arkansas are observed by their school supervisors and evaluated using the standards for teacher preparation based on the Arkansas Teacher Excellence Support System (TESS), based on Charlotte Danielson Framework for Teaching, 2011. The four domains of teaching are the criteria used to assess the A-State completers’ classroom application of professional knowledge, skills and dispositions measured in this report.  Enclosed is the data delineating how prepared are the novice teachers who graduated from the A-State EPP as perceived by their supervisors. The data is collected from supervisors of 2017-2018 A-State completers (n=49) and supervisors of 2018-2019 A-State completers (n=77), representing all programs across the EPP who are employed in Arkansas classrooms. For each of the 22 components of teaching performance, supervisors rated the performance using a quantitative four-point Likert-type response format 4 (highly effective), 3 (effective), 2 (processing), 1 (ineffective) or N/A (not applicable).  A mean score was calculated for each of the 22 items on the survey instrument, indicating results for the statewide means and mean scores for supervisors of A-State completers.

Measure 3: Results of Employer Surveys, and including retention and employment milestones

Data reported by the state Novice Teacher Survey indicate an overall level of program effectiveness in preparing completers, as does the Arkansas State University measure of employer satisfaction. Analysis from both indicate concerns with classroom management within the EPP's preparation. The EPP has focused on program responses, but given the preponderance of evidence (including also completer responses) the EPP's Initial Programs Assessment Committee has determined to look more specifically at programs' content related to this knowledge and skill and work to determine a more consistent approach to classroom management across the EPP. State data is difficult to benchmark, as it has been presented in different formats over the past several years. However, external comparison of the EPP to state means suggest the EPP's performance is slightly below the state mean.

Measure 4: Results of Completer Surveys

First-year teachers complete a Novice Teacher Survey at the end of their first year of teaching to identify perceptions of their educator preparation based on the four TESS “Framework for Teaching” domains.

Measure 5: Graduation rates from preparation programs

Graduation rates for the EPP have declined over the past three years with an average of 51% for initial programs. The graduate rate for advanced programs has increased over the past three years with an average of 93% over the past three years. This information has been discussed and shared with both Initial and Advanced Assessment Committees. The Recruitment and Monitoring Plan must be revised to address retention issues identified through the graduation rates over the past three years. The priority goals for EPP will be to increase the ethnic diversity, specifically African American education majors, increase the number of males enrolled in education programs, increase number of students in programs for high needs areas (art, agriculture, math, and special education), increase the number of candidates in initial education programs which include alternative licensure, increase the ethnic diversity of candidates in advanced level programs. The goals for the program have been informed by data based on the USDE Teacher Shortage areas, NCES Schools and Staffing Survey, and the Division of Elementary and Secondary Education (DESE) Critical Shortage Areas for the 2019-2020 school year.

Measure 6: Ability of completers to meet licensing (certification) and any additional state requirements

The A-State EPP reports the number of teacher candidates admitted into Teacher Education initial certification programs, and the number of candidates who are recommended for certification for six consecutive years. As admission years become more recent, they show a low rate of recommendation for certification that will increase year-by-year as more teacher candidates complete the program. A review of EPP program pass rates on licensure exams indicate that more candidates are passing on their first time taking the exam for both initial and advanced programs.

Measure 7: Ability of completers to be hired in education positions for which they are prepared

The A-State EPP reports the rate at which certified initial and advanced program completers are employed in the state of Arkansas public schools one year after program completion. Employment data are provided to the A-State EPP by ADE, and completers from initial and advanced programs cannot be disaggregated.

Measure 8: Student loan default rates and other consumer information

According to the default rate on student loans at Arkansas State University over the past three years (2017, 2018, 2019) is approximately 6.5% which is normal in comparison to the national average. The university does track persistence to graduation and graduation rates by various demographic characteristics, but not by college or degree program. The EPP, with a high percentage of white, female students, does monitor the university data and, through advising, attempts to monitor and scaffold the progress of male, African-American, and candidates representing other low enrollment demographics. The Arkansas State University EPP reviews and analyzes its data and progress in addressing all 8 measures during its annual assessment retreat (spring), and the Educator Preparation Assessment Council (EPAC). The data is first analyzed throughout the year by the Initial Programs Assessment Committee (IPAC) and the Advanced Programs Assessment Committee (APAC). The committees provide a written report in March to the CAEP Coordinator to identify trends, recommendations for programmatic changes, and to share with the EPP. The report is then shared with the EPP at Assessment Day in April and then with EPAC in June. Due to COVID-19 the EPP was unable to host the Annual Assessment Day. The meeting has been postponed until spring 2021.