The College of Staten Island's School of Education Recognized for National Excellence in Teacher Preparation

Nov 20, 2019
The Council for the Accreditation of Educator Preparation announced that 59 providers from 24 states, the District of Columbia, and Puerto Rico earned accreditation for their educator preparation programs (EPPs). These providers join those previously accredited, bringing the total of CAEP-accredited EPPs to 281. Read more about CAEP

The Education programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP). 
As of January 2021, the following programs are also nationally recognized:

Adolescence English Education (undergraduate & graduate)
Adolescence Mathematics Education (undergraduate & graduate)
Adolescence Social Studies Education (undergraduate & graduate)
Adolescence Biology Education (undergraduate & graduate)
Adolescence Chemistry Education (undergraduate)
Adolescence Physics Education (undergraduate)
Early Childhood Education (undergraduate)
Educational Leadership (School Building Leader & School District Leader)


 

Annual Accreditation Report Measures

The School of Education at the College of Staten Island has been making continuous effort to improve our educator preparation programs by making data-driven decisions to modify programs. To improve the transparency of this process, we share the CAEP Annual Reporting measures with the public. This section is aligned with the CAEP Component 5.4.
 

 Impact Measures (CAEP Standard 4)  Outcome Measures
 1. Impact on P-12 learning and development (CAEP Component 4.1)      5. Graduation Rates
 2. Indicators of teaching effectiveness   (CAEP Component 4.2)

 6. Ability of completers to meet licensing     (certification) and any additional state   requirements; Title II

 

 3. Satisfaction of employers and   employment milestones (CAEP   Component 4.3)  7. Ability of completers to be hired in education   positions for which they have prepared
 4. Satisfaction of completers (CAEP   Component 4.4)  8. Student loan default rates and other consumer   information

Program Completer Measures of Student Learning (MOSL) Scores

The New York City Department of Education (NYCDOE) utilizes the Advance system to evaluate the performance of teachers. This system comprises Measures of Teacher Practice (MOTP) and Measures of Student Learning (MOSL).   For details about teacher evaluation, see Evaluation section of the National Council on Teacher Quality.


The School of Education had planned to measure program completers’ impact on P-12 learning and development through MOSL scores. However, due to the COVID-19 pandemic and subsequent changes in learning modality, the data are not currently available. The data for this measure are expected to be available for School Year 2021-2022. Data are expected to be aligned with the CAEP Component 4.1.

Program Completer Measures of Teacher Practice (MOTP) Scores
The New York City Department of Education (NYCDOE) utilizes the Advance system to evaluate the performance of teachers. This system comprises Measures of Teacher Practice (MOTP) and Measures of Student Learning (MOSL). For details about teacher evaluation, see Evaluation section of the National Council on Teacher Quality.”


The School of Education had planned to measure program completers’ teaching effectiveness through MOTP scores. However, due to the COVID-19 pandemic and subsequent changes in learning modality, the data are not currently available. The data for this measure are expected to be available for School Year 2021-2022. Data are expected to be aligned with the CAEP Component 4.2.

Employer Satisfaction Survey 

Every three years, the School of Education administers the employer satisfaction survey to all p-12 schools that accepted student teachers over the past three years. The most recent survey was conducted during the Spring 2019 semester. We are making continuous efforts to increase the response rate for the survey. Data presented below are aligned with the CAEP Component 4.3. For the actual survey items, click here


[Spring 2019 Employer Satisfaction Survey] All p-12 Schools Contacted: N=102, Total Responses: n =24 (23.5%)

School Location

Staten Island    19
Brooklyn    5

 

School Type
Elementary School    10
Middle/Junior High School    4
High School    5
Combination School (e.g., k-8, 1-12)    5

 


CAEP/InTASC Standards Details Highly Effective Somewhat Effective Somewhat Ineffective Highly Ineffective
How effective was the CSI teacher preparation program in preparing graduate’s ability to…(n=22)
Diversity Understand individual differences, diverse cultures and communities.

1
(5.2%)

17
(89.5%)

0
(0%)
1
(5.2%)

InTASC 2, Diversity
Create inclusive learning environments that enable all learners (e.g., English language learners, students with disabilities) to meet high standards. 2
(10.5%)
13
(68.4%)
    4
(21.1%)
0
(0%)

InTASC 3
Create engaging and positive classroom environments that support collaborative learning and self-motivation. 7
(35%)
11
(55%)
2
(10%)
0
(0%)
InTASC 1 Plan developmentally appropriate lessons and units. 6
(30%)
11
(55%)
3
(15%)
0
(0%)

InTASC 6
Use multiple methods of assessment to provide feedback to learners and inform instruction. 4
(20%)
12
(60%)
4
(20%)
0
(0%)
InTASC 8 Use multiple appropriate instructional strategies to support all learners. 3
(15%)
14
(70%)
3
(15%)
0
(0%)
InTASC 9 Use classroom evidence (including data) and research to develop professional practice. 5
(25%)
12
(60%)
3
(15%)
0
(0%)
InTASC 10 Collaborate with families, colleagues, other school professionals, and community members to ensure learner growth. 7
(33.3%)
12
(57.1%)    
    2
(9.5%)
0
(0%)

CAEP 1.5, Technology
Integrate appropriate technology in learning experiences and assessments to engage learners and improve learning. 5
(25%)
14
(70%)
1
(5%)
0
(0%)
CAEP 3.3 Demonstrate professional dispositions. 8
(36.4%)
13
(59.1%)
1
(4.5%)    
0
(0%)
CAEP 3.6 Understand the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies. 9
(40.9%)
12
(54.6%)
0
(0%)
1
(4.5%) 
Overall Performance and Capability: (n=10) Highly Capable Somewhat Capable Somewhat Incapable Highly Incapable
  How would you rate CSI alumni’s performance in relation to overall knowledge, skills, and dispositions that will enable them to have a positive impact on all learners? 4
 (40%)
 6
(60%)    
0
(0%)
0
(0%)
  How would you rate non-CSI alumni’s performance in relation to overall knowledge, skills, and dispositions that will enable them to have a positive impact on all learners? 6
 (60%)
3
(30%
1
(10%)
0
(0%)

Program Completer Satisfaction Survey and Graduate Exit Survey 

Every three years, the School of Education administers the program completer satisfaction survey to those who in their first to third years after graduation. The most recent program completer satisfaction survey was conducted during the Spring 2020 semester. Further, we administer the graduate exit survey at the end of each semester to students who are completing educator preparation programs to receive feedback on our ability to prepare future educators. We are making continuous efforts to increase the response rate for the program completer satisfaction survey.

Data presented below are aligned with the CAEP Component 4.4. For the actual survey items, click here

 

[Spring 2020 Completer Satisfaction Survey] All Program Completers: N= 640, Total Responses: n =62 (10%)

CAEP/InTASC Standards

Details

Highly Effective

Somewhat Effective

Somewhat Ineffective

Highly Ineffective

Looking back your experiences while you were in the program you completed most recently, how effective was the program in…

Diversity

understand individual differences, diverse cultures and communities.

50
(80.7%)

10
(16.1%)

1
(1.6%)

1
(1.6%)

InTASC 2, Diversity

create inclusive learning environments that enable all learners (e.g., English language learners, students with disabilities) to meet high standards.

48
(77.4%)

11
(17.7%)

2
(3.2%)

1
(1.6%)

InTASC 3

create engaging and positive classroom environments that support collaborative learning and self-motivation.

45
(72.6%)

15
(24.2%)

1
(1.6%)

1
(1.6%)

InTASC 1

plan developmentally appropriate lessons and units.

42
(67.7%)

17
(27.4%)

3
(4.8%)

0

InTASC 6

use multiple methods of assessment to provide feedback to learners and inform instruction.

46
(74.2%)

13
(21.0%)

2
(3.2%)

1
(1.6%)

InTASC 8

use multiple appropriate instructional strategies to support all learners.

44
(71.0%)

14
(22.6%)

3
(4.8%)

1
(1.6%)

InTASC 9

use classroom evidence (including data) and research to develop professional practice.

40
(64.5%)

17
(27.4%)

4
(6.5%)

1
(1.6%)

InTASC 10

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

39
(62.9%)

12
(19.4%)

10
(16.1%)

1
(1.6%)

CAEP 1.5, Technology

integrate appropriate technology in learning experiences and assessments to engage learners and improve learning.

41
(66.1%)

18
(29.0%)

1
(1.6%)

2
(3.2%)

CAEP 3.3

demonstrate professional dispositions.

47
(75.8%)

12
(19.4%)

2
(3.2%)

1
(1.6%)

CAEP 3.6

understand the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies.

44
(71.0%)

16
(25.8%)

1
(1.6%)

1
(1.6%)

Please rate how strongly you agree or disagree with each of the following statements:

CAEP/InTASC Standards

Details

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

CAEP 4.4

Overall, my preparation provided the knowledge, skills, and dispositions that will enable me to have a positive impact on all learners.

41
(66.1%)

20
(32.3%)

1
(1.6%)

0

 


[Fall 2020 Graduate Exit Survey] All Graduating Students: N= 52, Total Responses: n = 38 (76%)
CAEP/InTASC Standards

Details

Highly Effective

Somewhat Effective

Somewhat Ineffective

Highly Ineffective

How effective was your teacher preparation program in supporting your ability to…

Diversity

understand individual differences, diverse cultures and communities.

29
(76.3%)

8
(21.1%)

1
(2.6%)

0

InTASC 2, Diversity

create inclusive learning environments that enable all learners (e.g., English language learners, students with disabilities) to meet high standards.

26
(68.4%)

10
(26.3%)

5
(5.3%)

0

InTASC 3

create engaging and positive classroom environments that support collaborative learning and self-motivation.

29
(76.3%)

8
(21.1%)

1
(2.6%)

0

InTASC 1

plan developmentally appropriate lessons and units.

23
(60.5%)

11
(29.0%)

3
(7.9%)

1
(2.6%)

InTASC 6

use multiple methods of assessment to provide feedback to learners and inform instruction.

21
(55.3%)

14
(36.8%)

3
(7.9%)

0

InTASC 8

use multiple appropriate instructional strategies to support all learners.

25
(65.8%)

10
(26.3%)

3
(7.9%)

0

InTASC 9

use classroom evidence (including data) and research to develop professional practice.

26
(68.4%)

8
(21.1%)

4
(10.5%)

0

InTASC 10

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

24
(63.2%)

12
(31.6%)

2
(5.3%)

0

CAEP 1.5, Technology

integrate appropriate technology in learning experiences and assessments to engage learners and improve learning.

27
(71.1%)

11
(29.0%)

0

0

CAEP 3.3

demonstrate professional dispositions.

27
(71.1%)

11
(29.0%)

0

0

CAEP 3.6

understand the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies.

31
(81.6%)

7
(18.4%)

0

0

Please rate how strongly you agree or disagree with each of the following statements:


CAEP/InTASC Standards

Details

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

CAEP 4.4

Overall, my preparation provided the knowledge, skills, and dispositions that will enable me to have a positive impact on all learners.

25
(65.8%)

13
(34.2%)

0

0

Note. All courses offered in Spring 2020 (after mid-March) and Fall 2020 semesters were provided remotely due to the COVID-19 outbreak.



[Spring 2020 Graduate Exit Survey] All Graduating Students: N = 145, Total Responses: n = 105 (73%)

CAEP/InTASC Standards

Details

Highly Effective

Somewhat Effective

Somewhat Ineffective

Highly Ineffective

How effective was your teacher preparation program in supporting your ability to…

Diversity

understand individual differences, diverse cultures and communities.

88
(83.8%)

15
(14.3%)

1
(1.0%)

1
(1.0%)

InTASC 2, Diversity

create inclusive learning environments that enable all learners (e.g., English language learners, students with disabilities) to meet high standards.

78
(74.3%)

26
(24.8%)

0

1
(1.0%)

InTASC 3

create engaging and positive classroom environments that support collaborative learning and self-motivation.

89
(84.8%)

15
(14.3%)

0

1
(1.0%)

InTASC 1

plan developmentally appropriate lessons and units.

77
(73.3%)

23
(21.9%)

3
(2.9%)

2
(1.9%)

InTASC 6

use multiple methods of assessment to provide feedback to learners and inform instruction.

78
(74.3%)

24
(22.9%)

2
(1.9%)

1
(1.0%)

InTASC 8

use multiple appropriate instructional strategies to support all learners.

80
(76.2%)

24
(22.9%)

0

1
(1.0%)

InTASC 9

use classroom evidence (including data) and research to develop professional practice.

75
(71.4%)

27
(25.7%)

2
(1.9%)

1
(1.0%)

InTASC 10

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

65
(61.9%)

34
(32.4%)

5
(4.8%)

1
(1.0%)

CAEP 1.5, Technology

integrate appropriate technology in learning experiences and assessments to engage learners and improve learning.

77
(73.3%)

26
(24.8%)

0

2
(1.9%)

CAEP 3.3

demonstrate professional dispositions.

78
(74.3%)

20
(19.1%)

6
(5.7%)

1
(1.0%)

CAEP 3.6

understand the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies.

80
(76.2%)

20
(19.1%)

3
(2.9%)

0

Please rate how strongly you agree or disagree with each of the following statements:

CAEP/InTASC Standards

Details

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

CAEP 4.4

Overall, my preparation provided the knowledge, skills, and dispositions that will enable me to have a positive impact on all learners.

86
(81.9%)

19
(18.1%)

0

0

Note. All courses offered in Spring 2020 semester (after mid-March) were provided remotely due to the COVID-19 outbreak.

Admission & Graduation Rates
The data below include students who graduated in January 2021. Master’s programs include both Sequence 1 (students with initial certificate) and Sequence 2 (students without initial certificate). Sequence 2 programs typically take longer to complete due to a greater number of required courses.

[Adolescence Education Programs]
Program

Year

Number of Applicants
(# of male)

Number Accepted
(# of male)

Number Enrolled
(# of male)

Number Graduated
(# of male)

Graduation Rate

Science Education (Biology, Chemistry & Physics)

Undergraduate

2017-2018

6 (4)

5 (3)

4 (2)

2 (0)

50

2018-2019

4 (2)

4 (2)

4 (2)

1 (0)

33.3

Master’s

2017-2018

7 (2)

6 (1)

5 (1)

4 (0)

80

2018-2019

3 (0)

3 (0)

3 (0)

0

0

English Education

 

Undergraduate

2017-2018

13 (0)

13 (0)

13 (0)

10 (0)

76.9

2018-2019

14 (2)

14 (2)

14 (2)

10 (1)

71.4

Master’s

2017-2018

14 (1)

11 (0)

11 (0)

8 (0)

72.7

2018-2019

9 (4)

8 (4)

5 (3)

1 (0)

20

Mathematics Education

 

Undergraduate

2017-2018

9 (3)

4 (1)

4 (1)

4 (1)

100

2018-2019

12 (7)

12 (7)

11 (6)

7 (2)

63.6

Master’s

2017-2018

10 (1)

9 (1)

7 (1)

1 (0)

14.3

2018-2019

11 (5)

10 (5)

9 (4)

6 (2)

66.7

Social Studies Education

 

Undergraduate

2017-2018

6 (4)

5 (3)

5 (3)

2 (1)

40

2018-2019

11 (4)

10 (3)

9 (3)

5 (1)

55.6

Master’s

2017-2018

13 (7)

11 (7)

10 (6)

7 (4)

70

2018-2019

12 (8)

11 (8)

8 (6)

4 (4)

50

World Languages (Spanish, Italian Studies) Education

 

Undergraduate

2017-2018

5 (1)

5 (1)

5 (1)

1 (0)

20

2018-2019

14 (2)

14 (2)

14 (2)

8 (1)

57.1

 


 

[Childhood Education Programs]
Program

Year

Number of Applicants

Number Accepted

Number Enrolled

Number Graduated

Graduation Rate

Undergraduate

2017-2018

48 (0)

46 (0)

27 (0)

26 (0)

96.3

2018-2019

39 (2)

39 (2)

14 (2)

14 (2)

100

Master’s

2017-2018

22 (2)

20 (2)

15 (2)

5 (0)

33.3

2018-2019

30 (4)

28 (4)

24 (3)

5 (0)

20.8

 


 

[Early Childhood Education Program]
Program

Year

Number of Applicants

Number Accepted

Number Enrolled

Number Graduated

Graduation Rate

Undergraduate

2017-2018

27 (1)

26 (1)

*17-2 (1)

14 (1)

93.3

2018-2019

15 (0)

15 (0)

**11-1 (0)

Note. *Two of the enrolled students left the program; **One of the enrolled students left the program.

 


 

[Special Education Programs]
Program

Year

Number of Applicants

Number Accepted

Number Enrolled

Number Graduated

Graduation Rate

Special Education Childhood

2017-2018

55 (5)

52 (5)

42 (5)

31 (1)

73.8

2018-2019

44 (2)

41 (2)

35 (2)

9 (0)

25.7

Special Education Adolescence Generalist

2017-2018

12 (5)

11 (4)

10 (4)

2 (1)

20

2018-2019

18 (3)

18 (3)

14 (3)

5 (0)

35.7

 


 

[Teaching English to Speakers of Other Languages (TESOL) Programs]
Program

Year

Number of Applicants

Number Accepted

Number Enrolled

Number Graduated

Graduation Rate

Master’s Program

2017-2018

30 (3)

24 (3)

22 (3)

18 (2)

81.8

2018-2019

30 (5)

29 (5)

25 (5)

3 (1)

12

Advanced Certificate

2017-2018

7 (0)

5 (0)

4 (0)

3 (0)

75

2018-2019

2 (0)

2 (0)

2 (0)

0

0

 


 

[Bilingual Education Extension]
Program

Year

Number of Applicants

Number Accepted

Number Enrolled

Number Graduated

Graduation Rate

Post-Master’s Program

2019-2020

1 (0)

1 (0)

1 (0)

1 (0)

100

 


 

[Leadership Programs (School District & School Building)]
Cohort

Number of Applicants

Number Enrolled

Number Graduated

Graduation Rate

21 (Graduated in Fall 18)

15 (1)

15 (1)

14 (1)

93.3

22 (Graduated in Fall 19)

20 (6)

20 (6)

17 (6)

85

23 (Graduated in Fall 20)

14 (1)

14 (1)

13 (1)

92.9

Note. Number of applicants do not include applications that were ineligible to apply.

Program Completer Work Status
Every spring, the School of Education receives data from the New York City Department of Education about the employment status of recent program completers. The tables below present the data as of October 31, 2017 (for Completion year 2016-2017); as of October 31, 2018 (for Completion year 2017-2018); and as of October 31, 2019 (for Completion year 2018-2019), respectively. The number indicated in Employed as Teacher section DOES NOT include program completers working in independent schools or any schools outside of New York City. Employed as Teacher is defined as working full-time as a teacher of record, a long-term full-time substitute teacher, or a school administrator.

[Adolescence Education Programs]

Program

Year

Program Completers

Employed as Teacher

Enrolled in Graduate Program

 

Same Content Area

Special Education

TESOL

Science Education

Undergraduate

2016-2017

1

0

1

0

0

 

2017-2018

4

3

3

0

0

 

2018-2019

2

2

0

1

0

Master’s

2016-2017

2

2

---

---

---

 

2017-2018

2

2

---

---

---

 

2018-2019

1

1

---

---

---

English Education

Undergraduate

2016-2017

10 (*11)

5

2

1

0

 

2017-2018

12

9

5

3

0

 

2018-2019

13

12

5

0

1

Note. *One moved out of state.

Master’s

2016-2017

7

3

---

---

---

 

2017-2018

13

8

---

---

---

 

2018-2019

12

9

---

---

---

Mathematics Education

Undergraduate

2016-2017

9

7

3

0

0

 

2017-2018

7

6

6

0

0

 

2018-2019

3

3

3

0

0

Master’s

2016-2017

6

5

---

---

---

 

2017-2018

6

4

---

---

---

 

2018-2019

6

6

---

---

---

Social Studies Education

Undergraduate

2016-2017

3

3

3

0

0

 

2017-2018

8

6

4

0

0

 

2018-2019

3

2

1

0

0

Master’s

2016-2017

5

4

---

---

---

 

2017-2018

8

5

---

---

---

 

2018-2019

5

4

---

---

---

World Languages (Spanish & Italian Studies)

Undergraduate

2016-2017

5

2

0

0

1

 

2017-2018

3

3

0

0

2

 

2018-2019

7

3

0

0

1

 

[Childhood Education Programs]

Program

Year

Program Completers

Employed as Teacher

Enrolled in Graduate Program

 

Same Content Area

Special Education

TESOL

Undergraduate

2016-2017

39

29

1

15

10

 

2017-2018

43

33

1

17

8

 

2018-2019

34

24

4

15

7

Master’s

2016-2017

24

19

---

---

---

 

2017-2018

18

12

---

---

---

 

2018-2019

22

17

---

---

---

 

[Early Childhood Education Program]

Program

Year

Program Completers

Employed as Teacher

Enrolled in Graduate Program

 

Same Content Area

Special Education

TESOL

Undergraduate

2016-2017

22

9

N/A

7

1

 

2017-2018

13

5

N/A

4

2

 

2018-2019

17

6

N/A

3

2

 

[Special Education Programs]

Program

Year

Program Completers

Employed as Teacher

Special Education Childhood Master’s

2016-2017

33

28

 

2017-2018

40

30

 

2018-2019

38

29

Special Education Adolescence Generalist Master’s

2016-2017

3

2

 

2017-2018

6

5

 

2018-2019

2

2

 

[TESOL Program]

Program

Year

Program Completers

Employed as Teacher

Master’s Program

2016-2017

7

7

 

2017-2018

28

18

 

2018-2019

19 11

 

[Leadership Programs (School District & School Building)]

Cohort

Completers

Employed as Teacher

Employed as School Administrator

19 (Graduated in Fall 2016)

11

7

1

20 (Graduated in Fall 2017)

19

8

2

21 (Graduated in Fall 2018)

15

9

2

 

Certification Exam Pass Rates
In New York State, there are three types of certification exams required for teacher licensure: Educating All Students (EAS), Content Specialty Tests (CSTs), and edTPA. For school administrators, NYS School Leadership Assessments (School Building Leader and School District Leader) are required.


For further information about teacher licensure requirements, see New York State Education Department Office of Teaching Initiatives.


Educating All Students
(required for all teacher licensure)

Year

Number of Completers
Who Attempted the
EAS

Number of Program
Completers Who Passed

Pass Rate

NYS Mean Pass Rate
(of all test takers)

2017-2018

125

121

97

88

2018-2019

115

111

97

88

2019-2020

148

145

98

89

 


Content Specialty Tests
(as of January 2021)

Program

Year

Number of
Initial
Certification
Program
Completers*

Number of
Completers
Who
Attempted the
CST

Number of
Completers
Who
Passed

Pass Rate
(of all completers)

NYS Mean
Pass Rate
(of all test takers)

Early Childhood Education

2017-2018

13

12

10

83 (77)

84

2018-2019

17

10

9

90 (53)

86

2019-2020

6

1

0

0

84

Childhood Education

2017-2018

55

52

51

98 (93)

87

2018-2019

52

47

44

94 (85)

89

2019-2020

53

57

49

86 (84)

88

Science Education

2017-2018

6

5

5

100 (83)

85

2018-2019

3

3

3

100 (100)

86

2019-2020

5

4

4

100 (80)

81

English Education

2017-2018

22

15

15

100 (68)

78

2018-2019

24

21

18

86 (75)

78

2019-2020

21

21

20

95 (95)

74

Mathematics Education

2017-2018

8

8

8

100 (100)

64

2018-2019

6

6

6

100 (100)

60

2019-2020

10

9

6

67 (60)

61

Social Studies Education

2017-2018

16

16

16

100 (100)

88

2018-2019

5

4

4

100 (80)

90

2019-2020

12

8

8

100 (67)

87

World Languages Education

2017-2018

4

4

4

100 (100)

97

2018-2019

7

6

6

100 (86)

99

2019-2020

5

4

4

100 (80)

100

Special Education**

2017-2018

44

25

23

92 (52)

86

2018-2019

40

10

9

90 (23)

86

2019-2020

49

28

26

93 (53)

86

TESOL**

2017-2018

23

15

14

86 (61)

95

2018-2019

20

9

9

100 (45)

94

2019-2020

24

21

20

95 (83)

93

Note. TESOL = Teaching English to Speakers of Other Languages; *Includes all undergraduates and graduates in Sequence II (initial licensure); ** Includes both Sequence I and II (initial Special Education/TESOL licensure), Advanced Certificate is not included; Passing the Multi-Subject Test indicates passing all three parts.

 


edTPA
(required for all initial licensure)

Program

Year

Number of
Graduates
Who Need to
Take edTPA*

Graduates
Who
Attempted
edTPA

Number of
Graduates
Who Passed

Pass Rate
(of all graduates)

NYS Mean
Pass Rate
(of all test takers)

Early Childhood Education

2017-2018

13

11

11

100 (85)

77

2018-2019

17

13

13

100 (76)

89

2019-2020

6

***5 (1)

***5 (1)

100 (83)

90

Childhood Education

2017-2018

55

43

43

100 (78)

84

2018-2019

52

47

45

96 (87)

89

2019-2020

53

***35 (14)

***32 (14)

91 (60)

89

Science Education

2017-2018

6

6

6

100 (100)

77

2018-2019

3

3

3

100 (100)

88

2019-2020

5

***4 (0)

***4 (0)

100 (80)

90

English Education

2017-2018

22

19

18

95 (82)

92

2018-2019

24

20

20

100 (83)

97

2019-2020

21

***19 (10)

***19 (10)

100 (90)

98

Mathematics Education

2017-2018

8

8

7

88 (88)

70

2018-2019

6

6

6

100 (100)

79

2019-2020

10

***9 (3)

***9 (3)

100 (90)

79

Social Studies Education

2017-2018

16

16

16

100 (100)

94

2018-2019

5

4

4

100 (80)

96

2019-2020

12

***5 (0)

***5 (0)

100 (42)

99

World Languages Education

2017-2018

4

4

4

100 (100)

79

2018-2019

7

5

5

100 (71)

84

2019-2020

5

***4 (0)

***4 (0)

100 (80)

89

Special Education**

2017-2018

9

6

4

67 (44)

80

2018-2019

7

5

5

100 (71)

92

2019-2020

13

***7 (1)

***7 (1)

100 (54)

93

TESOL**

2017-2018

9

6

6

100 (67)

96

2018-2019

7

6

6

100 (86)

97

2019-2020

13

***8 (7)

***8 (7)

100 (62)

96

Note. TESOL = Teaching English to Speakers of Other Languages; *Includes all undergraduates and graduates in Sequence II (initial licensure); **Includes all Graduate Sequence 2/Track 2 (Sequence 1/Track 1 are not required to take edTPA as the candidates already hold initial licensure); ***Numbers in parentheses indicate the number of candidates who took the Assessment of Teaching Skills -Written (alternate option of edTPA during the COVID-19 pandemic).

 


NYS School Leadership Assessments
(as of January 2021)

Cohort

Test Type

Number of
Completers Who
Attempted the test

Number of
Completers Who
Passed

Pass Rate

NYS Mean
Pass Rate

21
(Graduated in Fall 2018)

School Building Leader

8

7

87.5

89

School District Leader

2

1

50

95

22
(Graduated in Fall 2019)

School Building Leader

9

8

88.9

92

School District Leader

4

4

100

96

23
(Graduated in Fall 2020)

School Building Leader

2

2

100

92

School District Leader

0

0

-

92

Note. Each test has two parts; number of completers who passed indicates those who took and passed both parts.

Student Loan Default Rates
Further details about the official default rates are available at the Federal Student Aid Office website of the U.S. Department of Education.

Fiscal Year CSI Rate Public College Average Rate
2017 11.0% 10.3%
2016 9.6% 9.6%
2015 8.3% 9.3%

Note. The rates represent all CSI students (both undergraduate and graduate).