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...

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)


Certification Exam Pass Rates (Educating All Students, Content Specialty Tests, edTPA, NYS School Leadership Assessments)
Program Completer Work Status
Admission and Graduation Rates
Student Loan Default Rates
Graduate Exit Surveys
Program Completer Satisfaction Survey (1-3 years post graduation)
Employer Satisfaction Survey

Educating All Students (EAS: required for all teacher certificate)

Year Number of Completers Who Took the EAS Number of Program Completers Who Passed Pass Rate NYS 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 (CSTs): as of January 2021

Program

Year

Number of Initial Certification Program Completers*

Number of Completers
Who Took the CST

Number of Completers
Who Passed

Pass Rate
(of all completers)

NYS 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. *Includes all undergraduates and graduates in Sequence II (initial certificate); ** Includes both Sequence I and II (initial Special Education/TESOL certificate), Advanced Certificate is not included; Passing the Multi-Subject Test indicates passing all three parts.

edTPA Pass Rates

Program

Year

Number of Graduates who needs to take edTPA*

Graduates who took the edTPA

Number of Graduates who passed

Pass Rate (of all graduates)

NYS 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)

92

 

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)

89

TESOL**

2017-2018

9

6

4

100 (67)

96
 

2018-2019

7 6 6 100 (86) 97

 

2019-2020

13

***8 (7)

***8 (7)

100 (62)

96

 

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

NYS School Leadership Assessments (NYSLAs): as of January 2021

Cohort

Test Type

Number of Completers Who Took the test

Number of Completers Who Passed

Pass Rate

NYS 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.

Fall 2020 Graduates Exit Survey

All Graduates N= 52, Total Responses n = 38 (76%)

CAEP/InTASC Standards

 

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:

 

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

 

Advisement

Highly Effective

Somewhat Effective

Somewhat Ineffective

Highly Ineffective

How effective was your faculty adviser in supporting you through the program?

25

(65.8%)

10

(26.3%)

5

(5.3%)

1

(2.6%)

 

Spring 2020 Graduates Exit Survey

All Graduates N= 145, Total Responses n =105 (73%)

CAEP/InTASC Standards

 

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 students 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:

 

Strongly Agree

Somewhat Agree

Somewhat Disagree

Strongly Disagree

CAEP 4.4

Overall, my preparation provided me with 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

 

Advisement

Highly Effective

Somewhat Effective

Somewhat Ineffective

Highly Ineffective

How effective was your faculty adviser in supporting you through the program?

78

(74.3%)

17

(16.2%)

7

(6.7%)

3

(2.9%)

 

Program Completer Work Status

[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

33

28

 

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

18

2

21 (Graduated in Fall 2018)

15

9

2

 

Note. Numbers in “Job in Education” only include those who work in the New York City schools as a full-time teacher (including full-time substitute) or administrator; Numbers for 2016-2017 are as of October 31, 2017; Numbers for 2017-2018 are as of October 31, 2018; Numbers for 2018-2019 are as of October 31, 2019.

Student Loan Default Rates

Fiscal Year

Rate

2015

8.3%

2016

9.6%

2017

11.0%

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

 
Spring 2019 Employer Satisfaction Survey
N=102 (All k-12 Schools Contacted), 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
Combined School (e.g., K-8, 1-12) 5


Employment during the last 2 years

CSI Graduate   Non-CSI Graduate
None 2   None 1
1 2   1 3
2 6   2 3
3-5 9   3-5 3
6-9 1   6-9 3
More than 10 2   More than 10 8


In what area?

CSI Graduates   Non-CSI Graduates
 
Early Childhood 2   Early Childhood 3
Elementary 11   Elementary 9
English 5   English 7
Mathematics 7   Mathematics 5
Social Studies 4   Social Studies 8
Science 3   Science 8
Spanish 1   Spanish 4
Italian 1   Italian 2
Special Education 9   Special Education 13
ESL/ELL 4   ESL/ELL 6
Principal 1   Principal 4
Assisstant Principal 1   Assisstant Principal 6
Other 1   Other 3
      Physical Education 8

 


 

CAEP/InTASC Standards

 

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

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

InTASC 3

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

7

(35%)

11

(55%)

2

(10%)

0

InTASC 1

plan developmentally appropriate lessons and units.

6

(30%)

11

(55%)

3

(15%)

0

InTASC 6

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

4

(20%)

12

(60%)

4

(20%)

0

InTASC 8

use multiple appropriate instructional strategies to support all learners.

3

(15%)

14

(70%)

3

(15%)

0

InTASC 9

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

5

(25%)

12

(60%)

3

(15%)

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

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

CAEP 3.3

demonstrate professional dispositions.

8

(36.4%)

13

(59.1%)

1

(4.5%)

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

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

  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

 

 

Program Completer Satisfaction Survey (Spring 2020)

All completers (1-3 years after completion): N=640, Total Responses n=62 (10%)

[Completer Demographics]
What program did you complete at the School of Education?

Undergraduate program in:

Early Childhood (SLS) 8
Childhood (SLS) 25
Adolescence Education (English) 3
Adolescence Education (Mathematics) 2
Adolescence Education (Social Studies) 1
Adolescence Education (World Languages) 2


Graduate program in:

Childhood  6 
Adolescence Education (English)  1 
Adolescence Education (Social Studies)  3 
Special Education Childhood  7 
Teaching of English to Speakers of Other Languages (TESOL)  2 

 

Advanced Certificate in:

Autism Spectrum Disorder  1 
Teaching of English to Speakers of Other Languages (TESOL)  1 

 

Was it your intial certification?

Yes 55
No 7

 

If yes, have you earned your intial certification? (n = 56)

Yes 49 (87.5) 
No 7 (12.5%)

 

Are you currently working in P-12 school?

Yes 54
No 8

 

If yes, what is your position/status?

Teacher of Record 24
Substitute Teacher (permanent) 10
Substitute Teacher (non-permanent) 17
Paraprofessional 2
School Administrator 0
Other 1
No Response 8

 

CAEP/InTASC Standards

 

Highly Effective

Somewhat Effective

Somewhat Ineffective

Highly Ineffective

Looking back on 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 with the following statement:

 

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

 

Adolescence Education Programs

Program  Year 

Number
of Applicants

(# of male)

Number
of 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
Graduate 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 Programs

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) 0 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


TESOL Program

Program Year Number of
Applicants
Number
Accepted
Number
Enrolled
Number
Graduated
Graduation
Rate
Graduate 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.