The Education programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP).

Certification Exam Pass Rates (Initial Certification only)
Graduate Exit Surveys
Employer Exit Surveys
Program Completer Work Status
Default Loan Rates

Summary Pass Rates

Year

All Program Completers Who Took the Certification Exams

Number of Completers Who Passed the Certification Exams

Pass Rate

2017-2018

137

119

87

2016-2017

114

105

92

2015-2016

61

57

93

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

Year

Number of Graduates Who Took the EAS

Number of Program Completers Who Passed

Pass Rate

2017-2018

125

121

97

2016-2017

111

109

98

2015-2016

59

59

100

Content Specialty Test (CST): as of March 2019

Program

Year

Number of Initial Certification Program Completers*

Number of Completers Who Took the CST

Number of Completers Who Passed

Pass Rate (of all graduates)

Early Childhood Education

2015-2016

24

21

18

86 (75)

 

2016-2017

24

15

10

67 (42)

 

2017-2018

13

10

8

80 (62)

Childhood Education

2015-2016

57

21

20

95 (35)

 

2016-2017

58

38

35

92 (60)

 

2017-2018

55

44

38

86 (69)

Science (Biology) Education

2015-2016

7

4

4

100 (57)

 

2016-2017

2

1

1

100 (50)

 

2017-2018

5

4

4

100 (80)

Science (Physics) Education

2015-2016

0

0

---

---

 

2016-2017

1

1

0

0 (0)

 

2017-2018

1

1

1

100 (100)

English Education

2015-2016

24

14

13

93 (54)

 

2016-2017

16 (17)**

14

12

86 (75)

 

2017-2018

22

14

14

100 (64)

Mathematics Education

2015-2016

18

8

7

88 (39)

 

2016-2017

13

10

6

60 (46)

 

2017-2018

8

8

7

88 (88)

Social Studies Education

2015-2016

8

6

6

100 (75)

 

2016-2017

8

8

7

100 (88)

 

2017-2018

16

13

13

100 (81)

Spanish Education

2016-2017

4

4

4

100 (100)

 

2017-2018

3

3

3

100 (100)

Italian Studies Education

2016-2017

1

1

1

100 (100)

 

2017-2018

1

1

1

100 (100)

Special Education***

2015-2016

56

11

10

91 (18)

 

2016-2017

40

34

34

100 (85)

 

2017-2018

44

25

23

92 (52)

TESOL***

2016-2017

6

4

4

100 (67)

 

2017-2018

23

15

14

86 (61)

Note. *Includes all undergraduates and graduates in Sequence II (initial certificate); **One complete moved out of state; *** 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

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)

Early Childhood Education

2015-2016

24

22

21

95 (88)

 

2016-2017

24

18

18

100 (75)

 

2017-2018

13

11

11

100 (85)

Childhood Education

2015-2016

57

43

38

88 (67)

 

2016-2017

58

50

46

92 (79)

 

2017-2018

55

41

40

98 (73)

Science (Biology) Education

2015-2016

7

7

4

57 (57)

 

2016-2017

2

2

2

100 (100)

 

2017-2018

5

5

5

100 (100)

Science (Physics) Education

2015-2016

0

--

--

--

 

2016-2017

1

1

0

0 (0)

 

2017-2018

1

1

1

100 (100)

English Education

2015-2016

24

23

21

91 (87)

 

2016-2017

16 (17)**

15

14

93 (88)

 

2017-2018

22

18

18

100 (82)

Mathematics Education

2015-2016

18

15

13

87 (72)

 

2016-2017

13

11

6

55 (46)

 

2017-2018

8

8

7

88 (88)

Social Studies Education

2015-2016

12

10

8

80 (67)

 

2016-2017

8

8

8

100 (100)

 

2017-2018

16

15

15

100 (94)

Spanish Education

2016-2017

4

4

4

100 (100)

 

2017-2018

3

2

2

100 (67)

Italian Studies Education

2016-2017

1

1

1

100 (100)

 

2017-2018

1

1

1

100 (100)

Special Education***

2015-2016

13

12

9

75 (69)

 

2016-2017

12

9

8

89 (75)

 

2017-2018

9

6

4

67 (44)

TESOL***

2016-2017

0

--

--

--

 

2017-2018

9

5

5

100 (56)

Note. *Includes all undergraduates and graduates in Sequence II (initial license); **One complete moved out of state; ***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)

NYSTCE School Leadership Assessments (NYSLA): as of September 2019

Cohort

Test Type

Number of Completers Who Took the test

Number of Completers Who Passed

Pass Rate

21 (Graduated in Fall 2018)

School Building Leader

11

8

72.7

School District Leader

3

2

66.7

20 (Graduated in Fall 2017)

School Building Leader

13

12

92.3

School District Leader

7

6

85.7

19 (Graduated in Fall 16)

School Building Leader

9

7

77.8

School District Leader

3

3

100

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

Spring 2019 Graduates Exit Survey

All Graduates N= 134, Total Responses n =113 (84%)

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.

85

(75.2%)

24

(21.2%)

2

(1.8%)

2

(1.8%)

InTASC 2, Diversity

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

80

(70.8%)

28

(24.8%)

4

(3.5%)

1

(0.9%)

InTASC 3

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

88

(77.9%)

21

(18.6%)

3

(2.7%)

1

(0.9%)

InTASC 1

plan developmentally appropriate lessons and units.

83

(73.5%)

26

(23.0%)

3

(2.7%)

1

(0.9%)

InTASC 6

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

77

(68.1%)

33

(29.2%)

2

(1.8%)

1

(0.9%)

InTASC 8

use multiple appropriate instructional strategies to support all learners.

79

(69.9%)

30

(26.6%)

2

(1.8%)

2

(1.8%)

InTASC 9

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

67

(59.3%)

40

(35.4%)

5

(4.4%)

1

(0.9%)

InTASC 10

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

66

(58.4%)

33

(29.2%)

12

(10.6%)

2

(1.8%)

CAEP 1.5, Technology

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

76

(67.3%)

27

(23.9%)

8

(7.1%)

2

(1.8%)

CAEP 3.3

demonstrate professional dispositions.

82

(72.6%)

25

(22.1%)

4

(3.5%)

2

(1.8%)

CAEP 3.6

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

89

(78.8%)

18

(15.9%)

3

(2.7%)

3

(2.7%)

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.

89

(78.8%)

22

(19.5%)

1

(0.9%)

1

(0.9%)

 

Advisement

Highly Effective

Somewhat Effective

Somewhat Ineffective

Highly Ineffective

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

82

(72.6%)

23

(20.4%)

5

(4.4%)

3

(2.7%)

 

Fall 2018 Graduates Exit Survey

All Graduates N= 51, Total Responses n =39 (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.

27

(69.2%)

12

(30.7%)

0

(0%)

0

(0%)

InTASC 2, Diversity

use your knowledge of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

29

(74.4%)

10

(25.6%)

0

(0%)

0

(0%)

InTASC 3

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

31

(79.5%)

8

(20.5%)

0

(0%)

0

(0%)

InTASC 6

use multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher’s and learner’s decision making.

25

(64.1%)

14

(35.9%)

0

(0%)

0

(0%)

InTASC 9

use research and evidence to develop an understanding of the teaching profession and measure your own professional practice.

24

(61.5%)

14

(35.9%)

1

(2.6%)

0

(0%)

InTASC 10

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

24

(61.5%)

15

(38.4%)

0

(0%)

0

(0%)

CAEP 1.5, Technology

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

23

(59.0%)

16

(41.0%)

0

(0%)

0

(0%)

CAEP 3.3

demonstrate professional dispositions including positive outlook, intellectual integrity, respect, self-awareness, and dedication.

27

(69.2%)

12

(30.8%)

0

(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.

26

(66.7%)

13

(33.3%)

0

(0%)

0

(0%)

InTASC 9

engage in ongoing professional learning.

29

(74.4%)

10

(25.6%)

0

(0%)

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 me with the knowledge, skills, and dispositions that will enable me to have a positive impact on all learners.

28

(71.8%)

11

(28.2%)

0

(0%)

0

(0%)

 

Advisement

Highly Effective

Somewhat Effective

Somewhat Ineffective

Highly Ineffective

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

26

(66.7%)

10

(25.6%)

2

(5.1%)

1

(2.6%)

 

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

2015-2016

5

4

 

 

 

 

2016-2017

1

0

1

0

0

 

2017-2018

4

3

3

0

0

Master’s

2015-2016

4

3

---

---

---

 

2016-2017

2

2

---

---

---

 

2017-2018

2

2

---

---

---

English Education

Undergraduate

2015-2016

11

6

 

 

 

 

2016-2017

10 (*11)

5

2

1

0

 

2017-2018

12

9

5

3

0

Note. *one moved out of state.

Master’s

2015-2016

16

8

---

---

---

 

2016-2017

7

3

---

---

---

 

2017-2018

13

8

---

---

---

Mathematics Education

Undergraduate

2015-2016

11

8

 

 

 

 

2016-2017

9

7

3

0

0

 

2017-2018

7

6

6

0

0

Master’s

2015-2016

12

6

---

---

---

 

2016-2017

6

5

---

---

---

 

2017-2018

6

4

---

---

---

Social Studies Education

Undergraduate

2015-2016

6

3

 

 

 

 

2016-2017

3

3

3

0

0

 

2017-2018

8

6

4

0

0

Master’s

2015-2016

9

6

---

---

---

 

2016-2017

5

4

---

---

---

 

2017-2018

8

5

---

---

---

World Languages (Spanish & Italian Studies)

Undergraduate

2015-2016

4

2

 

 

 

 

2016-2017

5

2

0

0

1

 

2017-2018

3

3

0

0

2

 

[Childhood Education Programs]

Program

Year

Program Completers

Employed as Teacher

Enrolled in Graduate Program

 

Same Content Area

Special Education

TESOL

Undergraduate

2015-2016

41

18

 

 

 

 

2016-2017

39

29

1

15

10

 

2017-2018

43

33

1

17

8

Master’s

2015-2016

17

8

---

---

---

 

2016-2017

24

19

---

---

---

 

2017-2018

18

12

---

---

---

 

[Early Childhood Education Program]

Program

Year

Program Completers

Employed as Teacher

Enrolled in Graduate Program

 

Same Content Area

Special Education

TESOL

Undergraduate

2015-2016

24

7

 

 

 

 

2016-2017

22

9

N/A

7

1

 

2017-2018

13

5

N/A

4

2

 

[Special Education Programs]

Program

Year

Program Completers

Employed as Teacher

Special Education Childhood Master’s

2015-2016

49

31

 

2016-2017

33

28

 

2017-2018

40

30

Special Education Middle Childhood Master’s

2016-2017

1

1

Special Education Adolescence Generalist Master’s

2015-2016

7

5

 

2016-2017

3

2

 

2017-2018

6

5

 

[TESOL Program]

Program

Year

Program Completers

Employed as Teacher

Master’s Program

2016-2017

7

7

 

2017-2018

28

18

 

[Leadership Programs (School District & School Building)]

Cohort

Completers

Employed as Teacher

Employed as School Administrator

18 (Graduated in Fall 15)

16

13

3

19 (Graduated in Fall 16)

11

7

1

20 (Graduated in Fall 17)

19

8

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 2012-2016 are as of October 31, 2016; Numbers for 2016-2017 are as of October 31, 2017; Numbers for 2017-2018 are as of October 31, 2018

Student Loan Default Rates

Fiscal Year

Rate

2011

9.4%

2012

7.9%

2013

7.4%

2014

8.1%

2015

8.3%

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