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

Certification Exam Pass Rates (Initial Certification only)
Exit Surveys
Default Loan Rates

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

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.

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)

Spring 2018 Graduates Exit Survey

All Graduates N= 124, Total Responses n =76 (61%)

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.

51

(67.1%)

23

(30.3%)

2

(2.6%)

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.

49

(64.5%)

23

(30.3%)

4

(5.3%)

0

(0%)

InTASC 3

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

53

(69.7%)

21

(27.6%)

2

(2.6%)

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.

48

(63.2%)

26

(34.2%)

2

(2.6%)

0

(0%)

InTASC 9

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

41

(54.0%)

28

(36.8%)

6

(7.9%)

1

(1.3%)

InTASC 10

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

36

(47.4%)

34

(44.7%)

6

(7.9%)

0

(0%)

CAEP 1.5, Technology

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

44

(57.9%)

28

(36.8%)

4

(5.3%)

0

(0%)

CAEP 3.3

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

56

(73.7%)

19

(25.0%)

1

(1.3%)

0

(0%)

CAEP 3.6

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

54

(71.1%)

19

(25.0%)

2

(2.6%)

1

(1.3%)

InTASC 9

engage in ongoing professional learning.

54

(71.1%)

21

(27.6%)

1

(1.3%)

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.

58

(76.3%)

15

(19.7%)

1

(1.3%)

2

(2.6%)

 

[Advisement]

Highly Effective

Somewhat Effective

Somewhat Ineffective

Highly Ineffective

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

55

(72.4%)

14

(18.4%)

3

(4.0%)

4

(5.3%)

 

Fall 2018 Graduates Exit Survey

All Graduates N= 51, Total Responses n =38 (75%)

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.

26

(68.4%)

12

(31.6%)

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.

28

(73.7%)

10

(26.3%)

0

(0%)

0

(0%)

InTASC 3

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

30

(79.0%)

8

(21.1%)

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

(65.8%)

13

(34.2%)

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

(63.2%)

13

(34.2%)

1

(2.6%)

0

(0%)

InTASC 10

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

23

(60.5%)

15

(39.5%)

0

(0%)

0

(0%)

CAEP 1.5, Technology

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

22

(57.9%)

16

(42.1%)

0

(0%)

0

(0%)

CAEP 3.3

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

26

(68.4%)

12

(31.6%)

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.

25

(65.8%)

13

(34.2%)

0

(0%)

0

(0%)

InTASC 9

engage in ongoing professional learning.

28

(73.7%)

10

(26.3%)

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

(73.7%)

10

(26.3%)

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?

25

(65.8%)

10

(26.3%)

2

(5.3%)

1

(2.6%)

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).

Graduate Work Status (As of October 31, 2016)

Note: The number of jobs only includes those who work in the New York City schools as a full-time teacher (including permanent substitute) or administrator. They do not include those working in charter schools, private schools, or public schools outside of NYC.

Adolescence Education Programs

Program

Year

Graduates

Jobs in NYC DOE Schools

Percentage

Science Undergrad

2013-2016

8

6

75.00

Biology Graduate

2013-2016

10

10

100

English Undergraduate

2012-2013

13

7

53.85

 

2013-2014

9

5

55.56

 

2014-2015

8

3

37.50

 

2015-2016

11

8

72.73

English Graduate

2012-2013

23

19

82.61

 

2013-2014

14

13

92.86

 

2014-2015

14

9

64.29

 

2015-2016

16

15

93.75

Mathematics Undergraduate

2012-2016

28

19

67.86

 

2015-2016

11

8

72.73

Mathematics Graduate

2012-2013

8

6

75.00

 

2013-2014

13

8

61.54

 

2014-2015

12

10

83.33

 

2015-2016

12

6

50.00

History Undergraduate

2012-2016

23

14

60.87

Social Studies Graduate

2012-2013

13

12

92.31

 

2013-2014

6

4

66.67

 

2014-2015

12

9

75.00

 

2015-2016

9

7

77.78

World Languages (Italian Studies)

2012-2016

7

3

42.86

World Languages (Spanish)

2012-2016

11

3

27.27

Childhood Education Programs

Program

Year

Graduates

Jobs in NYC DOE Schools

Percentage

Childhood Undergraduate

2012-2013

69

56

81.16

 

2013-2014

47

34

72.34

 

2014-2015

45

26

57.78

 

2015-2016

37

27

72.97

Childhood Graduate

2012-2013

47

34

72.34

 

2013-2014

41

33

80.49

 

2014-2015

31

24

77.42

 

2015-2016

20

17

85.00

Early Childhood Education Program

Program

Year

Graduates

Jobs in NYC DOE Schools

Percentage

Early Childhood

2012-2013

29

18

62.07

 

2013-2014

23

14

60.87

 

2014-2015

31

14

45.16

 

2015-2016

24

15

62.50

Special Education Programs

Program

Year

Graduates

Jobs in NYC DOE Schools

Percentage

Special Ed Childhood

2012-2013

72

61

84.72

 

2013-2014

76

63

82.89

 

2014-2015

50

41

82.00

 

2015-2016

49

43

87.76

Special Ed Middle Childhood

2012-2013

17

16

94.12

 

2013-2014

11

8

72.73

Special Ed Adolescence

2014-2015

11

11

100

 

2015-2016

7

7

100