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 |
Number of Completers |
Pass Rate |
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, |
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 male) |
Number (# of male) |
Number (# of male) |
Number (# of male) |
Graduation |
|---|---|---|---|---|---|---|
| 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.