CAEP Accountability Measures - Initial-Licensure Level

*Data forthcoming in the future concerning Measure 1

Measure 1: Completer Effectiveness

2023 FOLLOW-UP SURVEY FOR GRADUATES

Of the fifteen program completers, 53%% of the Gramling State University College of Education Department of Teacher' Education Completers that responded were Very Satisfied that they are prepared to impact P-12 student learning.

As we look over time, responses from

  • 2021- 2022 survey shows 40% of completers that responded were Very Satisfied that they are prepared to impact P-12 student learning
  • 2020- 2021 survey shows 78% of completers that responded were Very Satisfied that they are prepared to impact P-12 student learning
  • 2019-2020 survey shows 70% of completers that responded were Very Satisfied that they are prepared to impact P-12 student learning

Teacher data is aligned to the Interstate Teacher Assessment and Support Consortium (InTASC) which are related to Planning and Preparation, Classroom Environment, Instruction and Professional Responsibilities.  The performance ratings are judged as Very Dissatisfied, Dissatisfied Satisfied, and Very Satisfied. In the table attached Grambling State University graduates were very satisfied with the ability to teach their content knowledge, the ability to teach diverse P-12 students, the ability to encourage family and community engagement in my classroom. and the ability to utilize technology in the classroom. (See table attached for data from the Follow-up Survey of Curriculum and Instruction Graduates)

2023 Follow-Up Survey Suggestion for Improvements:

  • “I believe that the education curriculum at Grambling State University is tailored for a smaller school setting, and I teach in large school. I did not have experience with PLCs (There was only one teacher per grade level in my residence school), small groups (because the class sizes at my residency school were small in size), or family contact (my mentor teacher grew up with all of the student’s parents, so I had little to no parent). I had to learn on the job and it was a struggle.
  • “In order to improve the program, the department can closely align with current school standards. This can help some teachers coming in because you will fully know what to look forward to in present day schools.
  • “I would suggest to make sure that students in residency are teaching the subject that they’re interested in
  • Provide more student advisement

The Louisiana Department of Education webpage on first-year program completers teaching in Louisiana were used to track the number of program completers teaching in the content area for which they were prepared. Based on the 2022-2023 academic year of information, Initial: 100% of our graduates are employed in education.

Source:

 Measure 1 -  Follow-up Survey of Curriculum and Instruction Graduates  - Initial

 
Traditional
n=8
 

1
Very
Dissatisfied

2
Dissatisfied

3
Satisfied

4
Very
Satisfied
  1.   My knowledge of subject area (content knowledge). InTASC standard 4   13% 62% 25%
  2.   My mastery of instruction and pedagogical content knowledge. InTASC standards 5, 6, 7, 8   25% 37% 38%
  3.   My ability to teach diverse P-12 students (Differentiated Instruction). InTASC standards 1, 2   13% 37% 50%
  4.   My ability to teach P-12 students with diverse/special needs. InTASC standard 2 13% 13% 37% 37%
  5.   My ability to create a safe and managed learning environment in my classroom. InTASC standard 3   13% 50% 37%
  6.   My ability to align my teaching with state and national standards. InTASC standard 5   13% 37% 50%
  7.   My ability to encourage family and community engagement in my classroom. InTASC standard 10   13% 37% 50%
  8.   My ability to assess P-12 student learning.  InTASC standard 6   13% 37% 50%
  9.   My ability to utilize technology in the classroom. InTASC standards 7, 8     37% 63%
10.  My ability to engage in professional learning opportunities and communities. InTASC standard 9   13% 37% 50%
11.  My ability to engage in leadership and mentoring activities to assist other teachers. InTASC standard 10   13% 50% 37%

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Measure 2: Satisfaction of Employers and Stakeholder Involvement

The College of Education annually surveys the employers of program completers in the initial program. The EPP administered the Grambling State University/Danielson Rubric for the 2022-2023 completers to fifteen initial employers. Of these fifteen employers, we obtained six responses for a 40% response rate. 

The Grambling State University/Danielson Rubric asked the principals to rate the competency of the program completers regarding attributes based on the ten InTASC Standards (considered to be the knowledge, skills, and dispositions expected of effective teachers), presented by the four domains: Planning and Preparation, The Classroom Environment, Instruction and Professional Responsibilities on a scale of one to four (1-Ineffective 2- Effective: Emerging 3 – Effective: Proficient 4 – Highly Effective). (See table attached for data from the Grambling State University/ Danielson Rubric)

PK-16+
The primary role of the PK-16+ Council includes reviewing issues and areas of concern relevant to P-12 schools, along with developing and providing professional development activities for new and veteran teachers. The PK-16+ Co-chairs ensure that collaborative efforts take place between the unit and P12 schools. Responsibilities of the PK-16+ Council are: 1. To create cross-institutional relationships with other stakeholders. 2. To collect, analyze, and use data for program improvements between the University and PK-12 settings. The PK-16+ includes teachers and administrators from P-12 urban and suburban settings, recent completers, EPP faculty and administrators. The PK-16+ council meets quarterly per academic year.

MOUs/Partner Schools
To ensure that partnerships are mutually beneficial and include mutually agreeable expectations for candidate entry, preparation and exit, Memoranda of Understanding are created in collaboration with each district to personalize the experiences for candidates and the schoolhouse. Additionally, each Memorandum of Understanding is developed to highlight the specific collaborative clinical components active within the district. The MOU remains in effect until or unless changes are needed by either party. The EPP has a total of twenty-one MOUs/partnerships.

Source:

 
Grambling State University/Danielson Rubric

         

Initial
n=6

1-Ineffective 2- Effective: Emerging 3 – Effective: Proficient 4 – Highly Effective
 

 

 

Elementary Education
Grades 1-5
n=6
InTASC Domain 1: Planning and Preparation 4 3 2 1
4,5,7 1a: Demonstrating Knowledge of Content and Pedagogy 33% 50% 17%  
1,2,6,7 1b: Demonstrating Knowledge of Students 34% 66%    
6,7,8 1c: Setting Instructional Outcomes 17% 66% 17%  
7,8,9 1d: Demonstrating Knowledge of Resources 17% 83%    
3,4,7 1e: Designing Coherent Instruction 17% 50% 33%  
1,2,6 1f: Designing Student Assessments 34% 33% 33%  
 
InTASC Domain 2: The Classroom Environment 4 3 2 1
1,2,9,10 2a: Creating an Environment of Respect and Rapport 50% 50%    
1,2,9,10 2b: Establishing a Culture for Learning 50% 33% 17%  
5,6,7,8 2c: Managing Classroom Procedures 33% 33% 17% 17%
7,8,9,10 2d: Managing Student Behavior 33% 33% 34%  
2,3,7 2e: Organizing Physical Space 34% 66%    
 
InTASC Domain 3: Instruction 4 3 2 1
1,2,5,6,7,8 3a: Communicating with Students 50% 33% 17%  
6,7,8 3b: Using Questioning and Discussion Techniques 16% 50% 17% 17%
1,2,3,6 3c: Engaging Students in Learning 16% 67%   17%
6,7,8,9 3d: Using Assessment in Instruction 16% 67%    
5,6,7,8,9 3e: Demonstrating Flexibility and Responsiveness 33% 50% 17%  
 
InTASC Domain 4: Professional Responsibilities 4 3 2 1
3,9,10 4a: Reflecting on Teaching 16% 67% 17%  
6,8,9,10 4b: Maintaining Accurate Records   100%    
9,10 4c: Communicating with Families 16% 67% 17%  
9,10 4d: Participating in a Professional Community 34% 66%    
5,9,10 4e: Growing and Developing Professionally 16% 67% 17%  
3,9,10 4f: Showing Professionalism 50% 17% 33%  

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Measure 3: Candidate Competency at Completion

The EPP’s initial level programs use multiple measures to determine if our teacher candidates are ready for the profession demonstrating content knowledge, knowledge of learners and learning, knowledge of instructional practice, and professional knowledge and responsibility. One measure is licensure tests. Candidates from all programs are required to pass the required Praxis content and pedagogy exams. Passing state required licensure exams is a program exit requirement for all undergraduate licensure programs. The table attached summarize pass rates for candidates at completion. (See table attached for data for the Initial Praxis II and PLT Pass Rates at Program Completion) 

Grade-Point Averages
At the point of program completion, initial licensure candidates also demonstrate competency by earning an overall GPA of at least 2.5. For our initial licensure programs, the overall average GPA at program completion during 2022-2023 was 3.31. The EPP’s GPA disaggregated data is included in Initial Program Candidates’ Average GPA at Completion by Program table attached. (See table attached for data for the Initial Program Candidates’ Average GPA at Completion by Program)

Transition Points:  Major transition points identified as “Portals” in initial programs are used to determine whether candidates are allowed to move to the next level of the certification pathway within the matriculation process. The EPP has incorporated a systematic monitoring process at each portal/transition point to monitor candidates from admission to completion. Candidates are informed of the transition points during advisement. The Plan of Study form compliments the Digital System as a means to track candidates’ progression through the transition points. Classroom visitations are held each semester. The OPLE Director, CARE Center Director, Praxis Lab Coordinator, Residency Coordinator, Certification Officer, and Department Head visit classrooms to explain how to progress toward graduation and answer questions. As additional support, a teacher education candidate must enroll in ED 201 Advisee Reports Course 3 times during their matriculation. This allows one-on-one time with the Director of the CARE Center to reiterate transition points and expectations for completion.

Title II Reporting
In addition to the proprietary assessments and grade-point averages and transition points, the EPP also reports completion data to the federal government under the Higher Education Act. The information contained in the 2022-2023 Title II Reports at the end of this section includes assessment pass rates from recent years. (Attached - Title II Report: Grambling State University Traditional Report AY 2022-2023)

Sources: 

Initial Praxis II and PLT Pass Rates at Program Completion

 

BA Music Education - Instrumental K-12/Vocal K-12
(Test Codes:  5113)
Semester

Music
Score - 151
Academic Year 2020-2021

N=2
Male=1
Female=1
Academic Year 2021-2022

N=1
Male=1
Academic Year 2022-2023

N=2
Males=2

 

 

BS Elementary Education (Grades 1-5)
(Test Codes: 5002, 5003, 5004, 5005)
Semester

5002
Reading Language Arts
Score - 157

5003
Mathematics
Score - 157

5004
Social Studies
Score - 155

5005
Science
Score - 159
Academic Year 2020-2021

N=22
Males=3
Females=19

N=20
Males=3
Females=17

N=23
Males=3
Females=20

N=25
Males=3
Females=22
Academic Year 2021-2022

N=21
Males=4
Females=17

N=20
Males=5
Females=15

N=15
Males=6
Females=9

N=17
Males=4
Females=13
Academic Year 2022-2023

N=12
Females=11
Male=1

N=12
Females=11
Male=1

N=12
Females=11
Male=1

N=12
Females=11
Male=1

 

 

BS Elementary Education and Special Education (Mild/Moderate)
(Test Codes:  5543)
Semester

SPED M/M
Score - 153
Academic Year 2020-2021

N=2
F=2
Academic Year 2021-2022

N=3
F=3
Academic Year 2022-2023

N=1
Male=1

 

 

BS Kinesiology: Pedagogy (Teaching K-12)
(Test Codes:   5857)
Semester

Kinesiology
Score -160
Academic Year 2020-2021

N=7
Males=5
Females=2
Academic Year 2021-2022

N=11
Males=8
Females=3
Academic Year 2022-2023

N=0

 

 

BS Secondary Education and Teaching (Biology/Mathematics/Chemistry)
(Test Codes:  5235, 5161, 5245)
Semester

(5235) Biology
Score-150

(5161) Mathematics
Score-159

(5245) Chemistry
Score-146
Academic Year 2020-2021

N=1
Female=1

N=2
Males=2

 N=0
Academic Year 2021-2022 N=0

N=1
M=1

 N=0
Academic Year 2022-2023

N=1
Male=1

 N=0 N=0

 

 

PLT: Principles of Learning and Teaching
(Test Codes:  5621, 5622, 5623 or 5624)
Semester

5622
Score-160
BS Elementary Education (Grades 1-5)
and Elementary Education (Grades1-5)
Mild/Moderate

5623
Score-16
Grades 5-9

5624
Score-157
BS Secondary Education & Teaching (Grades 7-12),
Kinesiology Pedagogy, and Music Education
(Instrumental or Vocal)
Academic Year 2020-2021

N=12
M=2
Females=10

 

N=7
Males=5
Females=2
Academic Year 2021-2022

N=12
Male=1
Females=11

 

N=10
Males=7
Females=3
Academic Year 2022-2023

N=12
Females=11
Male=1

N=1
Males=1

N=2
Males=2

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INITIAL PROGRAMS (2022-2023 academic year) # of candidates

GPA
Average
All Initial Candidates 15 3.31
Elementary Education Grades 1-5

11
Females - 11

 3.33
Elementary Education and Special Education Grades 1-5

1
Male - 1

 3.52
Secondary Education 1
Male - 1		 3.52
Music Education (Instrumental and Vocal) 2
Males - 2		 3.01

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Title II Report Traditional 2021-2022 

Summary Institution-Level Pass Rate Data: Traditional Teacher Preparation Program within IHE

 
Title II
Reporting Services		 HEOA - Title II
2022 - 2023 Academic Year		  
Institution Name Grambling State University
Institution Code 6250
State Louisiana
  April 5, 2024
  Statewide
Group Number
Taking
Assessment1		 Number
Passing
Assessment2		 Institutional
Pass Rate		 Number
Taking
Assessment1		 Number
Passing
Assessment2		 Statewide
Pass Rate
All Program Completers, 2022-23 5     252 252 100%
All Program Completers, 2021-22 5     271 264 97%
All Program Completers, 2020-21 5     358 342 96%
All Program Completers, combined 2020/21-2022/233 15 15 100%      

 
Note: In cases where there are less than ten students taking the assessment or license/certificate, the number passing and pass rate are not reported.
1 Number of completers taking one or more assessments within their area of specialization.
2 Summary level "Number Taking Assessment" may differ from assessment level "Number Taking Assessment" because each student is counted once at the summary level but may be counted in multiple assessments at the assessment level.
3 When two or more completer groups have fewer than ten completers, data is combined across the three completer years into an additional completer group for the Summary pass rates.

Copyright © 2024 by Educational Testing Service. All rights reserved. 
 

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Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

2023 FOLLOW-UP SURVEY FOR GRADUATES

A follow-up survey was electronically distributed to the 15 graduates. The aim was to track employment statuses 12 months post-graduation. Eight out of 15 graduates completed the Follow-up Survey for Graduates for a 53% response rate.

Employed in the education field: 
100% of the Grambling State University College of Education Curriculum and Instruction Department Completers that responded indicated that they were employed in their education field.

Employment Status:
100% of the Grambling State University College of Education Curriculum and Instruction Department Completers that responded indicated that they were employed full-time.

Enrolled in a Graduate/Professional degree Program
27% of the Grambling State University College of Education Curriculum and Instruction Department Completers that responded indicated that they were attending college to earn an advanced degree.

The table attached will show the percentages of the initial completers who were employed in their area of certification for the last three academic years.

Source: 


Data from the Follow-up Survey of Curriculum and Instruction Graduates

Below are the percentages of the initial completers who were employed in their area of certification for the last three academic years:

 
Initial Level
  2022-23 2021-22 2020-21
Program/
Licensure Area		 Program
Completers		 Have
teaching
positions
for which
they were prepared		 Percentage of
completers
having
teaching
positions for
which they
were prepared		 Program
Completers		 Have
teaching
positions
for which
they were prepared		 Percentage of
completers
having
teaching
positions for
which they
were prepared		 Program
Completers		 Have
teaching
positions
for which
they were prepared		 Percentage of
completers
having
teaching
positions for
which they
were prepared
Elementary
Education
Grades 1-5		 6 n=3 50 6 n=3 50 6 n=3 50
Elementary
Education &
Special
Education MM
Grades 1-5 		 1                
Secondary
Education -
Biology		 1 n=1 100 1          
Secondary
Education -
Mathematics		             1 n=1 100
Secondary
Education -
Chemistry		             1 n=1 100
Music – Vocal                  
Music –
Instrumental		 2 n=1 50 1     1 n=1 100
Social Studies                  
PK-3                  
Health &
Physical
Education		       2 n=1 50      
      Note: one graduate in the military,
one graduate in graduate school and
one graduate unemployed. 
Total 15 8 53% 10 4 9 9 9 67%

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