CAEP Accountability Measures - Initial-Licensure Level
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% |
Click here for PDF
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% |
|
Click here for PDF
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
|
Click here for PDF
| |
| 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 |
Click here for PDF
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.
Click here for PDF
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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