Teacher Preparation Program Report - Traditional Program 2017
Title II Higher Education Act 2017 Report
Complete Report Card — Academic year 2015-16
Institution InformationName of Institution: Rockhurst University
Institution/Program Type:Traditional
State: Missouri
Address:1100 Rockhurst Road
Kansas City, MO, 64110
Contact Name: Hilary Harms Logan
Phone: 816-501-3557
Email: hilary.logan@rockhurst.edu
Is your institution a member of an lEA Title II Teacher Quality Partnership (TQP) grant awarded by the U.S. Department of Education? — No
If yes, provide the following: Award year.
Grantee name: Project name: Grant number:
List partner districts/LEAs: List other partners:
Project Type:
Section I.a Program Information
List each teacher preparation program included in your traditional route. Indicate if your program or programs participate in a Teacher Quality Partnership Grant awarded by the U.S. Department of Education as described at www2.ed.gov/programs/tqpartnership/index.html.
|
Teacher Preparation Programs |
Teacher Quality Partnership Grant Member? |
|---|---|
| Biology 9·12 | No |
| Business 9-12 | No |
| Chemistry 9-12 | No |
| Elementary 1- 6 | No |
| English 9-12 | No |
| French K-12 | No |
| General Science 5-9 | No |
| Language Arts 5-9 | No |
| Mathematics 5-9 | No |
| Mathematics 9-12 | No |
| Mild/Moderate Cross Categorical K-12 | No |
| Physics 9 -12 | No |
| Science 9-12 | No |
| Social Science 5-9 | No |
| Social Science 9-12 | No |
| Spanish K-12 | No |
| Unified Science: Biology 9-12 | No |
| Unified Science: Chemistry 9-12 | No |
| Unified Science: Physics 9-12 | No |
| Total number of teacher preparation programs: | 19 |
Section I.b Admissions
Indicate when students are formally admitted into your initial teacher certification program:
Sophomore year upon application
Does your initial teacher certification program conditionally admit students?
No
Provide a link to your website where additional information about admissions requirements can be found:
ww2.rockhurst.edu
Please provide any additional comments about or exceptions to the admissions Information provided above:
Undergraduates typically apply sophomore to junior year; graduates apply at any time.
An applicant to the M.Ed. program might be provisionally accepted because of a content area grade point average slightly below our minimum requirement. After this student's first semester in the program, the advisor reevaluates the student's academic status and quality of work to determine whether the individual should be transitioned from provisional acceptance to full acceptance.
Section 1.b Undergraduate Requirements
Please provide the following information about your teacher preparation program's entry and exit requirements.(§20S(a){1)(C}(I))
Are there initial teacher certification programs at the undergraduate level
Yes
If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Undergraduate level.
|
Element |
Required for Entry |
Required for Exit |
|---|---|---|
|
Transcript |
Yes |
Yes |
|
Fingerprint check |
No |
Yes |
|
Background check |
No |
Yes |
|
Minimum number of courses/credits/semester hours completed |
Yes |
Yes |
|
Minimum GPA |
Yes |
Yes |
|
Minimum GPA in content area coursework |
No |
Yes |
|
Minimum GPA in professional education coursework |
Yes |
Yes |
|
Minimum ACT score |
No |
No |
|
Minimum SAT score |
No |
No |
|
Minimum basic skills test score |
Yes |
No |
|
Subject area/academic content test or other subject matter verification |
No |
Yes |
|
Recommendation(s) |
No |
No |
|
Essay or personal statement |
Yes |
No |
|
Interview |
No |
No |
|
Other |
No |
No |
What is the minimum GPA required for admission into the program?
2.75
What was the median GPA of individuals accepted into the program in academic year 2015-16
3.81
What is the minimum GPA required for completing the program?
2.75
What was the median GPA of individuals completing the program In academic year 2015-16
3.82
Please provide any additional comments about the Information provided above:
Beginning fall 2013 bachelor students accepted into the program must have an overall grade point average of 2.75; content area and education coursework minimum grade point average is 3.0 to be recommended for certification in Missouri.
Section I.b Postgraduate Requirements
Please provide the following information about your teacher preparation program's entry and exit requirements. (§20S(a){1){C)(i))
Are there initial teacher certification programs at the postgraduate level?
Yes
If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the postgraduate level.
|
Element |
Required for Entry |
Required for Exit |
|---|---|---|
|
Transcript |
Yes |
Yes |
|
Fingerprint check |
No |
Yes |
|
Background check |
No |
Yes |
|
Minimum number of courses/credits/semester hours completed |
Yes |
Yes |
|
Minimum GPA |
Yes |
Yes |
|
Minimum GPA in content area coursework |
No |
Yes |
|
Minimum GPA in professional education coursework |
No |
Yes |
|
Minimum ACT score |
No |
No |
|
Minimum SAT score |
No |
No |
|
Minimum basic skills test score |
No |
No |
|
Subject area/academic content test or other subject matter verification |
No |
Yes |
|
Recommendation(s) |
Yes |
No |
|
Essay or personal statement |
Yes |
No |
|
interview |
No |
No |
|
Other - An interview may be required. |
Yes |
No |
What Is the minimum GPA required for admission into the program?
2.75
What was the median GPA of individuals accepted into the program m in academic year 2015-16
3.41
What Is the minimum GPA required for completing the program?
3
What was the median GPA of individuals completing the program in academic year 2015-16?
3.95
Please provide any additional comments about the Information provided above:
Beginning fall 2013, the graduate student must have a minimum content area and education coursework grade point average of 3.0 to be recommended for certification in Missouri.
Section I.c Enrollment
Provide the number of students in the teacher preparation program in the following categories. Note that you must report on the number of students by ethnicity and race separately. individuals who are non-Hispanic/Latino will be reported In one of the race categories. Also note that individuals can belong to one or more racial groups, so the sum of the members of each racial category may not necessarily add up to the total number of students enrolled.
For the purpose of Title II reporting, an enrolled student is defined as a student who has been admitted to a teacher preparation program, but who has not completed the program during the academic year being reported. An Individual who completed the program during the academic year being reported is counted as a program completer and not an enrolled student.
Additional guidance on reporting race and ethnicity data.
| Total number of students enrolled in 2015-16: | 117 |
| Unduplicated number of males enrolled in 2015-16: | 29 |
| Unduplicated number of females enrolled in 2015-16: | 88 |
| 2015-16 | Number enrolled |
|---|---|
| Ethnicity | |
| Hispanic/Latino of any race: | 7 |
| Race | |
| American Indian or Alaska Native: | 0 |
| Asian: | 4 |
| Black or African American: | 6 |
| Native Hawaiian or Other Pacific Islander: | 0 |
| White: | 92 |
| Two or more races: | 3 |
Section I.d Supervised Clinical Experience
Provide the following information about supervised clinical experience in 2015-16.
| Average number of clock hours of supervised clinical experience required prior to student teaching | 62 |
| Average number of clock hours required for student teaching | 600 |
| Average number of clock hours required for mentoring/induction support | 0 |
| Number of full-time equivalent faculty supervising clinical experience during this academic year | 3 |
| Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff) | 4 |
| Number of students in supervised clinical experience during this academic year | 31 |
Please provide any additional information about or descriptions of the supervised clinical experiences:
Section I.e Teachers Prepared by Subject Area
Please provide the number of teachers prepared by subject area for academic year 2015-16. For the purposes of this section, number prepared means the number of program completers. "Subject area" refers to the subject area(s) an individual has been prepared to teach. An individual can be counted in more than one subject area. If no individuals were prepared in a particular subject area, please leave that cell blank. (§205(b)(1)(H))
| Subject Area | Number Prepared |
|---|---|
| Education - General | |
| Teacher Education - Special Education | 1 |
| Teacher Education - Early Childhood Education | |
| Teacher Education - Elementary Education | 15 |
| Teacher Education - Junior High/Intermediate/Middle School Education | 2 |
| Teacher Education - Secondary Education | 13 |
| Teacher Education - Multiple Levels | 3 |
| Teacher Education - Agriculture | |
| Teacher Education - Art | |
| Teacher Education - Business | 1 |
| Teacher Education - English/Language Arts | 6 |
| Teacher Education - Foreign Language | 2 |
| Teacher Education - Health | |
| Teacher Education - Family and Consumer Sciences/Home Economics | |
| Teacher Education - Technology Teacher Education/Industrial Arts | |
| Teacher Education - Mathematics | 1 |
| Teacher Education - Music | |
| Teacher Education - Physical Education and Coaching | |
| Teacher Education - Reading | |
| Teacher Education - Science Teacher Education/General Science | 1 |
| Teacher Education - Social Science | 1 |
| Teacher Education - Social Studies | |
| Teacher Education - Technical Education | |
| Teacher Education - Computer Science | |
| Teacher Education - Biology | 1 |
| Teacher Education - Chemistry | |
| Teacher Education - Drama and Dance | |
| Teacher Education - French | |
| Teacher Education - German | |
| Teacher Education - History | 1 |
| Teacher Education - Physics | |
| Teacher Education - Spanish | 2 |
| Teacher Education - Speech | |
| Teacher Education - Geography | |
| Teacher Education - Latin | |
| Teacher Education - Psychology | |
| Teacher Education - Earth Science | |
| Teacher Education - English as a Second Language | |
| Teacher Education - Bilingual, Multilingual, and Multicultural Education | |
| Education - Other
Specify:
|
Section I.e Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year 2015-16. For the purposes of this section, number prepared means the number of program completers. "Academic major" refers to the actual major(s) declared by the program completer. An individual can be counted in more than one academic major. If no individuals were prepared in a particular academic major, please leave that cell blank. (§205(b)(1)(H))
| Academic Major | Number Prepared |
|---|---|
| Education - General | |
| Teacher Education - Special Education | |
| Teacher Education - Early Childhood Education | |
| Teacher Education - Elementary Education | 7 |
| Teacher Education - Junior High/Intermediate/Middle School Education | |
| Teacher Education - Secondary Education | |
| Teacher Education - Agriculture | |
| Teacher Education - Art | |
| Teacher Education - Business | |
| Teacher Education - English/Language Arts | 3 |
| Teacher Education - Foreign Language | |
| Teacher Education - Health | |
| Teacher Education - Family and Consumer Sciences/Home Economics | |
| Teacher Education - Technology Teacher Education/Industrial Arts | |
| Teacher Education - Mathematics | 1 |
| Teacher Education - Music | |
| Teacher Education - Physical Education and Coaching | |
| Teacher Education - Reading | |
| Teacher Education - Science | |
| Teacher Education - Social Science | |
| Teacher Education - Social Studies | |
| Teacher Education - Technical Education | |
| Teacher Education - Computer Science | |
| Teacher Education - Biology | |
| Teacher Education - Chemistry | |
| Teacher Education - Drama and Dance | |
| Teacher Education - French | |
| Teacher Education - German | |
| Teacher Education - History | 1 |
| Teacher Education - Physics | |
| Teacher Education - Spanish | 1 |
| Teacher Education - Speech | |
| Teacher Education - Geography | |
| Teacher Education - Latin | |
| Teacher Education - Psychology | |
| Teacher Education - Earth Science | |
| Teacher Education - English as a Second Language | |
| Teacher Education - Bilingual, Multilingual, and Multicultural Education | |
| Education - Curriculum and Instruction | |
| Education - Social and Philosophical Foundations of Education | |
| Liberal Arts/Humanities | |
| Psychology | |
| Social Sciences | |
| Anthropology | |
| Economics | |
| Geography and Cartography | |
| Political Science and Government | |
| Sociology | |
| Visual and Performing Arts | |
| History | |
| Foreign Languages | |
| Family and Consumer Sciences/Human Sciences | |
| English Language/Literature | |
| Philosophy and Religious Studies | |
| Agriculture | |
| Communication or Journalism | |
| Engineering | |
| Biology | |
| Mathematics and Statistics | |
| Physical Sciences | |
| Astronomy and Astrophysics | |
| Atmospheric Sciences and Meteorology | |
| Chemistry | |
| Geological and Earth Sciences/Geosciences | |
| Physics | |
| Business/Business Administration/Accounting | |
| Computer and Information Sciences | |
| Other
Specify:
|
Section I.f Program Completers
Provide the total number of teacher preparation program completers in each of the following academic years:
2015-16: 30
2014-15: 53
2013-14: 70
Section II Annual Goals - Mathematics
Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))
Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.
Please provide the information below about your program's goals to increase the number of prospective teachers in mathematics in each of three academic years.
Academic year 2015-16
Did your program prepare teachers in mathematics in 2015-16?
Yes
How many prospective teachers did your program plan to add in mathematics in 2015-16?
8
Did your program meet the goal for prospective teachers set in mathematics in 2015-16?
No
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
Dr. Hicks and the Department of Education will continue to work closely with the Mathematics Department at Rockhurst University to identify and encourage potential mathematics teachers.
Academic year 2016-17
Is your program preparing teachers in mathematics in 2016-17?
Yes
How many prospective teachers did your program plan to add in mathematics in 2016-17?
8
Provide any additional comments, exceptions and explanations below:
Academic year 2017-18
Will your program prepare teachers in mathematics in 2017-18?
Yes
How many prospective teachers does your program plan to add in mathematics in 2017-18?
8
Provide any additional comments, exceptions and explanations below:
Section II Annual Goals - Science
Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))
Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.
Please provide the information below about your program's goals to increase the number of prospective teachers in science in each of three academic years.
Academic year 2015-16
Did your program prepare teachers in science in 2015-16?
Yes
How many prospective teachers did your program plan to add in science in 2015-16?
6
Did your program meet the goal for prospective teachers set in science in 2015-16?
Yes
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
All education faculty will continue to actively recruit and encourage potential science teachers.
Academic year 2016-17
Is your program preparing teachers in science in 2016-17?
Yes
How many prospective teachers did your program plan to add in science in 2016-17?
5
Provide any additional comments, exceptions and explanations below:
Academic year 2017-18
Will your program prepare teachers in science in 2017-18?
Yes
How many prospective teachers does your program plan to add in science in 2017-18?
5
Provide any additional comments, exceptions and explanations below:
Section II Annual Goals - Special Education
Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))
Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.
Please provide the information below about your program's goals to increase the number of prospective teachers in special education in each of three academic years.
Academic year 2015-16
Did your program prepare teachers in special education in 2015-16?
Yes
How many prospective teachers did your program plan to add in special education in 2015-16?
14
Did your program meet the goal for prospective teachers set in special education in 2015-16?
No
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
Janet Spallo Mitchelson joined the faculty as the Director of Field Experiences in 2015-2016. Janet has extensive background in special education and will work to advise and recruit special education students.
Academic year 2016-17
Is your program preparing teachers in special education in 2016-17?
Yes
How many prospective teachers did your program plan to add in special education in 2016-17?
14
Provide any additional comments, exceptions and explanations below:
We have received approval from the Missouri Department of Elementary and Secondary Education to add undergraduate special education certification to our program beginning fall 2017. We anticipate several new undergraduates who will seek this certification.
Academic year 2017-18
Will your program prepare teachers in special education in 2017-18?
Yes
How many prospective teachers does your program plan to add in special education in 2017-18?
15
Provide any additional comments, exceptions and explanations below:
Section II Annual Goals - Instruction of Limited English Proficient Students
Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))
Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.
Please provide the information below about your program's goals to increase the number of prospective teachers in instruction of limited English proficient students in each of three academic years.
Academic year 2015-16
Did your program prepare teachers in instruction of limited English proficient students in 2015-16?
No
How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2015-16?
Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2015-16?
Data not reported
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
While we do not provide specific courses for ELL certification, we do include instruction of ELL learners in discussion of differentiated instruction, in our content methods courses, in literacy courses, in our special education coursework, and those that target remedial reading strategies.
Academic year 2016-17
Is your program preparing teachers in instruction of limited English proficient students in 2016-17?
No
How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2016-17?
Provide any additional comments, exceptions and explanations below:
While we do not provide specific courses for ELL certification, we do include instruction of ELL learners in discussion of differentiated instruction, in our content methods courses, in literacy courses, in our special education coursework, and those that target remedial reading strategies.
Academic year 2017-18
Will your program prepare teachers in instruction of limited English proficient students in 2017-18?
No
How many prospective teachers does your program plan to add in instruction of limited English proficient students in 2017-18?
Provide any additional comments, exceptions and explanations below:
While we do not provide specific courses for ELL certification, we do include instruction of ELL learners in discussion of differentiated instruction, in our content methods courses, in literacy courses, in our special education coursework, and those that target remedial reading strategies.
Section II Assurances
Please certify that your institution is in compliance with the following assurances. (§205(a)(1)(A)(iii), §206(b)) Note: Be prepared to provide documentation and evidence for your responses, when requested, to support the following assurances.
Preparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and recruitment trends.
Yes
Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom.
Yes
Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects.
Yes
Prospective general education teachers are prepared to provide instruction to students with disabilities.
Yes
Prospective general education teachers are prepared to provide instruction to limited English proficient students.
Yes
Prospective general education teachers are prepared to provide instruction to students from low-income families.
Yes
Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable.
Yes
Describe your institution’s most successful strategies in meeting the assurances listed above:
Our full time and adjunct faculty are in close proximity to the area school districts and cognizant of current needs, incorporating these needs into the coursework. The core education courses all Education students complete ensure training in special education, children with disabilities, limited English proficient students, children from low income families, and urban and rural schools.
Section III Assessment Pass Rates
|
Assessment code - Assessment name Test Company Group |
Number taking tests |
Avg. scaled score |
Number passing tests |
Pass rate (%) |
|---|---|---|---|---|
| 016 -BIOLOGY Evaluation Systems group of Pearson Other enrolled students |
3 | |||
| 0235 -BIOLOGY: CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2015-16 |
1 | |||
| 0235 -BIOLOGY: CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2014-15 |
1 | |||
| 0235 -BIOLOGY: CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 |
1 | |||
| 5235 -BIOLOGY: CONTENT KNOWLEDGE (CBT) Educational Testing Service (ETS) All program completers, 2014-15 |
1 | |||
| 5235 -BIOLOGY: CONTENT KNOWLEDGE (CBT) Educational Testing Service (ETS) All program completers, 2013-14 |
2 | |||
| 017 -BUSINESS Evaluation Systems group of Pearson Other enrolled students |
1 | |||
| 0101 -BUSINESS EDUCATION: CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2014-15 |
1 | |||
| 0101 -BUSINESS EDUCATION: CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 |
2 | |||
| 5101 -BUSINESS EDUCATION: CONTENT KNOWLEDGE (CBT) Educational Testing Service (ETS) All program completers, 2014-15 |
4 | |||
| 5011 -ELEM ED: CURR. INSTRUCTION AND ASSESSMENT (CBT) Educational Testing Service (ETS) All program completers, 2015-16 |
5 | |||
| 5011 -ELEM ED: CURR. INSTRUCTION AND ASSESSMENT (CBT) Educational Testing Service (ETS) All program completers, 2014-15 |
18 | 180 | 18 | 100 |
| 5011 -ELEM ED: CURR. INSTRUCTION AND ASSESSMENT (CBT) Educational Testing Service (ETS) All program completers, 2013-14 |
28 | 177 | 28 | 100 |
| 0011 -ELEM ED: CURRICULUM INSTRUCTION AND ASSESSMENT Educational Testing Service (ETS) All program completers, 2014-15 |
1 | |||
| 0011 -ELEM ED: CURRICULUM INSTRUCTION AND ASSESSMENT Educational Testing Service (ETS) All program completers, 2013-14 |
6 | |||
| 007 -ELEMENTARY EDUCATION: ENGLISH LANG. ARTS SUBTEST Evaluation Systems group of Pearson Other enrolled students |
26 | 245 | 26 | 100 |
| 007 -ELEMENTARY EDUCATION: ENGLISH LANG. ARTS SUBTEST Evaluation Systems group of Pearson All program completers, 2015-16 |
9 | |||
| 008 -ELEMENTARY EDUCATION: MATHEMATICS SUBTEST Evaluation Systems group of Pearson Other enrolled students |
26 | 250 | 26 | 100 |
| 008 -ELEMENTARY EDUCATION: MATHEMATICS SUBTEST Evaluation Systems group of Pearson All program completers, 2015-16 |
9 | |||
| 009 -ELEMENTARY EDUCATION: SCIENCE SUBTEST Evaluation Systems group of Pearson Other enrolled students |
26 | 238 | 24 | 92 |
| 009 -ELEMENTARY EDUCATION: SCIENCE SUBTEST Evaluation Systems group of Pearson All program completers, 2015-16 |
9 | |||
| 010 -ELEMENTARY EDUCATION: SOCIAL STUDIES SUBTEST Evaluation Systems group of Pearson Other enrolled students |
26 | 246 | 25 | 96 |
| 010 -ELEMENTARY EDUCATION: SOCIAL STUDIES SUBTEST Evaluation Systems group of Pearson All program completers, 2015-16 |
9 | |||
| 020 -ENGLISH Evaluation Systems group of Pearson Other enrolled students |
13 | 236 | 11 | 85 |
| 020 -ENGLISH Evaluation Systems group of Pearson All program completers, 2015-16 |
5 | |||
| 5041 -ENGLISH LANG LIT. & COMP: CONTENT KNOWLEDGE (CBT) Educational Testing Service (ETS) All program completers, 2015-16 |
1 | |||
| 5041 -ENGLISH LANG LIT. & COMP: CONTENT KNOWLEDGE (CBT) Educational Testing Service (ETS) All program completers, 2014-15 |
8 | |||
| 5041 -ENGLISH LANG LIT. & COMP: CONTENT KNOWLEDGE (CBT) Educational Testing Service (ETS) All program completers, 2013-14 |
4 | |||
| 0041 -ENGLISH LANG. LIT. AND COMP. : CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2014-15 |
1 | |||
| 0041 -ENGLISH LANG. LIT. AND COMP. : CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 |
8 | |||
| 5174 -FRENCH: WORLD LANGUAGE CBT Educational Testing Service (ETS) All program completers, 2014-15 |
2 | |||
| 5174 -FRENCH: WORLD LANGUAGE CBT Educational Testing Service (ETS) All program completers, 2013-14 |
1 | |||
| 023 -MATHEMATICS Evaluation Systems group of Pearson Other enrolled students |
1 | |||
| 023 -MATHEMATICS Evaluation Systems group of Pearson All program completers, 2015-16 |
2 | |||
| 5061 -MATHEMATICS: CONTENT KNOWLEDGE (CBT) Educational Testing Service (ETS) All program completers, 2014-15 |
1 | |||
| 5061 -MATHEMATICS: CONTENT KNOWLEDGE (CBT) Educational Testing Service (ETS) All program completers, 2013-14 |
1 | |||
| 011 -MIDDLE SCHOOL EDUCATION: LANGUAGE ARTS Evaluation Systems group of Pearson Other enrolled students |
2 | |||
| 013 -MIDDLE SCHOOL EDUCATION: SCIENCE Evaluation Systems group of Pearson All program completers, 2015-16 |
1 | |||
| 014 -MIDDLE SCHOOL EDUCATION: SOCIAL SCIENCE Evaluation Systems group of Pearson Other enrolled students |
1 | |||
| 0049 -MIDDLE SCHOOL ENGLISH-LANGUAGE ARTS Educational Testing Service (ETS) All program completers, 2013-14 |
1 | |||
| 5049 -MIDDLE SCHOOL ENGLISH-LANGUAGE ARTS (CBT) Educational Testing Service (ETS) All program completers, 2014-15 |
1 | |||
| 5049 -MIDDLE SCHOOL ENGLISH-LANGUAGE ARTS (CBT) Educational Testing Service (ETS) All program completers, 2013-14 |
1 | |||
| 0069 -MIDDLE SCHOOL MATHEMATICS Educational Testing Service (ETS) All program completers, 2013-14 |
2 | |||
| 0439 -MIDDLE SCHOOL SCIENCE Educational Testing Service (ETS) All program completers, 2013-14 |
1 | |||
| 0089 -MIDDLE SCHOOL SOCIAL STUDIES Educational Testing Service (ETS) All program completers, 2014-15 |
1 | |||
| 050 -MILD/MODERATE CROSS CATEGORICAL SPECIAL EDUCATION Evaluation Systems group of Pearson Other enrolled students |
3 | |||
| 050 -MILD/MODERATE CROSS CATEGORICAL SPECIAL EDUCATION Evaluation Systems group of Pearson All program completers, 2015-16 |
1 | |||
| 052 -MILD/MODERATE MIDDLE/SECONDARY: ELA SUBTEST Evaluation Systems group of Pearson All program completers, 2015-16 |
1 | |||
| 053 -MILD/MODERATE MIDDLE/SECONDARY: MATH SUBTEST Evaluation Systems group of Pearson All program completers, 2015-16 |
1 | |||
| 054 -MILD/MODERATE MIDDLE/SECONDARY: SCIENCE SUBTEST Evaluation Systems group of Pearson All program completers, 2015-16 |
1 | |||
| 055 -MILD/MODERATE MIDDLE/SECONDARY: SOC SCI SUBTEST Evaluation Systems group of Pearson All program completers, 2015-16 |
1 | |||
| 0255 -MISSOURI PRE-SERVICE TEACHER ASSESSMENT NON-VIDEO Educational Testing Service (ETS) All program completers, 2015-16 |
31 | 43 | 30 | 97 |
| 030 -SOCIAL SCIENCE: BEHAVIORAL SCIENCES SUBTEST Evaluation Systems group of Pearson Other enrolled students |
5 | |||
| 030 -SOCIAL SCIENCE: BEHAVIORAL SCIENCES SUBTEST Evaluation Systems group of Pearson All program completers, 2015-16 |
1 | |||
| 027 -SOCIAL SCIENCE: ECONOMICS SUBTEST Evaluation Systems group of Pearson Other enrolled students |
5 | |||
| 027 -SOCIAL SCIENCE: ECONOMICS SUBTEST Evaluation Systems group of Pearson All program completers, 2015-16 |
1 | |||
| 028 -SOCIAL SCIENCE: GEOGRAPHY SUBTEST Evaluation Systems group of Pearson Other enrolled students |
5 | |||
| 028 -SOCIAL SCIENCE: GEOGRAPHY SUBTEST Evaluation Systems group of Pearson All program completers, 2015-16 |
1 | |||
| 029 -SOCIAL SCIENCE: POLITICAL SCIENCE SUBTEST Evaluation Systems group of Pearson Other enrolled students |
5 | |||
| 029 -SOCIAL SCIENCE: POLITICAL SCIENCE SUBTEST Evaluation Systems group of Pearson All program completers, 2015-16 |
1 | |||
| 025 -SOCIAL SCIENCE: UNITED STATES HISTORY SUBTEST Evaluation Systems group of Pearson Other enrolled students |
5 | |||
| 025 -SOCIAL SCIENCE: UNITED STATES HISTORY SUBTEST Evaluation Systems group of Pearson All program completers, 2015-16 |
1 | |||
| 026 -SOCIAL SCIENCE: WORLD HISTORY SUBTEST Evaluation Systems group of Pearson Other enrolled students |
5 | |||
| 026 -SOCIAL SCIENCE: WORLD HISTORY SUBTEST Evaluation Systems group of Pearson All program completers, 2015-16 |
1 | |||
| 0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2014-15 |
2 | |||
| 0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2013-14 |
2 | |||
| 5081 -SOCIAL STUDIES: CONTENT KNOWLEDGE (CBT) Educational Testing Service (ETS) Other enrolled students |
1 | |||
| 5081 -SOCIAL STUDIES: CONTENT KNOWLEDGE (CBT) Educational Testing Service (ETS) All program completers, 2014-15 |
5 | |||
| 5081 -SOCIAL STUDIES: CONTENT KNOWLEDGE (CBT) Educational Testing Service (ETS) All program completers, 2013-14 |
5 | |||
| 5195 -SPANISH: WORLD LANGUAGE CBT Educational Testing Service (ETS) All program completers, 2014-15 |
3 | |||
| 5195 -SPANISH: WORLD LANGUAGE CBT Educational Testing Service (ETS) All program completers, 2013-14 |
3 | |||
| 5543 -SPEC ED: CORE KNOWLEDGE & MILD TO MOD APPL (CBT) Educational Testing Service (ETS) All program completers, 2014-15 |
1 | |||
| 5543 -SPEC ED: CORE KNOWLEDGE & MILD TO MOD APPL (CBT) Educational Testing Service (ETS) All program completers, 2013-14 |
1 | |||
| 0543 -SPED: CORE KNOWLEDGE & MILD-MODERATE APPLICATIONS Educational Testing Service (ETS) All program completers, 2013-14 |
2 | |||
| 045 -WORLD LANGUAGES: SPANISH Evaluation Systems group of Pearson Other enrolled students |
2 | |||
| 045 -WORLD LANGUAGES: SPANISH Evaluation Systems group of Pearson All program completers, 2015-16 |
2 |
Section III Summary Pass Rates
| Group | Number taking tests |
Number passing tests |
Pass rate (%) |
|---|---|---|---|
| All program completers, 2015-16 | 31 | 30 | 97 |
| All program completers, 2014-15 | 51 | 51 | 100 |
| All program completers, 2013-14 | 71 | 71 | 100 |
Section IV Low-Performing
Provide the following information about the approval or accreditation of your teacher preparation program.
Is your teacher preparation program currently approved or accredited?
Yes
If yes, please specify the organization(s) that approved or accredited your program:
State
TEAC
Is your teacher preparation program currently under a designation as "low-performing" by the state (as per section 207(a) of the HEA of 2008)?
No
Section V Use of Technology
Provide the following information about the use of technology in your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request.
Does your program prepare teachers to:
- integrate technology effectively into curricula and instruction
Yes - use technology effectively to collect data to improve teaching and learning
Yes - use technology effectively to manage data to improve teaching and learning
Yes - use technology effectively to analyze data to improve teaching and learning
Yes
Provide a description of the evidence that your program uses to show that it prepares teachers to integrate technology effectively into curricula and instruction, and to use technology effectively to collect, manage, and analyze data in order to improve teaching and learning for the purpose of increasing student academic achievement. Include a description of the evidence your program uses to show that it prepares teachers to use the principles of universal design for learning, as applicable. Include planning activities and a timeline if any of the four elements listed above are not currently in place.
All education students take ED 4030/6030 Technology in Education: Applications and Implications for the purposes described above. All education students are required to successfully develop and defend an electronic portfolio solely through LiveText Software, along with all courses that require use of LiveText software. Integration of technology software and hardware is implemented in most courses. Data collection and analysis is integrated into content methods coursework, literacy instruction, and coursework targeting remedial reading strategies.
Section VI Teacher Training
Provide the following information about your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request.
Does your program prepare general education teachers to:
- teach students with disabilities effectively
Yes - participate as a member of individualized education program teams
Yes - teach students who are limited English proficient effectively
Yes
Provide a description of the evidence your program uses to show that it prepares general education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place.
All education students are required to complete the core courses in Foundations of Education, Fundamentals of Literacy Learning, and Technology and Education. These, and the additional required courses, address effective teaching strategies for students with disabilities, including IEP's, and limited English proficiency students. In particular, ED 4450/6450, Foundations of Special Education, extensively discusses these issues.
Does your program prepare special education teachers to:
- teach students with disabilities effectively
Yes - participate as a member of individualized education program teams
Yes - teach students who are limited English proficient effectively
Yes
Provide a description of the evidence your program uses to show that it prepares special education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place.
Instruction in teaching students with disabilities, participating as members of individualized education program teams, and teaching students who are limited English proficient effectively is incorporated throughout the curriculum. Special Education pre-service teachers have seven specific courses that address: Foundations of Special Education, Assessment Strategies in Special Education, Social and Affective Interventions, Counseling Techniques and Family Advocacy in Special Education, Characteristics and Language Development of Students with Exceptionalities, Educational Methods in Mild/Moderate Cross-Categorical Disabilities, and Specialized Instructional Strategies Across the Disciplines for Special Educators.
Section VII Contextual Information
Please use this space to provide any additional information that describes your teacher preparation program(s). You may also attach information to this report card. The U.S. Department of Education is especially interested in any evaluation plans or interim or final reports that may be available.
