CAEP Annual Reporting Measures

Supply customized label to describe your image here

The College of Education and Professional Studies at the University of South Alabama collects and disseminates data on candidates and completer’s impact on P-12 student learning and development in compliance with CAEP Standards 4 and 5. The following collection of documents and links support our compliance with the requirements of CAEP Standard 4.

Impact Measures and Outcome Measures (CAEP Standard 4/A4)

  1. Impact of P-12 learning and development. (CAEP Component 4.1)
    State testing data for the Scantron Performance Test for one of our local partner school districts was collected for the 2017-2018 academic year. This first sample of data reviewed K8 student data from 20 CEPS completers. The initial sample showed that 40% (n=366) of K12 students who were taught by our completers scored proficient in the areas of math and reading. Students in the district scored 45% in math and 42% in reading. The state average was 52% for Math and 47% for reading. This new set of data provides, for the first time, a student growth measure similar to a student growth percentile. More detailed information can be found here

    The college collected an additional set of K-8 student test data in the fall 2019 for the 2017-2018 and 2018-2019 academic years. This larger sample contained 3314 K-8 test records from 45 of our recent program completers. While some students scored below either the district or state average percent proficient, in comparing the “student percent proficient” to that of their local school we can see that some groups (18 in Math, 20 in Reading) of students scored higher than their “school percentage proficient”. In addition, some groups (13 in Math, 14 in Reading) of students taught by our completers scored higher than the district or state percentage for their grade level.

    In comparing our cohorts’ “percentage above proficient” and “percentage above growth” we see that our cohorts’ growth scores are higher than our proficiency scores. This indicates that although the majority of K-12 students taught by our completers in this sample are not scoring above proficiency, the higher percentage above growth throughout the testing cycle indicates that these students are making favorable gains in the classrooms of our completers.

    State Test Data Fall 2018
    State Test Data Fall 2019 

  2. Indicators of teaching effectiveness. (CAEP Component 4.2)

    The college requires applicants for our Educational Leadership graduate program to submit classroom evaluation forms from the school they are currently employed with. We then identify students from this applicant pool who completed their initial certification at USA-CEPS. Those student’s classroom evaluation forms are then reviewed. The initial review of this data source was completed in the summer of 2018. The resulting analysis (insert link) called for additional forms of data to meet the requirements of this components. The college plans to use the CLASS Observation Tool to observe current classroom teachers beginning in the Fall 2019. Our May 2019 SSR submission for CAEP contains a detailed plan to collect this data.

    CAEP 4.2 Data Analysis

    The college also receives data through the ALACTE New Teacher Employer Survey. Completers of our programs who teach their first year in Alabama are evaluated by their principal or other school administrator. This survey allows the college to gain insight into the effectiveness of our first-year teachers.

    ALACTE Employer Survey

  3. Satisfaction of employers and employment milestones. (CAEP Components 4.3 & A.4.1.)
    The newly developed ALACTE New Teacher Employer Survey asks principals and other school administrators to evaluate our completers who are in their first year of employment. Our most recent data shows that our students are performing at or above their state of Alabama counterparts in all InTASC categories which were measured.

    ALACTE Employer Survey

    The Alumni Survey is distributed to completers on their 3rd and 5th years of teaching. Many of our completers report having been promoted or tenured as seen in our Alumni Survey results:

    In the time since you received your degree from USA have you been promoted or tenured?  12-13 Cohort 13-14 Cohort 14-15 Cohort 15-16 Cohort
     Yes 90% 15  69% 11 52% 15 50% 10
     No 10%  14 31% 5 48% 15 50% 10

    In addition, in a review of current national certifications, 54% of NBCT Certified Teachers in the Baldwin and Mobile County School Districts are USA CEPS graduates (either initial or advanced degrees).

    National Board Certified Teachers
    (Mobile, Baldwin, Satsuma, Saraland, Chickasaw)
    % with at least one degree from USA CEPS 54%
    % with a undergraduate degree from USA CEPS 46%
    % with at least one advanced degree from USA CEPS 83%

  4. Satisfaction of completers. (CAEP Components 4.4 & A.4.2)
    Our initial certification completers are surveyed during their first year of employment and then again once they have been employed for 3 years. Both the New Teacher Survey and Alumni Survey have given us insight into our completer’s satisfaction with their preparation. Overall, our completers are satisfied with the preparation they received while in their program. We continue to monitor this measure as we believe it is vital to better preparing our candidates.

    In reflecting on your professional preparation, how satisfied are you with preparation that you received at USA? 12-13 Cohort 13-14 Cohort 14-15 Cohort 15-16 Cohort
    Extremely Satisfied 67% 10 50% 8 61% 19 58% 15
    Somewhat Satisfied 67% 4 31% 5 61% 9 34% 9
    Neither Satisfied nor dissatisfied 6% 1 6% 1 0 0 0 0
    Somewhat Dissatisfied 0 0 13% 2 7% 2 8% 2
    Extremely Dissatisfied 0 0 0 0 3% 1 0 0

    ALACATE New Teacher Survey
  5. Graduation Rates (Initial & Advanced)   

    5-year Graduation Rate
    Initial Certification Programs
    2015 2016 2017
    K6 Teacher Education 37.5 37.9 27
    Special Education 6-12 NA NA NA
    Secondary Education (ALL) 10.7 21.4 25
    Physical Education (PE, Health) 27.5 30.8 32.9
    Total College 32.7 35.2 33.6
    Total University 27.5 27.7 24.1

    *No Data Available

    3-Year Graduation Rate Summer 2016* Spring 2016* Fall 2015*
      % n % n % n
    Early Childhood Education 100% 1 100% 2 100% 2
    Elementary Education 85% 11 75% 6 73% 8
    Instructional Leadership 80% 4 67% 2 46% 5
    Library Media 100% 1 - 0 - 0
    Physical Education - 0 100% 1 100% 2
    Secondary Education 80% 12 89% 8 62% 8
    Special Education 44% 4 2% 40 100% 1
    Instructional Specialist 67% 4 20% 1 - 0
    EPP (All Programs) 74% 54 63% 26 67% 41
    University 75% 215 64% 230 65% 585

  6. Ability of completers to meet licensing(certification) and any additional state requirements
    Teacher Preparation candidates are required to meet all licensure requirements to graduate. The Alabama State Department of Education requires that students pass the Praxis content area tests as part of their licensure requirements. Our pass rates are below.

      University of South Alabama Statewide
      Number Taking Assessment Number Passing Assessment Institutional Pass Rate Number Taking Assessment Number Passing Assessment Statewide Pass Rate
    Traditional Completers, 2017-2018 139 139 100% 1725 1716 99%
    Traditional Completers, 2016-2017 153 153 100% 1765 1743 99%
    Traditional Completers, 2015-2016 122 122 100% 1727 1715 99%
    Alternative Completers, 2017-2019 47 47 100% 413 411 100%
    Alternative Completers, 2016-2018 37 37 100% 381 379 99%
    Alternative Completers, 2015-2017 27 27 100% 427 426 100%

    Subject Area Pass Rates for Traditional Programs, 2017-2018
    Subject Area Pass Rates for Alternative Programs, 2017-2018

    Since edTPA has been introduced we have seen only a handful, less than 5, who did not pass edTPA and therefore did not graduate and were not certified.

    edTPA Pass Rates by Semester
      Spring 2018 Fall 2018 Spring 2019
    k6 Teacher Education 75% (n=24) 90% (n=39) 98%(n=41)
    Physical Education 90% (n=5)
    Health Education 0% (n=2)
    Secondary Education (All Programs) 100% (n=9) 100% (n=3) 100% (n=8)
    Special Education (6-12 and Alts) 100%(n=9)
    Alt Elementary Education 100%(n=10)
    Alt Secondary Education 86% (n=7) 100%(n=3) 76% (n=20)

  7. Ability of completers to be hired in education positions for which they have prepared.

    CEPS uses two main survey methods to monitor our completers ability to be hired within their field. The Alumni Survey is administered to completers, both initial and advanced programs, four years after they have graduated. A section of this survey asks about their current employment and whether or not they are employed within the field in which we trained them. 

    Alumni Survey
    % of Respondents Working in the Field USA CEPS Prepared Them

      12-13 13-14 14-15 15-16
    EPP 92% (n=13) 100% (n=16) 100% (n=25) 84% (n=19)
    K6 Teacher Education 88% (n=8) 100% (n=8) 100% (n=17) 100% (n=12)
    Physical Education 100% (n=1)
    Secondary Education 100% (n=4) 100% (n=5) 100% (n=4) 33% (n=3)
    Special Education (6-12 & Alt) 100% (n=5)
    Alt Elementary Education 100% (n=1)
    Alt Secondary Education 100% (n=1)


  8. Student loan default rates and other consumer information.
        Graduate Salaries
        USA Default Rates
        Consumer Information
        USA Net Price Calculator