Standard 1 COE Accreditation/Self-Study Report Home Overview Conceptual Framework Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Exhibits
 

1a. Content Knowledge for Teacher Candidates

1a.1. What are the pass rates of teacher candidates in initial teacher preparation programs on state tests of content knowledge for each program and across all programs (i.e., overall pass rate)?

Table 4
Pass Rates on Content Licensure Tests for Initial Teacher Preparation

For Period: 2008-09

1a.2 (Programs Not Nationally Reviewed) What data from other key assessments indicate that candidates in initial teacher preparation programs demonstrate the content knowledge delineated in professional, state, and institutional standards?

COE prepared reports for programs that were not nationally reviewed using a format similar to the SPA template used for national reviews. Candidates in all initial teacher preparation programs demonstrate appropriate content knowledge in professional, state, and institutional standards as indicated by their performance on key assessments 1 and 2 and through specific criteria stipulated in transition point 1.

Three Master of Arts in Teaching (MAT) endorsement areas with enrolled candidates were not nationally reviewed: Business Education (no NCATE SPA), English as a Second Language, and Physical Education. (Technology Education and Family and Consumer Science have neither enrolled candidates nor alumni.) Candidates in these endorsement areas are subject to the same key assessments for demonstrating content knowledge as those endorsement areas that are nationally reviewed as well as the same transition point criteria. Similarly, the Post-baccalaureate Certificate in Early Childhood Education was not submitted for national review, but the companion BA in Early Childhood Education, which shares the same transition points and key assessments, was reviewed.

Aggregate Data for Candidate Admission to MAT Program Areas Not Nationally Reviewed

Prior to MAT program admission (transition point 1), applicants must demonstrate that they have the necessary content preparation to be successful teachers of that content. Specifically, admission to the MAT requires a baccalaureate degree in the endorsement area (or closely related field) with a minimum 2.75 GPA and a comprehensive audit of all transcripts, Praxis II scores (key assessment 1), and relevant work experiences by a faculty advisor with expertise in the content area. This review is conducted using an Initial Content Preparation Review Form (key assessment 2) consisting of the national content standards for that endorsement area. No grade below a C is acceptable, and candidates must meet all content standards. From 2006 to 2009, a total of 11 candidates completed these endorsement areas and 100% met the criteria for content preparation.

  • Degrees earned by candidates: BS in Management (2), BS in Business Administration (2), BS in Technology, BA in Languages, BA in English, BA in Italian, BA in Art, BA in Biology, BS in Physical Education
  • Average GPA in content degree – 3.26
  • GPA Range – 2.67 – 4.0 (A=4.0, B=3.0, C=2.0)
  • Results of Initial Content Preparation Review:
    • Average GPA in content courses used to meet national standards – 3.38
    • Number of applicants needing additional content courses to meet national standards: 5
    • Average number of courses required - 2
    • Range of number of courses required - 1 - 4
  • Praxis II scores – 91% above the national median; 100% above the State requirement for professional licensure

Data for Post-baccalaureate Certificate in Early Childhood Education

Prior to post-baccalaureate program admission (transition point 1), applicants must demonstrate they have sufficient content preparation to enter a program that will prepare them to work with young children. Specifically, admission requires a baccalaureate degree with a minimum 2.75 GPA and passing scores on the Praxis II (key assessment 1). For early childhood teachers in Alaska, the Praxis II exam is the same one required of elementary teachers for advancement to professional teacher licensure as stipulated by the Alaska Department of Education and Early Development. Post-baccalaureate candidates are also required to complete an action research project (key assessment 2) to demonstrate content knowledge, just as their counterparts in the companion BA program.

From AY07 to AY09, 4 candidates were admitted to and enrolled in the post-baccalaureate program, 3 are still admitted and enrolled, and there are no graduates to date. Due to the small number of candidates, no data are reported here, but information on these candidates is available upon request and is also available in the SPA-like report.

1a.3. (Programs Not Nationally Reviewed) What data from key assessments indicate that advanced teacher candidates demonstrate an in-depth knowledge of the content knowledge delineated in professional, state, and institutional standards?

COE prepared reports for programs that were not nationally reviewed using a format similar to the SPA template used for the national reviews. In AY09, COE offered two advanced teacher education programs that were not nationally reviewed: the Graduate Certificate in Language Education: English for Speakers of Other Languages (ESOL) and the M.Ed. in Special Education.

The ESOL graduate certificate has only 2 candidates admitted and enrolled and no graduates to date. A SPA-like report is available, providing information on how the program will ensure that candidates demonstrate an in-depth knowledge of the content delineated in appropriate standards. Assessment 2, the Content Preparation Plan, specifically addresses this area. Successful completion of the program leads to an endorsement in ESL (grades 7-12) on an existing teaching license.

Since AY06, 28 candidates have graduated with the M.Ed. in Special Education. Although this program does not lead to special education licensure, the pathway to the M.Ed. is through the Graduate Certificate in Special Education, which does lead to licensure. The graduate certificate program was nationally reviewed, and 7 of the 8 keys assessments for the M.Ed. are shared with the graduate certificate program. Refer to the CEC Program Report for data from key assessments 1 and 2, which provide evidence that candidates demonstrate knowledge of content delineated in professional, state, and institutional standards.

The comprehensive exam Master’s degree candidates must take provides further evidence of the in-depth knowledge that these candidates possess. For the M.Ed. in Special Education, candidates must provide a written, in-depth synthesis of how their program experiences addressed each of the CEC standards and reflect on how these experiences have changed them and impacted their practice. Their synthesis must include reflection on theoretical perspectives, relevant literature, and other noteworthy experiences. While the scoring scales and rubrics have changed and improved over the last 2 years, in order to graduate, special education candidates have been consistently required to make a minimum raw score with no single rating below standard. All 6 AY09 M.Ed. graduates met or exceeded standards for each area assessed, with a raw score range of 65% to 100% of the total possible points.

1a.4. What do follow-up studies of graduates and employers indicate about graduates' preparation in the content area? If survey data are being reported, what was the response rate?

The College administers alumni (Std1a.Exh6), employer (Std1a.Exh7), and graduate exit (Std1a.Exh6) surveys. These follow-up studies indicate COE initial and advanced teacher program graduates are prepared in their respective content areas. Data are summarized by program under Summarized Survey Reports (Std1b.Exh8).

The response rate for alumni surveys slightly improved from 29.7% in AY08 to 37.1% in AY09. The results show the percentage of alumni who agree# that their programs prepared them in their respective content areas:

  • Early Childhood – 95% (average of multiple indicators)
  • Elementary –71% (average of multiple subjects)
  • Secondary – 80%
  • Special Education – 95%

The employer survey response rate improved from 32.7% in AY08 to 60% in AY09. Employer responses show that 93% agree our graduates are effective employees, and 97% agree that they exhibit intellectual vitality. Only Elementary Education received enough responses to report discipline-specific, disaggregated data*. Employer perception of content preparation varied by elementary subject area. Responses show that 80% agree graduates are prepared in language arts, math, and social studies, 40% in science (20% unknown), and 60% in the arts (20% unknown). Most employers cannot determine if our graduates are prepared in physical education and health content as these subjects are not typically taught by most of our elementary graduates.
The graduate exit survey response rate improved from 32.6% in AY08 to 62.9% in AY09. The following results show the percentage of graduating candidates who agree that they are prepared in their respective content areas:

  • Early Childhood – 92% (average of multiple indicators)
  • Elementary – 95% (average of multiple subjects)
  • Secondary – 80%
  • Special Education – 92% (average of multiple indicators)

#Agree = somewhat agree, agree, or strongly agree
*COE does not report survey data for disciplines receiving fewer than 5 responses.