Candidate Measures of Success
CAEP Annual Accreditation Measures of Success
“The teacher education program at Grace is one that really values their developing teachers. From the very first class in the program to graduation and beyond, all of the staff are invested in their relationships with the students of the program and seeing them through to a successful career.”
~Hannah Heier, 2020-2021 Elementary Education Graduate
94-100% of Grace Teacher Education Grads Believe They Are Prepared in Areas of Knowledge, Performance, and Disposition.
ACTION RESEARCH CASE STUDY:
The Professional Teacher Work Sample (PTWS) Project is an action research case study on program completers who are in their first, second or third year of in-service teaching. The PTWS Project is based on a modified version of the undergraduate Teacher Work Sample project and is executed bi-annually by a new cohort of willing participants representing both elementary and secondary programs. The first application of the PTWS Project was planned for spring 2020, however, due to the impact of the COVID-19 pandemic, implementation of the PTWS Project was delayed until fall 2020. Data for the 2020-2021 reporting cycle will become available in fall 2021.
NORTHWEST EVALUATION ASSESSMENT (NWEA), WITH ADDITIONAL ASSESSMENT MEASURES
Warsaw Community Schools (WCS) is a partner school district that employs on average 25-40% of Grace School of Education graduates each year. Warsaw Community School teachers implement NWEA MAP Growth assessments for obtaining an accurate measure of student growth and proficiency through NWEA’s RIT (Rasch Unit scale) scale. RIT scales are stable, equal interval scales that use individual item difficulty values to measure student achievement independent of grade level (across grades). RIT scores allow teachers to identify students’ missing skills, connect instructional resources with student instructional needs, track student growth over time, differentiate instruction, plan effectively, and set student growth goals. WCS has set a district-wide expected growth target of 50% for all students participating in NWEA assessments.
Through a sampling of eight Grace completers’ (who are within three years of program completion and employed in various grade levels and subject areas throughout WCS) student-growth data, Grace SOE demonstrates a positive impact on student learning. In 14 of 15 data-point instances, as seen in the table below, the students of Grace completers exceeded district expected growth targets.
School Level - Elementary
Grade N Students # Students meeting Expected Growth Level - Math # Students meeting Expected Growth Level - Reading Percent of Expected Growth Met - Math Percent of Expected Growth Met - Reading Teacher A 3 48 38 32 67% 79% Teacher B 5 49 28 23 79% 67% Teacher C 5 35 22 22 65% 65% Teacher D 3 19 11 5 58% 26% Teacher E 5 41 27 23 69% 56% School Level - Middle School Content Area N Students # Students Meeting Expected Growth Level - Math # Students Meeting Expected Growth Level - Reading Percent of Expected Growth Met - Math Percent of Expected Growth Met - Reading Teacher F Science 235 141 171 60% 73% Teacher G Math 138 80 58% Teacher H Math 115 46 40% Teacher I ELA 272 171 63%
*Growth is determined by using the expected growth and growth within the margin of error.
KINDERGARTEN & 1ST GRADE GROWTH DATA:
WCS teachers of kindergarten and 1st grade students measure student growth through letter sound (K, 1st), high frequency word (K, 1st) and letter and sound knowledge (1st) assessments. Through a sampling of three Grace completers’ (who are within three years of program completion and employed in WCS K-1st grade classrooms) student-growth data, Grace SOE demonstrates a positive impact on student learning. Students of these completers outperformed district AVERAGE scores in a total of 6 of 8 data points, and outperforming district MEAN scores in 7 of 8 data points as seen in the following data table:
Warsaw Schools Letter Sounds - Median Letter Sounds - Average High Frequency Words - Median High Frequency Words - Average District 23 26.8 8 9.7 Teacher 1 14 18.4 12.5 11.4
First Grade Growth
Warsaw Schools Letter Sounds - Median Letter Sounds - Average High Frequency Words - Median High Frequency Words - Average Letter & Sound Knowledge - Median Letter & Sound Knowledge - Average District 1 4.5 36 33.6 7 7.8 Teacher 2 1.5 3 38 38.3 11 10 Teacher 3 2 3.6 52 41.3 7 7.9
SUPPLEMENTARY DATA: INDIANA’S TEACHER EFFECTIVENESS RATINGS
Indiana School corporations participating in the annual RISE evaluation system assess teachers on areas of Professional Practice and Student Learning. Teachers receive a rating at the end of the school year in one of four performance levels: Highly Effective, Effective, Needs Improvement, or Ineffective. The Indiana Department of Education provides data regarding graduates of Indiana Educator Preparation Programs who are in their first, second or third year of in-service teaching.
According to IDOE RISE Performance Evaluation Data, 100% of Grace College School of Education graduates were rated as Highly Effective or Effective. These ratings demonstrate that Grace College School of Education program graduates are well qualified to teach in the area for which they have been prepared.
Indiana P-12 School corporations participating in the annual RISE evaluation system assess teachers on areas of Professional Practice and Student Learning. Teachers receive a rating at the end of the school year in one of four performance levels: Highly Effective, Effective, Needs Improvement, or Ineffective. The Indiana Department of Education provides an annual Effectiveness Ratings Matrix (ERM) to EPPs regarding completers who are in their first, second or third year of in-service.
Over the last three years, Grace School of Education has seen a steady increase in the percentage of evaluated completers falling within the Effective or Highly Effective range, with a significant increase in completers considered Highly Effective. Effectiveness Ratings are as follows:
- According to the 2020 ERM, 100% of assessed Grace completers (n=12) were rated as Effective (25%) or Highly Effective (75%).
- In the 2019 ERM, 95% of assessed Grace completers (n=22) were rated as Effective (54%) or Highly Effective (41%).
- The 2018 ERM Matrix indicated 94% of assessed Grace completers were rated as Effective (67%) or Highly Effective (27%).
These ratings demonstrate that Grace College School of Education program completers are well qualified to teach in the area for which they have been prepared.
The Indiana Principal Survey of New Teachers addresses Knowledge Preparation, Pedagogical Preparation, and Professional Disposition. The Principal Survey is an opportunity for principals to assess the quality of instruction by an Indiana teacher preparation program for teachers who received his/her first Indiana teaching license in the previous two (2) years.
Principals rate how well a new teacher was prepared for service by selecting one of the following four statements: Strongly Disagree, Disagree, Agree or Strongly Agree.
- According to the 2019 Principal Survey, 95-100% of the principals rating the preparation of Grace completers (n=19) Agreed or Strongly Agreed that Grace School of Education did an outstanding job of preparing teachers in areas of Content Knowledge, Pedagogical Preparation and Professional Disposition. The Overall Assessment statement indicated 95% of principals were Very Satisfied or Satisfied with the teachers’ training.
- In the 2018 Principal Survey, 92-100% of principals (n=13) Agreed or Strongly Agreed that our completers were well prepared, and 100% of principals were Very Satisfied or Satisfied with the teachers’ training.
- According to the 2017 Principal Survey, 94-100% of assessing principals (n=16) Agreed or Strongly Agreed that Grace School of Education did an outstanding job of preparing teachers, while 94% were Very Satisfied or Satisfied with the teachers’ training.
In all items surveyed, Grace completers scored highest in areas of ethical practice and working effectively with stakeholders, demonstrating that Grace College School of Education completers have been impacted by the conceptual framework of the EPP.
* Fewer than 10 Grace completers were assessed in 2018-2019, and so no Principal Survey data was available in the 2020 report.
First and second year in-service teachers were asked to respond to statements related to how well Grace School of Education prepared them in areas of Knowledge Preparation, Pedagogical Preparation, and Professional Disposition (similar to the Principal Survey of New Teachers).
2020 Teacher Survey: Of the 16 teachers responding, 94% indicated “Excellent” or “Good” when asked to rate their overall assessment of how well they were prepared to teach.
2019 Teacher Survey: Of the 25 teachers responding, 92-100% “Agreed” or “Strongly Agreed” that Grace prepared them in areas of Knowledge Preparation, Pedagogical Preparation, and Professional Disposition
2018 Teacher Survey: Data representing the 2018 Teacher Survey are unavailable due to an IDOE technical difficulty.
2017 Teacher Survey: Of the 12 teachers responding, 100% indicated (by selecting “Excellent” or “Good” in the overall assessment) that they were well prepared to teach by Grace School of Education.
Items related to learner development and growth, positive and inclusive learning environments, and ethical of the teaching profession were rated highest, illustrating the preparation of Grace College School of Education graduates’ is both relative and current, especially as relates to professionalism in the workplace.
95% of Principals Consider Grace Grads to Be Well Prepared in Areas of Knowledge, Performance, and Disposition.
97% “Level of Success” in Employment Rate of 2018-2019 Grace Teacher Education Graduates
The table below shows, in corresponding years, the number of students admitted to the teacher education program as candidates, total enrolled candidates as defined by Title II*, students who successfully completed all requirements of the teacher education program, graduates who successfully passed Indiana licensing exams required for teacher certification, and those working within their field of study.
Candidate Milestones 2019-2020 2018-2019 2017-2018 Admission to Teacher Education Candidacy 19 53 39 Total Enrolled Candidates 108 129 125 Program Completers (Graduates) 44 35 39 Licensed with Indiana Dept. of Ed* 36/40* 30 38 Working Within Field of Study 42 33 37
*Includes only graduates of reporting year
**Due to impact of COVID and licensure testing limitations, completers granted emergency licenses are also included.
The number of program completers has shown a positive increase in numbers. Up from 35 in 2018-2019, the SOE had the largest graduating cohort since 2013-2014 with 44 completers (a 26% increase). While early gateways in the program have impacted candidate admission rates, it has also served to increase completer success (as seen in principal and teacher surveys).
Conversely, the COVID-19 pandemic had a significant impact on the number of students formally admitted into the Grace School of Education (SOE) in 2019-2020. While the SOE saw a 36% increase in candidacy in 2018-2019 with 53 new candidates (up from 39 in 2017-2018), a severe 64% decrease in candidacy was seen in 2019-2020 with only 19 students having been formally admitted into the SOE in the fall. As the campus made a quick transition to remote learning in March 2020, spring candidate interviews (normally held twice each semester) were suspended until fall 2020
As required by Indiana House Bill 1388, Initial Completer Attrition and Retention rates are reported annually by the EPP to the Indiana Department of Education.
Grace School of Education program graduates must pass Indiana CORE licensing exams for licensure in Indiana. The following table shows pass rates for Elementary Education, Special Education and Secondary Education reported in the aggregate for Business Education, English Education, Life Science Education, Math Education, Social Studies Education, and Foreign Language Education.
Pass Rates 2019-2020 2018-2019 2017-2018 All Program Completers as Reported by Title II 80% 83% 87% Elementary Education 76% 86% 87% Special Education <10* 100% 100% Secondary Education** 89% <10* <10*
*<10 indicates fewer than 10 completers during a reporting cycle. **Aggregate pass rate for secondary education programs; For more information regarding this report or to receive specific secondary education passage rates, contact the Grace College School of Education.
The overall pass rate for 2019-2020 completers as reported by Title II is 80% (down from 83% in 2018-2019). This decline is a direct result of COVID-19-related testing center closures and cancellations and the impact this had on licensure applicants. With recent graduates unable to take or retake licensure exams, the Indiana Department of Education educator licensing team encouraged new teacher education graduates to apply for emergency permits for the upcoming school year if they had been unable to take and pass their licensure test(s). Several graduates made use of the emergency license option and are currently working to pass licensure exams in order to apply for an Indiana Initial Practitioner license.
Grace College Center for Career Connections conducted a First Destinations Survey of 2019-2020 Grace College graduates. Of those who identified themselves as School of Education completers, 97% (N=28) were successful in their “first destination” with 90% (n=26) employed full-time and 7% (n=2) employed part-time.
The School of Education collects ongoing employment data on graduates through surveys, personal contact, and social media. Of the forty-four 2019-2020 completers, 36 (82%) are licensed with the Indiana Department of Education (4 of whom are teaching on an emergency license while professional exams are completed), and 4 (9%) are employed through alternative licensure (emergency, charter, sub) in other states. The remaining 4 completers are employed outside of P-12 schools (2 within their licensure area and 2 in other fields).
GRACE SCHOOL OF EDUCATION ADMISSION CRITERIA
Admission Criteria 2019-2020 2018-2019 2017-2018 Minimum GPA Required for Entry 2.5 2.5 2.5 Average Overall GPA of Admitted Teacher Candidates 3.59 3.59
GRACE COLLEGE’S THREE-YEAR STUDENT LOAN DEFAULT RATE
The U.S. Department of Education is responsible to release official cohort default rates once per year. The FY 2017 official cohort default rates were delivered to both domestic and foreign schools on September 28, 2020 and indicated the FY 2017 national cohort default rate is 9.7% percent, a decline from the FY 2016 rate.
During the 2017 fiscal year (Oct. 1, 2016 to Sept. 30, 2017), 4,276,724 borrowers from 6,060 postsecondary institutions across the nation entered repayment, and 417,429 (9.7%) of them defaulted on their loans. For this same timeframe, the national public institution default rate fell from 9.6% in 2016 to 9.3% in 2017, the private institution default rate rose from 6.6% in 2016 to 6.7% in 2017, and proprietary institution default rate fell from 15.2% in 2016 to 14.7% in 2017.
Grace College’s most recent cohort default rate (published 9/29/2020) is 4.5% compared to the national rate of 9.7% and the private institution rate of 6.6%.
THREE-YEAR OFFICIAL COHORT DEFAULT RATES
Fiscal Year 2017 2016 2015 Default Rate 4.5% 2.6% 3.4% Number in Default 24 12 15 Number in Repayment 526 454 431