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College of Education

Annual Reporting Measures

Annual Reporting Measures (CAEP Component 5.4 | A.5.4)

Impact Measures (CAEP Standard 4) Outcome Measures
1. Impact on P-12 learning and development
(Component 4.1)

2. Indicators of teaching effectiveness
(Component 4.2)

3. Satisfaction of employers and employment milestones
(Component 4.3 | A.4.1)

4. Satisfaction of completers
(Component 4.4 | A.4.2)
1. Graduation Rates (initial & advanced levels)

2. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)

3. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)

4. Student loan default rates and other consumer information (initial & advanced levels)

 

Impact on P-12 Learning and Development

In the 2018-19 Academic year, the EPP at UofSC gained access to the newly implemented SCLEAD system that provides P-12 student learning and development data as well indicators of teacher effectiveness data through the Summative ADEPT Formal Evaluation of Classroom-Based Teachers (SAFE-T) results aggregated at the EPP level.  For the last two years, UofSC completers have demonstrated an impact on P-12 student learning and development above state-level averages within ADEPT Performance Standard 4.C—the teacher helps students assume responsibility for their own participation and learning.

 

Initial Licensure Programs SAFE-T Results

2016-17

2017-18

2018-19

UofSC Completers Passing APS 4.C with SAFE-T

259 (100%)

253 (98.83%)

n/a

All SC Teachers Passing APS 4.C with SAFE-T

1572 (98.56%)

1466 (97.67%)

n/a

 

Beginning in 2018-19, all classroom teachers were assessed using the SCTS 4.0 rubric, which replaced the previous ADEPT standards. The SCTS 4.0 rubric is a 4-level rubric, with 4 being the highest score a teacher can receive. The following are the average scores in 2018-19 of UofSC’s graduates.

 

Domain 2: Instruction

Average Score (n=267)

Standards & Objectives

3.18

Motivating Students

3.27

Presenting Instructional Content

3.25

Lesson Structure & Pacing

3.12

Activities & Materials

3.19

Questioning

2.94

Academic Feedback

3.12

Grouping Students

3.08

Teacher Content Knowledge

3.41

Teacher Knowledge of Students

3.28

Thinking

3.01

Problem Solving

3.10

 

SCLEAD data do not include SLO data or ADEPT formal evaluation data for completers of advanced-level programs for the academic years reported.

 

The Carolina Teacher Induction Program, or CarolinaTIP, is a three-year support program offered to recent University of South Carolina graduates, teaching in participating school districts. As of 2018, CarolinaTIP serves 38 schools in five districts across the Midlands. CarolinaTIP does not replace district induction programs, instead this program enhances site-specific training and support. During the 2017-18 academic year, CarolinaTIP focused on providing first-year induction support based on the acknowledged and identified needs of new teachers.  Participants in initial CarolinaTIP training sessions during Fall 2017 firmly agreed (agreed or strongly agreed) they were satisfied with their overall experience in the professional learning opportunity and that the content of the professional learning opportunity was useful and relevant to their jobs and completion of the professional learning opportunity was worth their time. Beginning in 2018-19, teaching effectiveness data will be collected as part of the Carolina TIP evaluation.

 

Indicators of Teaching Effectiveness

Graduates of UofSC’s initial educator preparation programs that are employed in South Carolina public school districts are evaluated via SAFE-T (the Summative ADEPT Formal Evaluation of Classroom-Based Teachers). Graduates of UofSC’s advanced programs that are employed as administrators are evaluated via PADEPP (Program for Assisting, Developing, and Evaluating Principal Performance). PADEPP data is not currently available to IHEs.

 

Initial Licensure Programs SAFE-T Results 2016-17 2017-18 2018-19

Graduates Evaluated with SAFE-T

259 256 257

Graduates Passing with SAFE-T

253 (97.68%)  249 (97.27%) 255 (95.51%)

 

Advanced Programs 2016-17 2017-18 2018-19
Graduates Evaluated with PADEPP  Unavailable Unavailable Unavailable
Graduates Passing with PADEPP   Unavailable Unavailable  Unavailable

SCDE does not currently provide student impact data to EPPs; therefore, to sufficiently address component 4.1, we are in the process of collecting multiple measures of impact data from a purposive sample of candidates. During the 2017-18 and 2018-19 academic years, CarolinaTIP focused on providing first-year and second-year induction support based on the acknowledged and identified needs of new teachers. 

 

Satisfaction of Employers and Employment Milestones

During AY 2017-2018, focus groups were conducted with partnering school districts to address employer satisfaction with UofSC completers from Academic Years (AYs) 2014-15, 2015-16, 2016-17, and 2017-2018. In AY 2017/2018; School-level responses include administrators from 52% elementary, 20% middle, 20% high, and 8% other schools. Conclusions from these focus groups regarding the UofSC College of Education teacher education program include--

  • the current education curriculum and content standards are generally preparing graduates for their first jobs and supervisors are happy with teacher preparation,
  • the current education curriculum produces teachers who are strong collaborators with other school-based colleagues and are strong in their instructional & pedagogical content area,
  • the curriculum and undergraduate experiences produces teachers who are excited and eager to start teaching and are creative in the classroom with the content knowledge that is necessary for them to be successful, and
  • the curriculum teaches the importance of state college- and career-ready standards and assessment in evaluating student learning goals.

 

During the AY 2018-2019, employers/school leadership were sent a survey where they reported their satisfaction with the preparedness of UofSC graduates. Responses included 56% elementary, 21% middle, 21% high, and 2% other schools. Conclusions regarding UofSC graduates include:

  • 97% of respondents felt that UofSC graduates were either prepared or very well prepared to meet overall job performance
  • 98% of respondents felt that UofSC graduates were either prepared or very well prepared to perform at the same or better levels than graduates from other institutions
  • 100% of respondents said they would hire another UofSC graduate as an employee based on their experiences with recent graduates

 

Satisfaction of Completers

The UofSC Initial Licensure Programs Exit Survey is administered electronically to candidates three times per academic year (concurrent with candidates’ graduation application process). Of all graduates who completed the Exit Survey in AY 2018-19

  • 91% of 2018-19 initial education licensure graduates indicate that their program prepared them for their role as a teacher.
  • 86% of 2018-19 initial education licensure graduates indicate the content of their program prepared them to accommodate and modify instruction for students with differing abilities
  • 88% of initial education licensure graduates reported feeling comfortable communicating openly with the professors in the program

 

The Induction Teacher Survey was distributed to initial licensure graduates of the college within the last 3 years.  The Spring 2019 Induction teacher survey responses represented eight of the 15 initial licensure areas.

  • 98% of Spring 2019 survey respondents indicated that they ‘agree’ or ‘strongly agree’ that their initial licensure preparation program held high expectations of professionalism for them as a future educator.
  • 93% of 2018-19 initial education licensure graduates indicate that their program prepared them for their role as a teacher.
  • 92% of 2018-19 initial education licensure graduates indicate feeling prepared to teach students with diverse (race, gender, culture, socioeconomic) backgrounds

 

 

Graduation Rates (Initial and Advanced Levels)

Initial Licensure Programs Graduation Rate 2016-17 2017-18 2018-19
Percentage  94% 97% 94%

 

Advanced Programs 2016-17 2017-18 2018-19
Percentage  Unavailable  95%  96%

 

Ability of Completers to Meet Licensing (Certification) and any Additional State Requirements Title II (Initial and Advanced Levels)

Initial Licensure Programs Graduation Rate 2016-17 2017-18 2018-19
Overall Praxis Exam Summary Pass Rate 87% 93% 92%
Recommended for Licensure* 87% 84% 93%

 *indicates candidates having completed all program requirements and passing required Praxis exams.

 

Ability of Completers to Be Hired in Education Positions for Which They Have Prepared

(Initial and Advanced Levels)

Initial Licensure Programs SAFE-T Results
2016-17 2017-18 2018-19
Graduates Evaluated with SAFE-T 259 256 257
Graduates Passing with SAFE-T 253 (97.68%) 249 (97.27%) 255 (95.51%)

 

Advanced Programs 2016-17 2017-18 2018-19
 Graduates Evaluated with PADEPP  Unavailable  Unavailable  Unavailable
 Graduates Passing with PADEPP  Unavailable  Unavailable  Unavailable

Data obtained from the South Carolina Department of Education for our 2016-17, 2017-18, and 2018-19 completers employed as classroom teachers in SC public schools indicate the ability of our completers to be employed in and meet qualifications of education positions for which they have prepared. Graduates of UofSC’s initial educator preparation programs that are employed in South Carolina public school districts are evaluated via SAFE-T (the Summative ADEPT Formal Evaluation of Classroom-Based Teachers). Graduates of UofSC’s advanced programs that are employed as administrators are evaluated via PADEPP (Program for Assisting, Developing, and Evaluating Principal Performance). PADEPP data is not currently available to IHEs.

 

Student Loan Default Rates and Other Consumer Information (Initial and Advanced Levels)

The 3-Year Federal Student Loan default rates are reported by institution, but not by college.  Per the US Department of Education, the default rates for the University of South Carolina for the following three years are as follows:

 

FY16 – 3.3%

FY15 – 2.3%

FY14 – 3.1%

 The student loan default are derived from the US Department of Education (https://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html)

Based upon the data reflected in our annual measures, the EPP at UofSC is producing highly qualified candidates who have a positive impact on K-12 student learning.  We expect to obtain additional data as we evaluate the CarolinaTIP program during the 2020-21 academic year, within context of this induction support model.

This information is publicly available on our website and reviewed and discussed annually by constituents within our quality assurance system.  Publicly available data from our peer aspirant institutions and other EPPs in the state are reviewed and discussed for comparative purposes.

 


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