2019-20

IMPACT MEASURES

Measure 1:  Impact on P-12 Learning and Development (4.1)


Completer Impact on P-12 Learning and Development


The North Carolina Department of Public Instruction collects data through the NC Educator Evaluation System for beginning teachers prepared by approved teacher education programs in the state.  These data are reported under the six professional standards.  On this annual report, standard six is titled “Teachers Contribute to the Academic Success of Students”. 

Standard 6 

2019-20

2018-19

2017-18

2016-17

2015-16

2014-15

Exceeds Expected Growth

-

15.6

8

13

6.7

15.5

Meets Expected Growth

-

78.1

56

47.8

53.3

62.1

Does Not Meet  Growth

-

6.3

36

39.1

40

22.4

Sample Size

Not available due to COVID-19

Not reported

Not reported

23

15

58

Measure 2:  Indicators of Teaching Effectiveness (4.2)


Completer Indicators of Teaching Effectiveness (beginning 2017-18)


The North Carolina Department of Public Instruction collects data through the NC Educator Evaluation System for beginning teachers prepared by approved teacher education programs in the state.  These data are reported under the six professional standards.  On this annual report, summary data are provided on each of the teaching standards scored in the evaluation system. 


Standard 1: Teachers Demonstrate Leadership

Standard 1 

2019-20

2018-19

2017-18

 

 

% Proficient or above

-

97.1

89.3

 

 

% Developing or below

-

2.9

10.7

 

 

Sample Size

-

Not stated

Not stated

 

 


Standard 2: Teachers Establish a Respectful Environment for a Diverse Population of Students

Standard 2 

2019-20

2018-19

2017-18

 

 

% Proficient or above

-

97

89.2

 

 

% Developing or below

-

3

10.8

 

 

Sample Size

-

Not stated

Not stated

 

 


Standard 3: Teachers Know the Content They Teach

Standard 3 

2019-20

2018-19

2017-18

 

 

% Proficient or above

-

94.2

92.9

 

 

% Developing or below

-

5.8

7.1

 

 

Sample Size

-

Not stated

Not stated

 

 


Standard 4: Teachers Facilitate Learning for their Students

Standard 4 

2019-20

2018-19

2017-18

 

 

% Proficient or above

-

97.1

89.3

 

 

% Developing or below

-

2.9

10.7

 

 

Sample Size

-

Not stated

Not stated

 

 


Standard 5: Teachers Reflect on Their Practice

Standard 5

2019-20

2018-19

2017-18

 

 

% Proficient or above

-

97

92.8

 

 

% Developing or below

-

3

7.2

 

 

Sample Size

-

Not stated

Not stated

 

 

                                                        * Contact the Division for pre-2017/18 data; a different reporting process was utilized by NCDPI

            Data for 2019-20 were not available from NCDPI due to COVID-19

Measure 3: Satisfaction of Employers and Employment Milestones (4.3)


Satisfaction of Employers – Division Employer Survey


The Division of Education regularly surveys the employers of programs completers to determine the levels at which they are satisfied with teachers’ preparation they received as teacher education candidates at the institution. A Likert scale with 5 = very well prepared, 4 = well prepared, 3 = adequately prepared, 2 = somewhat prepared, and 1 = not at all prepared was used in the survey.  Mean scores are reported.


Domain 1:  Planning and Preparation


To what extent was the teacher prepared to:

2020

2019

2018

 

 

 

use accurate and extensive content knowledge for instruction?

4.000

3.5714

3.857

 

 

 

use knowledge of content pedagogy for instruction?

4.250

4.0000

4.000

 

 

 

integrate 21st century content and skills and cross-curricular connections in instruction?

4.500

3.7143

3.857

 

 

 

utilize knowledge of how children learn and develop for instruction?

4.500

4.2857

4.000

 

 

 

use the Standard Course of Study?

4.500

4.5714

4.142

 

 

 

use instructional resources to enhance instruction?

4.250

3.8571

4.000

 

 

 

use multiple forms of assessment to inform instruction?

4.000

3.5714

4.000

 

 

 


Domain 2:  Establishing a Respectful Environment


To what extent was the teacher prepared to:

2020

2019

2018

 

 

 

create a positive learning environment for all students?

4.000

4.2857

4.142

 

 

 

work collaboratively with families?

4.500

4.1429

3.857

 

 

 

work effectively with the teacher assistant and other colleagues?

4.500

4.2857

4.286

 

 

 

exhibit good behavior management knowledge and skills?

4.000

4.1429

4.142

 

 

 

support a safe learning environment in all areas?

4.000

4.4286

4.142

 

 

 


Domain 3: Instructing Effectively


To what extent was the teacher prepared to:

2020

2019

2018

 

 

 

communicate clearly and accurately?

4.250

4.1286

4.000

 

 

 

use a variety of instructional strategies to encourage high achievement of all students?

4.750

4.1286

3.857

 

 

 

provide for a high level of student engagement?

4.750

4.0000

3.714

 

 

 

monitor student performance and provide appropriate feedback?

4.500

3.8571

3.857

 

 

 

use and integrate technology in instruction?

4.250

3.8571

4.142

 

 

 

motivate students?

4.250

4.0000

3.857

 

 

 


Domain 4:  Professional Responsibilities


To what extent was the teacher prepared to:

2020

2019

2018

 

 

 

lead in the classroom?

4.250

4.0000

4.000

 

 

 

lead in the school?

3.750

3.4286

3.286

 

 

 

advocate for the student and the school?

4.250

3.5714

4.000

 

 

 

use your professional skills to obtain employment?

4.500

4.7143

3.857

 

 

 


 

 

 

 

 

 

 

Number of Responses

4

7

7

 

 

 

Response Rate

36.6%

58.3%

53.8%

 

 

 


Employment Milestones


The Division of Education gathers information on graduates through alumni surveys.  In these surveys, completers are asked to report employment milestones and other aspects of their careers.  These data are reported as employment milestones.


Initial Licensure (Undergraduate) Completers

Active in Professional Organizations

Engaged in National Board Certification

Earned Master’s Degree

Building-level Teacher of the Year

LEA Beginning Teacher of the Year

LEA Teacher of the Year

Add-on Licensure in Content Areas

Enrolled in Master’s Degree Program

Conference Presenters

Measure 4: Satisfaction of Completers


Satisfaction of Completers


The Division of Education regularly surveys programs completers to determine the levels at which they are satisfied with the preparation they received as teacher education candidates at the institution. A Likert scale with 5 = very well prepared, 4 = well prepared, 3 = adequately prepared, 2 = somewhat prepared, and 1 = not at all prepared was used in the survey.  Mean scores are reported.


Domain 1:  Planning and Preparation


To what extent were you prepared to:

2020

2019

2018

 

 

 

use accurate and extensive content knowledge for instruction?

4.128

4.000

3.846

 

 

 

use knowledge of content pedagogy for instruction?

4.273

4.1667

3.846

 

 

 

integrate 21st century content and skills and cross-curricular connections in instruction?

4.545

4.1667

3.769

 

 

 

utilize knowledge of how children learn and develop for instruction?

4.273

4.333

4.000

 

 

 

use the Standard Course of Study?

4.182

4.667

3.769

 

 

 

use instructional resources to enhance instruction?

4.455

3.833

3.462

 

 

 

use multiple forms of assessment to inform instruction?

4.364

3.500

3.615

 

 

 


Domain 2:  Establishing a Respectful Environment


To what extent were you prepared to:

2020

2019

2018

 

 

 

create a positive learning environment for all students?

7.727

4.6667

4.462

 

 

 

work collaboratively with families?

4.182

4.1667

4.000

 

 

 

work effectively with the teacher assistant and other colleagues?

4.364

4.3333

3.923

 

 

 

exhibit good behavior management knowledge and skills?

4.273

4.1667

4.385

 

 

 

support a safe learning environment in all areas?

4.636

4.6667

4.462

 

 

 


Domain 3: Instructing Effectively


To what extent were you prepared to:

2020

2019

2018

 

 

 

communicate clearly and accurately?

4.636

4.6667

3.846

 

 

 

use a variety of instructional strategies to encourage high achievement of all students?

4.455

3.8333

3.923

 

 

 

provide for a high level of student engagement?

4.200

4.1667

3.846

 

 

 

monitor student performance and provide appropriate feedback?

4.182

3.8333

3.846

 

 

 

use and integrate technology in instruction?

4.000

4.1667

4.000

 

 

 

motivate students?

4.364

4.5000

4.308

 

 

 


Domain 4:  Professional Responsibilities


To what extent were you prepared to:

2020

2019

2018

 

 

 

lead in the classroom?

4.455

4.5000

4.385

 

 

 

lead in the school?

4.000

3.1667

3.769

 

 

 

advocate for the student and the school?

4.091

3.8333

4.154

 

 

 

use your professional skills to obtain employment?

4.455

4.3333

4.308

 

 

 


 

 

 

 

 

 

 

Number of Responses

11

12

13

 

 

 

Response Rate

31.4%

42.9%

25%

 

 

 

          


Satisfaction of Completers – NCDPI Graduate Satisfaction Survey


Results from a survey of beginning teachers completed by the NC Department of Public Instruction asking graduates of NC EPPs about their experiences and level of preparedness through those institutions.

 

2017-19

 

 

 

 

 

%

#

 

 

 


On questions related to the quality of preparation to teach, the percent of recent graduates that responded “well” or “very well”

 

 

 

 

 

Overall

51.39

12

 

 

 

Elementary

44.91

9

 

 

 

Middle Grades

n/a

n/a

 

 

 

Secondary

*

2

 

 

 

Exceptional Children

*

1

 

 

 


On questions pertaining to student teaching experiences provided by this program, the percent of recent graduates that either “agree” or “strongly agree”

 

 

 

 

 

Overall

91.67

12

 

 

 

Elementary

90

9

 

 

 

Middle Grades

n/a

n/a

 

 

 

Secondary

*

2

 

 

 

Exceptional Children

*

1

 

 

 

OUTCOME MEASURES

Measure 5: Graduation Rates from Teacher Preparation Programs


Teacher Education Graduation Rates


The Division of Education calculates a specific graduation rate for candidates in the programs leading to licensure based on the number of individuals admitted through the Teacher Education Board for full admission to the teacher education program and the number of those individuals who complete the established program requirements for endorsement for the designated license associated with the degree sought.


Program


2019-20


2018-19


2017-18


2016-17


2015-16

ALL PROGRAMS (Initial)

100%

(10)

100%

(12)

100%

(11)

96%

(25)

100%

(13)

Elementary

100%

(9)

100% (11)

100%

(4)

93%

(14)

100%

(7)

Special Education

--

--

100%

(1)

100%

(7)

100%

(2)

Health and Physical Education

100%

(1)

100%

(1)

100%

(3)

100%

(2)

100%

(2)

Secondary – all

--

--

100%

(3)

100%

(2)

100%

(2)

MAT Program

--

--

--

--

--


Graduation Rates


The Office of Institutional Research prepares a report on university graduation rates and on the graduation rates for individual programs of study within the institution.  The Division of Education graduation rates reflect those students who were education majors. 

 

2017-18

2016-17

2015-16

2014-15

2013-14

Education – undergraduate

100

87

100

85

89

University – undergraduate

42

43

32

49

50

Education - graduate

100

100

n/a

n/a

100

Measure 6: Ability of Completers to Meet Licensing and Any Additional State Requirements


Licensure Exam Pass Rates


Teacher education candidates sit for a variety of licensure exams, depending on licensure area, prior to being recommended for licensure by the Division of Education.  The overall pass rates reflect the ability of candidates to pass all of the exams attributed to their licensure area (Note that some licensure areas have two, three, or even four separate exams that are rolled together into that statistic.). The Division of Education reports overall pass rates and individual exam pass rates to better showcase the actual success of candidates on these exams.


Undergraduate Program Licensure Exam Pass Rates

 

2019-20

2018-19

2017-18

2016-17

2015-16

2014-15

# Taking Exams

10

12

11

25

13

18

# Passing Exams

10

12

10

11

8

15

Pass Rate

100%

100%

91%

44%

62%

83%


In 2014-15, new testing requirements were instituted by the NC Board of Education for candidates pursuing educator licensure.  This change included the institution of the Praxis II exam for secondary candidates and the addition of NC Pearson exams for elementary and special education candidates in the areas of General Knowledge: Multi-Subject, General Knowledge: Mathematics, and Foundations of Reading. 


Secondary Programs – Content Knowledge (all programs combined)

 

2019-20

2018-19

2017-18

2016-17

2015-16

2014-15

# Taking Exams

0

0

3

2


2

2

# Passing Exams

-

-

*

*


*

*

Pass Rate

-

-

78%

*


*

*

 


Secondary Programs – Principles of Learning and Teaching

 

2019-20

2018-19

2017-18

2016-17

2015-16

2014-15

# Taking Exams

0

0

3

2


2

2

# Passing Exams

-

-

3

*


*

*

Pass Rate

-

-

100%

100%


*

*

 


Health and Physical Education – Content Knowledge

 

2019-20

2018-19

2017-18

2016-17

2015-16

2014-15

# Taking Exams

1

1

3

2


2

3

# Passing Exams

*

*

3

*


*

*

Pass Rate

100%

100%

100%

71.4%


*

*

 


Special Education – Content Knowledge (Praxis II: Mild to Moderate)

 

2019-20

2018-19

2017-18

2016-17

2015-16

2014-15

# Taking Exams

0

0

1

7

2

1

# Passing Exams

-

-

1

*

*

*

Pass Rate

-

-

100%

70%

*

*


Elementary & Special Education – Foundations of Reading

 

2019-20

2018-19

2017-18

2016-17

2015-16

2014-15

# Taking Exams

9

11

5

21

9

9

# Passing Exams

9

11

5

13

6

6

Pass Rate

100%

100%

100%

61.9%

66.7%

66.7%


Elementary & Special Education – General Knowledge: Multi-Subject

 

2019-20

2018-19

2017-18

2016-17

2015-16

2014-15

# Taking Exams

0

11

5

21

9

9

# Passing Exams

-

11

5

15

7

7

Pass Rate

-

100%

100%

71.4%

77.8%

77.8%


Elementary & Special Education – General Knowledge: Mathematics

 

2019-20

2018-19

2017-18

2016-17

2015-16

2014-15

# Taking Exams

6

11

5

21

9

9

# Passing Exams

6

11

5

13

4

7

Pass Rate

100%

100%

100%

61.9%

44.4%

77.8%


Elementary & Special Education – Mathematics – CKT

 

2019-20

2018-19


 


 


 

 

# Taking Exams

3

-


 


 


 

 

# Passing Exams

3

-


 


 


 

 

Pass Rate

100%

-


 


 


 

 

                         

Measure 7: Ability of Completers to be Hired in Education Positions for which they were Prepared


Employment Data – Undergraduate Program Completers

 

2019-20

2018-19

2017-18

2016-17

2015-16

2014-15

# Program Completers

10

11

11

25

13

18

% Licensed in North Carolina

100

100

91

64

77

78

% Employed in North Carolina

90

82

82

80

62

72

% Employed in Education

90

91

82

88

70

90

% Employed in Other Fields

0

0

11

4

8

5

% Enrolled in Graduate School

10

9

22

4

8

5


Employment Data – Graduate Program Completers

 

2019-20

2018-19

2017-18

2016-17

2015-16

# Program Completers

0

5

0

0

0

% Licensed in North Carolina

-

100

-

-

-

% Employed in North Carolina

-

100

-

-

-

% Employed in Education

-

100

-

-

-

% Employed in Other Fields

-

-

-

-

-

% Enrolled in Graduate School

-

-

-

-

-

Measure 8: Student Loan Default Rates and Other Consumer Information


Student Loan Default Rates


The Offices of Financial Aid and Institutional Research prepare a report on university default rates and on the default rates for individual programs of study within the institution.  The Division of Education student loan default rates reflect those students who were admitted to teacher education. 

 

2017-18

2016-17

2015-16

2014-15

2013-14

Education – undergraduate

0%

0%

0.99%

0.8%

0%

Education – graduate

0%

0%

1.56%

0%

3.6%

Education – all

0%

0%

1.09%

1.5%

0.8%

University

7.6%

6.2%

7.4%

6%

7%

  

2018-19

IMPACT MEASURES
Measure 1:  Impact on P-12 Learning and Development (4.1)

Completer Impact on P-12 Learning and Development

The North Carolina Department of Public Instruction collects data through the NC Educator Evaluation System for beginning teachers prepared by approved teacher education programs in the state.  These data are reported under the six professional standards.  On this annual report, standard six is titled “Teachers Contribute to the Academic Success of Students”. 

Standard 6 

2018-19

2017-18

2016-17

2015-16

2014-15

2013-14

Exceeds Expected Growth

15.6

8

13

6.7

15.5

-

Meets Expected Growth

78.1

56

47.8

53.3

62.1

-

Does Not Meet  Growth

6.3

36

39.1

40

22.4

-

Sample Size

Not reported

Not reported

23

15

58

-

 Measure 2:  Indicators of Teaching Effectiveness (4.2)

Completer Indicators of Teaching Effectiveness (beginning 2017-18)

The North Carolina Department of Public Instruction collects data through the NC Educator Evaluation System for beginning teachers prepared by approved teacher education programs in the state.  These data are reported under the six professional standards.  On this annual report, summary data are provided on each of the teaching standards scored in the evaluation system. 

Standard 1: Teachers Demonstrate Leadership

Standard 1 

2018-19

2017-18

% Proficient or above

97.1

89.3

% Developing or below

2.9

10.7

Sample Size

Not stated

Not stated

Standard 2: Teachers Establish a Respectful Environment for a Diverse Population of Students

Standard 2 

2018-19

2017-18

% Proficient or above

97

89.2

% Developing or below

3

10.8

Sample Size

Not stated

Not stated

Standard 3: Teachers Know the Content They Teach

Standard 3 

2018-19

2017-18

% Proficient or above

94.2

92.9

% Developing or below

5.8

7.1

Sample Size

Not stated

Not stated

Standard 4: Teachers Facilitate Learning for their Students

Standard 4 

2018-19

2017-18

% Proficient or above

97.1

89.3

% Developing or below

2.9

10.7

Sample Size

Not stated

Not stated

Standard 5: Teachers Reflect on Their Practice

Standard 5

2018-19

2017-18

% Proficient or above

97

92.8

% Developing or below

3

7.2

Sample Size

Not stated

Not stated

* Contact the Division for pre-2017/18 data; a different reporting process was utilized by NCDPI

Measure 3: Satisfaction of Employers and Employment Milestones (4.3)

Satisfaction of Employers – Division Employer Survey

The Division of Education regularly surveys the employers of programs completers to determine the levels at which they are satisfied with teachers’ preparation they received as teacher education candidates at the institution. A Likert scale with 5 = very well prepared, 4 = well prepared, 3 = adequately prepared, 2 = somewhat prepared, and 1 = not at all prepared was used in the survey.  Mean scores are reported.

Domain 1:  Planning and Preparation


To what extent was the teacher prepared to:

2019


2018

use accurate and extensive content knowledge for instruction?

3.5714

3.857

use knowledge of content pedagogy for instruction?

4.0000

4.000

integrate 21st century content and skills and cross-curricular connections in instruction?

3.7143

3.857

utilize knowledge of how children learn and develop for instruction?

4.2857

4.000

use the Standard Course of Study?

4.5714

4.142

use instructional resources to enhance instruction?

3.8571

4.000

use multiple forms of assessment to inform instruction?

3.5714

4.000

Domain 2:  Establishing a Respectful Environment


To what extent was the teacher prepared to:

2019


2018

create a positive learning environment for all students?

4.2857

4.142

work collaboratively with families?

4.1429

3.857

work effectively with the teacher assistant and other colleagues?

4.2857

4.286

exhibit good behavior management knowledge and skills?

4.1429

4.142

support a safe learning environment in all areas?

4.4286

4.142

Domain 3: Instructing Effectively


To what extent was the teacher prepared to:

2019

2018


 

communicate clearly and accurately?

4.1286

4.000

use a variety of instructional strategies to encourage high achievement of all students?

4.1286

3.857

provide for a high level of student engagement?

4.0000

3.714

monitor student performance and provide appropriate feedback?

3.8571

3.857

use and integrate technology in instruction?

3.8571

4.142

motivate students?

4.0000

3.857

Domain 4:  Professional Responsibilities


To what extent was the teacher prepared to:

2019


2018

lead in the classroom?

4.0000

4.000

lead in the school?

3.4286

3.286

advocate for the student and the school?

3.5714

4.000

use your professional skills to obtain employment?

4.7143

3.857


 

 


 

Number of Responses

7

7

Response Rate

58.3%


53.8%

Employment Milestones

The Division of Education gathers information on graduates through alumni surveys.  In these surveys, completers are asked to report employment milestones and other aspects of their careers.  These data are reported as employment milestones.

Initial Licensure (Undergraduate) Completers

Active in Professional Organizations

Engaged in National Board Certification

Earned Master’s Degree

LEA Teacher of the Year

Add-on Licensure in Content Areas

Add-on Licensure in Supervision

Enrolled in Master’s Degree Program

 Measure 4: Satisfaction of Completers

Satisfaction of Completers

The Division of Education regularly surveys programs completers to determine the levels at which they are satisfied with the preparation they received as teacher education candidates at the institution. A Likert scale with 5 = very well prepared, 4 = well prepared, 3 = adequately prepared, 2 = somewhat prepared, and 1 = not at all prepared was used in the survey.  Mean scores are reported.

Domain 1:  Planning and Preparation

To what extent were you prepared to:

2019

2018

 

use accurate and extensive content knowledge for instruction?

4.000

3.846

use knowledge of content pedagogy for instruction?

4.1667

3.846

integrate 21st century content and skills and cross-curricular connections in instruction?

4.1667

3.769

utilize knowledge of how children learn and develop for instruction?

4.333

4.000

use the Standard Course of Study?

4.667

3.769

use instructional resources to enhance instruction?

3.833

3.462

use multiple forms of assessment to inform instruction?

3.500

3.615

Domain 2:  Establishing a Respectful Environment

To what extent were you prepared to:

2019

2018

create a positive learning environment for all students?

4.6667

4.462

work collaboratively with families?

4.1667

4.000

work effectively with the teacher assistant and other colleagues?

4.3333

3.923

exhibit good behavior management knowledge and skills?

4.1667

4.385

support a safe learning environment in all areas?

4.6667

4.462

Domain 3: Instructing Effectively

To what extent were you prepared to:

2019

2018

communicate clearly and accurately?

4.6667

3.846

use a variety of instructional strategies to encourage high achievement of all students?

3.8333

3.923

provide for a high level of student engagement?

4.1667

3.846

monitor student performance and provide appropriate feedback?

3.8333

3.846

use and integrate technology in instruction?

4.1667

4.000

motivate students?

4.5000

4.308

Domain 4:  Professional Responsibilities

To what extent were you prepared to:

2019

2018

lead in the classroom?

4.5000

4.385

lead in the school?

3.1667

3.769

advocate for the student and the school?

3.8333

4.154

use your professional skills to obtain employment?

4.3333

4.308

 

 

 

Number of Responses

12

13

Response Rate

42.9%

25%

Satisfaction of Completers – NCDPI Graduate Satisfaction Survey

Results from a survey of beginning teachers completed by the NC Department of Public Instruction asking graduates of NC EPPs about their experiences and level of preparedness through those institutions.

 

2017-19

 

On questions related to the quality of preparation to teach, the percent of recent graduates that responded “well” or “very well”

%

#

Overall

51.39

12

Elementary

44.91

9

Middle Grades

n/a

n/a

Secondary

*

2

Exceptional Children

*

1

On questions pertaining to student teaching experiences provided by this program, the percent of recent graduates that either “agree” or “strongly agree”

%

#

Overall

91.67

12

Elementary

90

9

Middle Grades

n/a

n/a

Secondary

*

2

Exceptional Children

*

1

OUTCOME MEASURES
Measure 5: Graduation Rates from Teacher Preparation Programs

Teacher Education Graduation Rates

The Division of Education calculates a specific graduation rate for candidates in the programs leading to licensure based on the number of individuals admitted through the Teacher Education Board for full admission to the teacher education program and the number of those individuals who complete the established program requirements for endorsement for the designated license associated with the degree sought.

Program

2018-19

2017-18

2016-17

2015-16

2014-15

ALL PROGRAMS (Initial)

100%

(12)

100%

(11)

96%

(25)

100%

(13)

100%

(18)

Elementary

100% (11)

100%

(4)

93%

(14)

100%

(7)

100%

(8)

Special Education

--

100%

(1)

100%

(7)

100%

(2)

100%

(1)

Health and Physical Education

100%

(1)

100%

(3)

100%

(2)

100%

(2)

100%

(3)

Secondary – all

--

100%

(3)

100%

(2)

100%

(2)

100%

(2)

MAT Program

--

--

--

--

100%

(4)

Graduation Rates

The Office of Institutional Research prepares a report on university graduation rates and on the graduation rates for individual programs of study within the institution.  The Division of Education graduation rates reflect those students who were education majors. 

 

2016-17

2015-16

2014-15

2013-14

2012-13

Education – undergraduate

87

100

85

89

100

University – undergraduate

43

32

49

50

46

Education - graduate

100

n/a

n/a

100

n/a

 Measure 6: Ability of Completers to Meet Licensing and Any Additional State Requirements

Licensure Exam Pass Rates

Teacher education candidates sit for a variety of licensure exams, depending on licensure area, prior to being recommended for licensure by the Division of Education.  The overall pass rates reflect the ability of candidates to pass all of the exams attributed to their licensure area (Note that some licensure areas have two, three, or even four separate exams that are rolled together into that statistic.). The Division of Education reports overall pass rates and individual exam pass rates to better showcase the actual success of candidates on these exams.

Undergraduate Program Licensure Exam Pass Rates

 

2018-19

2017-18

2016-17

2015-16

2014-15

2013-14

# Taking Exams

12

11

25

13

18

15

# Passing Exams

12

10

11

8

15

15

Pass Rate

100%

91%

44%

62%

83%

100%

In 2014-15, new testing requirements were instituted by the NC Board of Education for candidates pursuing educator licensure.  This change included the institution of the Praxis II exam for secondary candidates and the addition of NC Pearson exams for elementary and special education candidates in the areas of General Knowledge: Multi-Subject, General Knowledge: Mathematics, and Foundations of Reading. 

Secondary Programs – Content Knowledge (all programs combined)

 

2018-19

2017-18

2016-17

2015-16

2014-15

2013-14

# Taking Exams

0

3

2

2

2

-

# Passing Exams

-

*

*

*

*

-

Pass Rate

-

78%

*

*

*

-

Secondary Programs – Principles of Learning and Teaching

 

2018-19

2017-18

2016-17

2015-16

2014-15

2013-14

# Taking Exams

0

3

2

2

2

-

# Passing Exams

-

3

*

*

*

-

Pass Rate

-

100%

100%

*

*

-

Health and Physical Education – Content Knowledge

 

2018-19

2017-18

2016-17

2015-16

2014-15

2013-14

# Taking Exams

1

3

2

2

3

-

# Passing Exams

*

3

*

*

*

-

Pass Rate

100%

100%

71.4%

*

*

-

Special Education – Content Knowledge (Praxis II: Mild to Moderate)

 

2018-19

2017-18

2016-17

2015-16

2014-15

2013-14

# Taking Exams

0

1

7

2

1

-

# Passing Exams

-

1

*

*

*

-

Pass Rate

-

100%

70%

*

*

-

Elementary & Special Education – Foundations of Reading

 

2018-19

2017-18

2016-17

2015-16

2014-15

2013-14

# Taking Exams

11

5

21

9

9

-

# Passing Exams

11

5

13

6

6

-

Pass Rate

100%

100%

61.9%

66.7%

66.7%

-

Elementary & Special Education – General Knowledge: Multi-Subject

 

2018-19

2017-18

2016-17

2015-16

2014-15

2013-14

# Taking Exams

11

5

21

9

9

-

# Passing Exams

11

5

15

7

7

-

Pass Rate

100%

100%

71.4%

77.8%

77.8%

-

Elementary & Special Education – General Knowledge: Mathematics

 

2018-19

2017-18

2016-17

2015-16

2014-15

2013-14

# Taking Exams

11

5

21

9

9

-

# Passing Exams

11

5

13

4

7

-

Pass Rate

100%

100%

61.9%

44.4%

77.8%

-

Elementary & Special Education – Mathematics – CKT

 

2018-19

2017-18

2016-17

2015-16

2014-15

2013-14

# Taking Exams

-

-

-

-

-

-

# Passing Exams

-

-

-

-

-

-

Pass Rate

-

-

-

-

-

-

               

Measure 7: Ability of Completers to be Hired in Education Positions for which they were Prepared


Employment Data – Undergraduate Program Completers

 

2018-19

2017-18

2016-17

2015-16

2014-15

2013-14

# Program Completers

11

11

25

13

18

25

% Licensed in North Carolina

100

91

64

77

78

96

% Employed in North Carolina

82

82

80

62

72

96

% Employed in Education

91

82

88

70

90

92

% Employed in Other Fields

0

11

4

8

5

8

% Enrolled in Graduate School

9

22

4

8

5

0


Employment Data – Graduate Program Completers

 

2018-19

2017-18

2016-17

2015-16

2014-15

# Program Completers

5

0

0

0

6

% Licensed in North Carolina

100

-

-

-

50

% Employed in North Carolina

100

-

-

-

83

% Employed in Education

100

-

-

-

100

% Employed in Other Fields

-

-

-

-

0

% Enrolled in Graduate School

-

-

-

-

0

Measure 8: Student Loan Default Rates and Other Consumer Information

Student Loan Default Rates

The Offices of Financial Aid and Institutional Research prepare a report on university default rates and on the default rates for individual programs of study within the institution.  The Division of Education student loan default rates reflect those students who were admitted to teacher education. 

 

2016-17

2015-16

2014-15

2013-14

2012-13

Education – undergraduate

0%

0.99%

0.8%

0%

1.8%

Education – graduate

0%

1.56%

0%

3.6%

3.3%

Education – all

0%

1.09%

1.5%

0.8%

1.3%

University

6.2%

7.4%

6%

7%

8%