Art K-12
Basic Business 6-12
Biology 7-12
Business Marketing Information Tech 6-12
Chemistry 7-12
Curriculum & Instruction Transition to Teaching
Early Childhood
Elementary Ed K-6
English 7-12
English as a Second Language K-12
French 7-12
Geography 7-12
Health and Physical Ed K-12
Health and Physical Ed PK-12
Health Ed 7-12
History 7-12
Language Arts 7-12
Mathematics 7-12
Middle grades 5-9
Modern Language 7-12
Music Ed K-12
Physical Ed 7-12
Physics 7-12
Political Science 7-12
Psychology 7-12
Social Science 7-12
Spanish 7-12
Special Ed 7-12
Special Ed K-12
Special Ed K-6
Speech Communication 7-12
Theatre 7-12
Business 7-12
German 7-12
Sociology 7-12
Principal
Superintendent
Special Education Supervisor
Reading Specialist
School Counselor
School Psychologist
School Librarian
Speech-Language Pathologist
Each section represents a CAEP annual reporting measure. Measures are a mix of those described in CAEP Annual Reports, and other measures that the EPP uses for data-based decisions.
Measure 1: Completer Impact and Effectiveness
Impact on P-12 Student Learning / Indicators of Teaching Effectiveness
The Nebraska Department of Education (NDE) regularly collects data from first and third-year teachers as well as employers of those teachers. Data collected is an indicator of teacher effectiveness in the classroom across InTasc Standards. The scores collected and used for overall assessment are reflected on a 4.0 scale. The mean score reported by first-year teachers across standards for the 2022/23 year was 3.12. The mean score of Principals evaluating first-year teachers demonstrated and overall review of 3.12. In 2022-23, employers of third year teachers rated their 体育菠菜大平台 employee highest at 3.34 (on a 4-point scale).
Review of data from measures of student abilities within the Charlotte Danielson framework was completed. Mean scores across the 4 domains of abilities demonstrated similar scores as to the previous four years. On a four-point scale, completers demonstrated 2.867 across all four focus areas. Completers demonstrated a score of 2.87 as a mean score in the area of abilities addressing Learning and the Learner. Students demonstrated a mean score of 2.83 in the area of Content Knowledge. The area of Instructional Practices demonstrated a mean cohort score of 2.78 and the area of Professional Responsibility provided a mean score of 2.95. Each of these scores is comparable to the previous three years of data. Similar findings were found for the completer cohort for students’ previous year of clinical work.
Measure 2: Satisfaction of Employers and Stakeholder Involvement
When principals at schools where first-year students were employed were asked to rate the faculty member on his/her impact on student learning, 41% identified the teacher as “Highly Effective” and 41% as “Moderately Effective”. Fourteen percent identified the first-year teacher as “Somewhat Effective”. When Principals were asked if the first-year teacher was effectively prepared for continued employment, 95% (80) said “Yes”.
Completer Satisfaction
When first-year teachers were asked how they would rate their impact on student learning, 34% responded as “Highly Effective” while 56% responded with a “Moderately Effective” answer and only 10% responded “Somewhat Effective:. When teachers were asked if they believed that they were prepared to be an effective first-year teacher, 85% (66) said “Yes”. 15% (10) said “No”.
Measure 3: Candidate Competency at Program Completion
The GPA for students admitted into Teacher Education remained high (3.58) The number of students admitted (n=418) increased from the previous two years. The numbers of students admitted to clinical practice (n=281) increased and the number of students completing the program (n=192) decreased from the last couple of years. Grade point average of students matriculating and completing the program remained steady at 3.607.
There Praxis I examination requirement has been removed from both a program and Nebraska Department of Education as a requirement for entry into a professional teacher education program.
All outcome measures for each of the 9 Educator Dispositions identified by program faculty demonstrated scores above the program benchmark 0f 2.75 on a 4-point scale. The 2022-23 range of scores for completers was 3.37-3.7 on 4-point scale. The overall mean for the completers across all 9 professional dispositions was 3.59.The 2021-2022 range of scores was 3.47-3.66. Measures of professionalism (3.66) was the highest of the categories while the disposition that identifies Positive/enthusiastic attitude, was the next highest score (3.65). The first and second highest dispositions continued from the previous year. The lowest score again came from the disposition that identified effective written and communication skills (3.47). Mean scores across dispositions throughout their academic career for the cohort of students graduating in 2022/23 (3.56) showed a steady rise from 2020/21(2.82) to a 2021/22 of (3.26).
Measure 4: Ability of Completers to be Hired in Education Positions
Licensure Rate
Ability of completers to be hired in education positions for which they have prepared is reliant upon passing the Praxis II Content area examination. Measures of first-time pass rate for the Praxis II Subject Assessment were also analyzed in comparison to previous years. The percentage of students passing the subject specific examination was 85%. The mean percentage of students passing on their first attempt over the last 5 years was 90.55%, ranging from 85%-94.94%. The subject area with the highest subject test scores for completers included Art, El Ed, English, HPE, Reading, PE, Soc studies, SPED, Hist. The lowest first time pass rate was 50%
Graduation, Retention & Placement Rates
The process for tracking retention continues to be a point of focus among the College of Education and institution administration. We have found inconsistencies across the institution in management of improving and addressing issues of retention and persistence. Improvements have however been made in the management of data that has helped faculty and administration make data-based decisions on this front. We can report that there were 418 students were accepted into the Teacher Education for the 2022-23 academic year. One hundred ninety-two students graduated in the same year. Four hundred thirty-eight were accepted into Teacher Education for the 2021/22 year. We are unable to report retention by person or cohort and would instead rather report completion by numbers in a given class of students. This does not accurately report for a cohort the number of graduates who were accepted in a given ye and does not accurately reflect true retention. Thus, we are unable to report retention by person or cohort and would instead rather report completion by person. We are working to correct this process in order to better report retention and attrition of program enrollment. We can report that 265 of the 311 (85%) of the students that challenged the Praxis II Subject Assessments, past on their first attempt. This would suggest that these students were able to become certified, a requirement for being hired as a teacher in Nebraska. This data does give us some insight into completer leading to employment. We are working to help all programs across COE, including those that are not Teacher Education, to develop and implement a process for better tracking employment rates by program. The university did test a campus-wide questionnaire for the acquisition of data from graduates. Further determination will be made for the future of acquiring better placement data.
Consumer Information
体育菠菜大平台 Average Cost of Attendance
Average salary for Teachers in Nebraska and across the U.S.
体育菠菜大平台 Student Loan Default Rates
