CAEP Annual Reporting Measures

MEASURES OF PROGRAM IMPACT:

• Measure 1: Impact that completers' teaching has on P-12 learning and development

  STANDARD 4.1: Impact on P-12 Learning

  At this time, there is no VAM data available from school districts. To overcome this obstacle, we have designed a plan to measure the impact of alumni teaching using our student teaching evaluation form with observations by student teaching faculty supervisors. The research design is as follows: 1) Spring 2019, the faculty will determine sample size and review the alignment of the student teaching evaluation instrument tool with program goals, TPEs, and CAEP standards. 2). Summer 2019, if necessary the program faculty will modify the student teaching evaluation instrument and train the student teaching faculty supervisors  for inter-rater reliability. 3) Fall 2019, the student teaching faculty supervisors will conduct classroom observations of alumni; 4) Spring 2020, the faculty will analyze the alumni teaching evaluation data for the CAEP Annual Review for 2021-2022.

  Student Teacher Evaluation Form 

• Measure 2: Indicators of teaching effectiveness
  STANDARD 4.2: Indicators of teaching effectiveness
  

  • Master Teacher Program Completer Survey - 2017 
  • Indicators of Teaching Effectiveness- Annual Report 
  • Student Teacher Evaluation Form
• Measure 3: Satisfaction of Employers and Employment Milestones

  STANDARD 4.3: Satisfaction of Employers and Employment Milestones

  Employer Satisfaction

  The SOLES Teacher credential programs has designed an employer satisfaction survey that will be distributed Summer 2018. Additionally, the program faculty will hold focus groups of principals from sites where program alumni are teaching. (Please see the SOLES Employer Survey attachment).

  Alumni Employment

  The 2015-17 Alumni survey indicate that all respondents are highly successful in gaining employment. Forty-one of  44 Single Subject Credential alumni respondents attained employment within three months of graduation and 48% of the total number completing the survey found employment on or before graduation.

  SOLES Employer Survey 

  Satisfaction of Employers and Employment Milestones Annual Report

• Measure 4: Results of completer surveys

  STANDARD 4.4: Completer Satisfaction

  SOLES uses several data points to measure program completer satisfaction. In addition to SOLES’s designed and distributed alumni and exit surveys, we also review satisfaction surveys by the California Commission on Teacher Credential. (Please see attached CTC completer surveys). The sets of data provide an overview of completer satisfaction with educator preparation programs SOLES. Data are disaggregated by programs Multiple Subject, Single Subject and Special Education.

  • Alumni Survey Leadership Report 2017
  • CTC Completer Survey 2017 Multiple Subject Prelim
  • CTC Completer Survey 2017 Single Subject Prelim
  • CTC Completer Survey 2018 Multiple Subject Prelim
  • CTC Completer Survey 2018 Single Subject Prelim
  • Completer Satisfaction Annual Report 2017-2018 (1) 
  • Completer Satisfaction Annual Report 2017-2018 (2) 
  • Completer Satisfaction Annual Report 2017-2018 (3) 
• Measure 5: Graduation rates from preparation programs

  STANDARD 4.5: Graduation Rates

  We know anecdotally the majority of students complete their studies within the designated time required to earn the degree. However, due to the design of our programs, the registrar and Institutional Research are challenged with quantifying the retention and completion rates for the following reasons: 1. Not all students start the program as part of a cohort. 2. Some graduate students begin in a cohort, such as most one-year credential students, but the length of the program can differ from 12 months to 18 months to 2 years, so the expected time to degree varies. 3. Most post-bacc students are pursuing a master's degree, in addition to a credential, so time to completion varies. 4. Some students pursue two or more credentials (e.g., special ed and multiple subject), and declare the secondary subject later.

  We will meet with the USD Institutional Research office to device a mechanism for calculating the completion rate before our next self-study of 2020.

• Measure 6: Ability of completers to meet licensing (certification) and any additional state requirements

  STANDARD 4.6 Ability of completers to meet licensing (certification) and any additional state requirements

  Based on data from Title II, the USD School of Leadership and Education Sciences has a three-year pass rate, (2014-15, 2015-16 and 2016-17)  of 100% on the California State Teacher Credential licensing requirements, CBEST, RICA, and the subject subtests English, Math, Social Science, Science, Biology, Chemistry, Physics, Earth/Planetary, Writing, Spanish Science.

• Measure 7: Ability of completers to be hired in education positions for which they are prepared
  STANDARD 4.7: Ability to be Hired 
  

  • Positions Hired- Annual Report 
• Measure 8: Student Consumer Information

  STANDARD 4.8: Student Consumer Information

  For specific student consumer information, please see https://www.sandiego.edu/facts/heoa/. This page responds to requirements outlined in the Higher Education Opportunity Act by coordinating information from across the university. Each link leads to a Web site that provides detailed information. The links are updated throughout the year as new information becomes available and meet federal requirements for information required to be disclosed under the Higher Education Act of 1965, as amended by the Higher Education Opportunity Act of 2008 (HEOA).

  The 3 Year Student Loan Default Rate for USD is  2.2% (2014 Cohort).