1a.1. What are the pass rates of teacher candidates in initial teacher preparation programs on state tests of content knowledge for each program and across all programs (i.e., overall pass rate)? Please complete Table 4 or upload your own table at Prompt 1a.5 below. [This information could be compiled from Title II data submitted to the state or from program reports prepared for national review.]

All teacher candidates in initial teacher preparation programs at the undergraduate and MAT graduate levels pass at 100% as indicated in Table 4 below for 2008-2009. See Exhibit 1a1.1 Initial Teacher Candidate Content PRAXIS Pass Rate for 2006-2009 data. No licensure test for M.Ed in Curriculum and Instruction.

Pass Rates on Content Tests for Initial Teacher Preparation for Period 2008-2009

Undergraduate Initial Teacher Education Programs

Master of Arts Initial Teacher Education Program

1a.2 (Programs Not Nationally Reviewed) What data from other key assessments indicate that candidates in initial teacher preparation programs demonstrate the content knowledge delineated in professional, state, and institutional standards? [Data for initial teacher preparation programs that have been nationally reviewed or reviewed through a similar state review do not have to be reported here. Summarize data here only for programs not already reviewed. A table summarizing these data could be attached at Prompt 1a.5 below.]

All undergraduate initial teacher programs are nationally reviewed, except the following: Art Education, Family and Consumer Science Education, and Speech Education. Grade point averages were used to determine content knowledge of candidates in these programs. Data shows that candidates scored a “C” or higher on all content courses. (Exhibit 1a2.1 Undergraduate GPA analysis)

Louisiana received a waiver from NCATE stating that the CEHD did not have to submit a SPA report for MAT programs. (Exhibit 1a2.2 MAT Waiver) The MAT is comprised of 4 certification areas: Elementary Education Grades 1-5, Multiple Levels Grades K-12 (specializations in Art Education, Music Education, and Foreign Language Education), Secondary Education Grades 6-12 (specializations in English Education, Mathematics Education, Science Education, and Social Studies Education), and Special Education Mild/Moderate grades 1-12.

Content knowledge is measured in multiple ways for teacher education candidates within the MAT programs. To enter the MAT program, applicants are required to have a minimum 2.50 undergraduate cumulative GPA. Content competency/mastery is an integral requirement for admission into the MAT program. Applicants are required to have a bachelor’s degree or 30 credit hours of coursework in their prospective content area. Content coursework must be a 100 level or above course with a grade of “C” or better earned in each. Applicants may be admitted into the program with a minimum of 18 credit hours of content coursework under the provision that they must obtain the remaining 12 credit hours before completing the program. Official transcripts from all previously attended colleges/universities must be submitted by all candidates to the program facilitator, who then evaluates and ensures the content coursework requirements have been met. (Exhibit 1a2.3 Transcript Analysis). Additionally, all applicants cannot enter the program without a passing score on the Praxis II Content Knowledge Exam in their chosen specialty area. (Exhibit 1a1.1 Initial Teacher Candidate PRAXIS Pass Rate 2006-2007 and 2007-2008 data)

During the internship portion of the MAT program, candidates must complete and submit for evaluation a content knowledge based lesson plan. This lesson plan, evaluated on a 3 point scale, demonstrates the candidate’s expertise in the specific content area. On a 3 point scale, the three year aggregated data from the signature assessment showed candidates average score of 2.19 for the Elementary Ed, 2.31 for the Secondary Ed, 2.01 for the Multiple Level, and 2.34 for the Special Ed program. (Exhibit 1a2.4 Content Knowledge Based Lesson Plan rubric & data)

The final assessment is implemented during the internship year and provides key evidence used to measure content knowledge. The final assessment rubric consists of two parts: the first part measures a candidate’s knowledge, skills and disposition, while the second part only measures content knowledge. The university supervisor conducts this assessment at the end of each semester, fall and spring, which is a comprehensive evaluation of the candidate’s ability to plan, manage, instruct, and assess his/her K-12 students in the specific content area. Analysis of the data shows that teacher education candidates in the MAT in Elementary Ed had an average score of 2.46 in the Fall and an 2.64 in the Spring. The candidates in the MAT in English Education had an average score of 2.64 in the Fall and an 2.55 in the Spring. Candidates in the MAT in Mathematics Ed had an average score of 2.16 in the Fall and a 2.73 in the Spring. Candidates in the MAT. in Science Ed had an average score of 2.37 in both the Fall and Spring semesters. Candidates in the MAT in Special Ed had an average score of 2.52 in the Fall and an 2.67 in the Spring.  Candidates in the All Level program had an average of 2.46 in the Fall and an 2.55 in the Spring. (Exhibit 1a2.5 MAT Final Assessment Content Knowledge)

1a.3. (Programs Not Nationally Reviewed) What data from key assessments indicate that advanced teacher candidates demonstrate an in-depth knowledge of the content knowledge delineated in professional, state, and institutional standards? [Data for advanced teacher preparation programs that have been nationally reviewed or reviewed through a similar state review do not have to be reported here. Summarize data here only for programs not already reviewed. A table summarizing these data could be attached at Prompt 1a.5 below.]

Masters candidates in Curriculum and Instruction demonstrate in-depth knowledge of content in two phases.

• Requirements for admission.  Candidates must have an undergraduate degree, teacher certification, and have passed the PRAXIS in their content area. (Exhibit 1a3.1 Degree Requirements)

• Course work in content area.  Candidates are required to take 18 hours of core courses, which are taught in every M.Ed program.  Candidates also have to take 15 hours in their specific content area as outlined in the degree program (Exhibit 1a3.2 M.Ed degree programs). 

Masters candidates in M.Ed in Curriculum and Instruction with a concentration in secondary education (Biology, Chemistry, Earth Science, English, History, and Mathematics) and all level (Music, Speech, and Foreign Language) take 15 hours of content courses through the College of Arts and Science. Grades from 15 hours content courses are used to determine candidate’s content knowledge. Analysis showed a score of “B” or higher was achieved in all content courses. (Exhibit 1a3.3 Advanced Program Grade Analysis)

Signature assessment scores from M.Ed Curriculum and Instruction with a concentration in Elementary Education and Reading Education for example demonstrate candidates’ content knowledge. Candidates taking content courses must score a “2” (acceptable) or higher on all signature assessments. Analysis of the M.Ed Elementary Ed program showed all candidates were scoring at target level, “3”.  Analysis of the M.Ed Reading program showed all candidates were scoring an average, of 2.5 or higher. (Exhibit 1a3.4 M.Ed Content Knowledge Signature Assessment Scores). 

Doctorial candidates in Curriculum and Instruction measure content through the 8 core courses in three ways.

• Signature assessment for each course.  Analysis showed a score of “2” or higher was achieved on signature assessments in the core courses.  (Exhibit 1a3.5 LEC Signature Assessment Data)

•  Course grades.  Analysis showed all candidates scored “B” or higher in each of the core courses. (Exhibit 1a3.3 Advanced Program Grade Analysis)

• Comprehensive Exam.  There is a 100% pass rate on the comprehensive exam (written and oral), students must complete and pass this exam before they may be eligible to graduate. The examination consists of a six-hour written component and a two-hour oral component.

1a.4. What do follow-up studies of graduates and employers indicate about graduates' preparation in the content area? If survey data are being reported, what was the response rate? [A table summarizing the results of follow-up studies related to content knowledge could be attached at Prompt 1a.5 below. The attached table could include all of the responses to your follow-up survey to which you could refer the reader in responses on follow-up studies in other elements of Standard 1.]

In previous years response rates to graduate follow up surveys were poor due to various circumstances. After working with area principals and PK-16 council a new approach was designed.
The following describes the new method for gathering follow-up data that was used for the 2009-2010 academic year:

• Graduate and employer follow up survey will be sent out every two years.

• Survey Monkey an online survey collection services was implemented for the 2008-2009 year.

• Surveys were sent out to principals in the 16 parishes where most of our graduates work. The principals were requested to forward these to teachers who had graduated from ULM.

• The Director of Research and Data will maintain a database of graduates and their current information. Previously, this was done by the University Alumni Center. Keeping a current database in-house will provide easier access to update and maintain.

By using this method, we have had 90 responses out of a total 190. This gave a response rate of 47%. Data from the survey shows that 29.5% of the graduates rated ULM very good in terms of preparing them to demonstrate an in-depth understanding of their content knowledge.  (Exhibit 1a4.1 Administrator & Graduate Follow Up Survey)

Employer’s surveys are administered every 2 years. In 2005, 32 responses were received from 145 that were sent out to principals. As the data shows all 32 principals rated graduated teacher candidates from ULM with an average or above score in terms of content knowledge. In 2007, we received 43 responses out of 145. Interpretation of the data shows that our candidates, except for one, were rated average or above. In 2009, the scale on the survey changed, principals indicated that 96% of ULM teacher education graduates rated good or better in terms of knowledge in their content area.  (Exhibit 1a4.1 Administrator & Graduate Follow Up Survey)

1a.5 (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to the content knowledge of teacher candidates may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-5) should be uploaded.]