1e.1. What are the pass rates of other school professionals on licensure tests by program and across all programs (i.e., overall pass rate)? Please complete Table 5 or upload your own table at Prompt 1e.4 below.

Table 5
Pass Rates on Certification/Licensure Tests for Other School Professionals

Note: School Counseling program accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). See (Exhibit 2a5.2 SPA Report, Result & Rejoinders) for copy of 2008 CACREP report and letter stating approval granted.
NA indicates Not Applicable.
a  Certification is state required.
b  Licensure is not state required and granted by state licensing boards.
c  Program requirement.
d  Optional—Not program requirement in 2006.
e  Optional – Not program mandated and pursued at discretion of student.
f  Cut score set by program for currently used Content Exam (See Below)

Note: NA indicates Not Applicable
a  Exam taken during SPED 572 (Practicum in Advanced Assessment)

• Comprised of 142 multiple-choice and True/False questions designed to objectively assess knowledge of basic principles of special education and assessment

• 80% criteria for passing score

CEC and Educational Diagnostician Professional Standards used as guide for developing exam questions to ensure all 10 CEC standards assessed

1e.2. (Programs Not Nationally Reviewed) What data from other key assessments indicate that other school professionals demonstrate the knowledge and skills delineated in professional, state, and institutional standards? [Data for programs for other school professionals 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 1e.4 below.]

All school professional programs in the unit are nationally reviewed, except Ed.D in Educational Leadership. (Exhibit 2a5.2 SPA Report, Result & Rejoinders)

Candidates in the Ed.D in Educational Leadership program are required to complete 24 hours of core courses (Exhibit 1b2.1 Ed.D degree program).  Candidates must score a “2” (66.6%) or higher on the signature assessment from these courses as well as pass the comprehensive exam. The comprehensive examination is designed to measure student competence in 1) educational foundations, 2) research, 3) statistics, and 4) general professional knowledge. As the data demonstrates our candidates have all scored a 2.68 or higher on their signature assessment and have passed the comprehensive exam. (Exhibit 1a3.5 LEC Signature Assessment Data)

1e.3. What do follow-up studies of graduates and employers indicate about the knowledge and skills of other school professionals? If survey data are being reported, what was the response rate? [A table summarizing the results of follow-up studies related to knowledge and skills could be attached at Prompt 1e.4 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.]

School Counseling Program

• Follow-up surveys conducted every 2 years.

• See data presented in October 2008 CACREP report (Exhibit 2a5.2 SPA Report, Result & Rejoinders)

School Psychology Program

• Follow-up surveys conducted with:

  • program graduates.

  • employers who regularly accept program interns or graduates.

Evaluations conducted at regular interval (approximately each 5 years).

• Most recent evaluations conducted in Spring 2006.

• Program graduates asked to:

• evaluate effectiveness of program for meeting post-graduation employment needs.

• identify program courses most and least helpful relative to professional development.

• Data from the 2 survey sources evaluate 10 of 11 NASP domains.

• See data presented in Narrative 7 of April 2009 NASP SPA. (Exhibit 2a5.2 SPA Report, Result & Rejoinders)

• Overall summary of findings from the two data sources, individually and collectively, reflected a consistent pattern of programmatic strengths and challenges:

• Strongest area(s) of competence.

• Knowledge of ethics.

• Professional conduct in work settings.

• Area(s) of greatest challenge:

• Individual and group counseling skills.

Educational Leadership
A survey of 16 superintendents in Region 8 of Northeast Louisiana was conducted to ascertain information concerning the department’s recent graduates who became principals or supervisors in the respective school districts. This survey was conducted in September 2006 and had a response of 15 superintendents.

Four superintendents rated ULM hires as “superior” when compared to others, 14 rated them as “above average,” three as “about average,” and none as “below average.” Nine superintendents did not respond, primarily because they had not hired any of our graduates in the last few years. This survey is conducted ever three years as a part of the department’s formative evaluation of program and products. (Exhibit 1a4.1 Administrator & Graduate Follow Up Survey)

1e.4. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to the knowledge and skills of other school professionals 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.]