Annual Reporting Measures (CAEP Component 5.4 | A.5.4)
|Impact Measures (CAEP Standard 4)||Outcome Measures|
|1. Impact on P-12 learning and development
2. Indicators of teaching effectiveness
3. Satisfaction of employers and employment milestones
(Component 4.3 | A.4.1)
4. Satisfaction of completers
(Component 4.4 | A.4.2)
|1. Graduation Rates (initial & advanced levels)
2. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)
3. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)
4. Student loan default rates and other consumer information (initial & advanced levels)
Impact on P-12 Learning and Development
The South Carolina State Department of Education (SCDE) does not currently provide student impact data to EPPs; therefore, to sufficiently address component 4.1, we are in the process of collecting multiple measures of impact data from a purposive sample of candidates.
Two primary measures of impact will be collected in relation to Component 4.1:
Teacher-created Student Learning Objectives (SLOs), and district-level progress monitoring data. The Carolina Teacher Induction Program (Carolina TIP), implemented during the 2017-2018 academic year, is a research-based model of teacher induction that partners university-based teacher education programs with state and local school districts to meet the goals of supporting teachers who are in their induction period. During the 2017-18 academic year, CarolinaTIP focused on providing first-year induction support based on the acknowledged and identified needs of new teachers. Beginning in 2018-19, student learning data will be collected as part of the Carolina TIP evaluation.
Indicators of Teaching Effectiveness
During the 2017-18 academic year, CarolinaTIP focused on providing first-year induction support based on the acknowledged and identified needs of new teachers. Participants in initial CarolinaTIP training sessions during Fall 2017 firmly agreed (agreed or strongly agreed) they were satisfied with their overall experience in the professional learning opportunity and that the content of the professional learning opportunity was useful and relevant to their jobs and completion of the professional learning opportunity was worth their time. Beginning in 2018-19, teaching effectiveness data will be collected as part of the Carolina TIP evaluation.
Satisfaction of Employers and Employment Milestones
During Fall 2016, focus groups were conducted with partnering school districts to address employer satisfaction with UofSC completers from Academic Years (AYs) 2013-14, 2014-15, and 2015-16. Conclusions from these focus groups regarding the UofSC College of Education teacher education program include--
- the current education curriculum and content standards are generally preparing graduates for their first jobs and supervisors are happy with teacher preparation,
- the curriculum and undergraduate experiences produces teachers who are excited and eager to start teaching and are creative in the classroom with the content knowledge that is necessary for them to be successful, and
- the curriculum teaches the importance of state college- and career-ready standards and assessment in evaluating student learning goals.
Satisfaction of Completers
The UofSC Initial Licensure Programs Exit Survey is administered electronically to candidates three times per academic year (concurrent with candidates’ graduation application process). Of all graduates who completed the Exit Survey in AY 2016-17
- 97% of 2016-17 initial education licensure graduates agree that their program prepared them for their role as a teacher
- 96% of 2016-17 initial education licensure graduates indicate our courses and instructors as being most helpful in preparing them to enter the field of teaching
- 92% of advanced program graduates agree that their program provided them with in-depth knowledge of their specialty area(s)
The Induction teacher survey was distributed to initial licensure graduates of the college within the last 3 years. The Spring 2017 Induction teacher survey responses represented eight of the 15 initial licensure areas.
- 100% of Spring 2017 survey respondents indicated that they ‘agree’ or ‘strongly agree’ that their initial licensure preparation program held high expectations of professionalism for them as a future educator.
- Overall, 91.6% of Spring 2017 survey respondents felt their IHE was either ‘appropriately effective’ or ‘more than effective’ in preparing them for their role as a teacher.
Graduation Rates (Initial and Advanced Levels)
|Initial Licensure Programs Graduation Rate||2014-15||2015-16||2016-17|
|Initial Licensure Programs||98%||99%||94%|
Ability of Completers to Meet Licensing (Certification) and any Additional State Requirements
|Initial Licensure Programs||2014-15||2015-16||2016-17|
|Overall Praxis Exam Summary Pass Rate||88%||84%||87%|
|Recommended for Licensure*||93%||98%||87%|
*indicates candidates having completed all program requirements and passing required Praxis exams
Ability of Completers to Be Hired in Education Positions for Which They Have Prepared*
|Initial Licensure Programs||2014-15||2015-16||2016-17|
|99.9% of employed graduates met ADEPT requirements overall||99.9% of employed graduates met ADEPT requirements overall|
*Data obtained from the South Carolina Department of Education for 63% of our 2013-14, 2014-15, and 2015-16 completers indicate the ability of our completers to be employed in and meet qualification of education positions for which they have prepared. An overall average of 99.9% Met was achieved by all SC licensure area programs in all ADEPT domains.
Student Loan Default Rates and Other Consumer Information (Initial and Advanced Levels)
The 3-Year Federal Student Loan default rates are reported by institution, but not by college. Per the US Department of Education, the default rates for the University of South Carolina for the following three years are as follows:
- FY15 – 2.3%
- FY14 – 3.1%
- FY13 – 4.5%
The student loan default are derived from the US Department of Education (https://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html).