SOE Data

School of Education

• Enrollment Graduation - School of Education

SCHOOL OF EDUCATION	Enrollment			Graduation
	Fall 2010-11	Fall 2011-12	Fall 2012-13	Sum 09 - Spr 10	Sum 10 - Spr 11	Sum 11 - Spr 12
Total SOE Initial Students	1,204	1,132	1,095	292	325	332
Total SOE Advanced Students	627	622	566	289	302	252
OVERALL SOE TOTALS	1,831	1,754	1,661	581	627	584



• Enrollment Graduation - Leadership and Counselor Education

LEADERSHIP AND COUNSELOR EDUCATION	Enrollment			Graduation
	Fall 2010-11	Fall 2011-12	Fall 2012-13	Sum 09 - Spr 10	Sum 10 - Spr 11	Sum 11 - Spr 12
Total Educational Leadership	114	98	104	60	62	39
Total Counselor Education	105	126	117	21	22	26
Total Higher Education	90	96	84	30	44	25
TOTAL LEADERSHIP/COUNSELOR ED	309	320	305	111	128	90



• Enrollment Graduation - Teacher Education

TEACHER EDUCATION		Enrollment			Graduation
		Fall 2010-11	Fall 2011-12	Fall 2012-13	Sum 09 - Spr 10	Sum 10 - Spr 11	Sum 11 - Spr 12
Total Teacher Ed Initial Programs		1,204	1,132	1,095	292	325	332
Teacher Education Advanced Programs	Total MA	53	58	52	25	26	35
	Total MEd	180	188	152	127	121	108
	Total EdS	28	14	15	16	14	10
	Total Doc	47	42	42	10	13	9
Total Teacher Ed Advanced Programs		318	302	261	178	174	162
TOTAL TEACHER EDUCATION		1,522	1,434	1,356	470	499	494



• Gender - Candidates

	Teacher Education				Leadership/Counselor Education						Overall
	Initial		Advanced		Ed Leadership		Counselor Ed		Higher Ed		Total		Percent
	Male	Female	Male	Female	Male	Female	Male	Female	Male	Female	Male	Female	Male	Female
2010-11	204	1,000	53	267	40	74	17	86	32	58	346	1,485	18.9%	81.1%
2011-12	167	965	53	249	41	57	32	94	38	58	331	1,423	18.87%	81.13%
2012-13	160	938	59	221	38	48	23	94	34	50	314	1,351	18.86%	81.14%



• Gender - Faculty

	Teacher Education		Leadership/Counselor Ed		Overall Total		Overall Percent
	Male	Female	Male	Female	Male	Female	Male	Female
2009-10	8	33	10	8	18	41	30.51%	69.49%
2010-11	8	33	10	9	18	42	30%	70%
2011-12	11	32	9	9	20	41	32.79%	67.21%



• Race/Ethnicity - Candidates - 2010-11

	Teacher Education		Leadership & Counselor Education			Overall
	Initial	Advanced	Ed Leadership	Counselor Ed	Higher Ed	Total	Percent
Am Indian/Alaskan Nat	3	0	1	0	0	4	0.22%
Asian	7	3	0	3	1	14	0.76%
Black or African Am	172	76	46	27	14	335	18.3%
Hispanic or Latino	18	6	0	1	1	26	1.42%
Native Hawaiian	1	0	0	0	0	1	0.05%
2 or More Races	12	6	0	1	1	20	1.09%
Unknown	4	2	0	3	0	9	0.49%
White	987	227	67	68	73	1,422	77.66%
Total	1,204	320	114	103	90	1,831	100%



• Race/Ethnicity - Candidates - 2011-12

	Teacher Education		Leadership & Counselor Education			Overall
	Initial	Advanced	Ed Leadership	Counselor Ed	Higher Ed	Total	Percent
Am Indian/Alaskan Nat	5	0	0	0	0	5	0.29%
Asian	7	2	0	1	1	11	0.63%
Black or African Am	151	77	38	36	14	316	18.02%
Hispanic or Latino	22	6	1	1	3	33	1.88%
Native Hawaiian	2	0	0	0	0	2	0.11%
2 or More Races	12	3	0	2	1	18	1.03%
Unknown	1	3	0	0	0	4	0.23%
White	932	211	59	86	77	1,365	77.82%
Total	1,132	302	98	126	96	1,754	100%



• Race/Ethnicity - Candidates - 2012-13

	Teacher Education		Leadership & Counselor Education			Overall
	Initial	Advanced	Ed Leadership	Counselor Ed	Higher Ed	Total	Percent
Am Indian/Alaskan Nat	4	1	1		1	7	0.42%
Asian	3	2		1	1	7	0.42%
Black or African Am	149	75	36	36	17	313	18.80%
Hispanic or Latino	19	1		2	2	24	1.44%
Native Hawaiian						0	0.00%
2 or More Races	12	4	2	3	1	22	1.32%
Unknown		2				2	0.12%
White	911	195	47	75	62	1,290	77.48%
Total	1,098	280	86	117	84	1,665	100%



• Race/Ethnicity - Faculty

	Teacher Education		Leadership/Counselor Ed		Overall Total		Overall Percent
	Black/African Am	White	Black/African Am	White	Black/African Am	White	Black/African Am	White
2009-10	6	35	2	16	8	51	13.56%	86.44%
2010-11	6	35	2	17	8	52	13.33%	86.67%
2011-12	6	38	1	17	6	55	9.84%	90.16%

Counselor Education

• Admission and Graduation Mean GPA

	M.Ed.		Ed.S.		Ph.D.
	Admit GPA	Grad GPA	Admit GPA	Grad GPA	Admit GPA	Grad GPA
2009-10	3.3 N=44	3.9 N=12	3.5 N=7	3.6 N=7	3.5 N=2	3.9 N=2
2010-11	3.4 N=49	3.9 N=10	3.4 N=1	3.7 N=16	3.6 N=5	3.9 N=3
2011-12	3.3 N=46	3.8 N=33	N=0	N=0	3.6 N=6	3.9 N=6
2012-13	3.33 N=41	-	3.6 N=9	-	3.4 N=5	-



• Enrollment Graduation - Counselor Education

COUNSELOR EDUCATION	Enrollment			Graduation
	Fall 2010-11	Fall 2011-12	Fall 2012-13	Sum 09 - Spr 10	Sum 10 - Spr 11	Sum 11 - Spr 12
MEd	87	110	91	12	11	23
EdS	4	0	9	7	8	0
PhD	14	16	17	2	3	3
Total Counselor Education	105	126	117	21	22	26



• Mean GRE Scores of Students Approved for Admission and Attending

M.Ed.

Ed.S.

Ph.D.

Analytical Writing

Quantitative

Verbal

Total

Analytical Writing

Quantitative

Verbal

Total

Analytical Writing

Quantitative

Verbal

Total

2009-10

3.8 N=44

469 N=44

412 N=44

881 N=44

4.2 N=5

473 N=7

403 N=7

876 N=7

4.0 N=2

555 N=2

530 N=2

1085 N=2

2010-11

3.8 N=49

450 N=49

432 N=49

882 N=49

1.0 N=1

410 N=1

330 N=1

740 N=1

3.6 N=5

574 N=5

432 N=5

1002 N=5

2011-12

3.8 N=46

421 N=46

390 N=46

809 N=46

N=0

N=0

N=0

N=0

4.4 N=5

528 N=6

463 N=6

973 N=6

2012-13 Old Scores

3.5 N=8

403 N=8

360 N=8

763 N=8

GRE No Longer Required

4.5 N=2

440 N=2

375 N=2

815 N=2

2012-13 New Scores

3.6 N=33

141 N=33

146 N=33

288 N=33

4.3 N=3

146 N=3

154 N=3

300 N=3

Educational Leadership

• Admission and Graduation Mean GPA

	M.Ed.		Ed.S.		Ph.D.
	Admit GPA	Grad GPA	Admit GPA	Grad GPA	Admit GPA	Grad GPA
2009-10	3.3 N=33	3.7 N=35	3.6 N=28	3.6 N=18	3.2 N=2	3.8 N=7
2010-11	3.3 N=20	3.9 N=31	3.5 N=30	3.8 N=28	3.5 N=10	3.7 N=7
2011-12	3.1 N=22	3.9 N=18	3.6 N=36	3.8 N=32	3.6 N=10	3.7 N=5
2012-13	3.2 N=18	-	3.4 N=27	-	3.5 N=7	-



• Enrollment Graduation - Educational Leadership

EDUCATIONAL LEADERSHIP	Enrollment			Graduation
	Fall 2010-11	Fall 2011-12	Fall 2012-13	Sum 09 - Spr 10	Sum 10 - Spr 11	Sum 11 - Spr 12
MEd	43	31	36	35	31	9
EdS	55	50	45	18	25	27
PhD	16	17	23	7	6	3
Total Educational Leadership	114	98	104	60	62	39



• Mean GRE Scores of Students Approved for Admission and Attending

M.Ed.

Ed.S.

Ph.D.

Analytical Writing

Quantitative

Verbal

Total

Analytical Writing

Quantitative

Verbal

Total

Analytical Writing

Quantitative

Verbal

Total

2009-10

4.0 N=33

445 N=433

409 N=33

854 N=33

4.1 N=28

463 N=28

416 N=28

879 N=728

4.0 N=1

500 N=2

510 N=2

1010 N=2

2010-11

4.1 N=20

537 N=20

441 N=20

978 N=20

3.7 N=30

450 N=30

399 N=30

849 N=30

4.4 N=10

489 N=10

419 N=10

908 N=10

2011-12 Old Scores

3.8 N=22

508 N=22

442 N=22

950 N=2

3.8 N=26

490 N=26

452 N=26

941 N=26

4.5 N=3

433 N=67

403 N=7

836 N=7

2011-12 *New Scores

N=0

N=0

N=0

N=0

N=0

N=0

N=0

N=0

4.0 N=2

143 N=2

151 N=2

294 N=2

2012-13 Old Scores

3.7 N=4

398 N=4

373 N=4

770 N=4

3.4 N=7

381 N=8

347 N=8

729 N=8

3.8 N=3

477 N=3

457 N=3

933 N=3

2012-13 New Scores

4.0 N=14

145 N=14

149 N=14

295 N=14

3.5 N=19

143 N=19

147 N=19

285 N=19

3.6 N=4

138 N=4

147 N=4

285 N=4

*Phase-in of new GRE test



• SLLA Mean and MS Passing Scores of Program Cohort and Principal Corps

Academic Year	Number	Mean of SLLA Score	MS Passing Score	Points' difference between UM and the State
Program Cohort
*2008-09	43	178.25	165	+13.25
*2009-10	34	177.5	165	+12.50
**2010-11	27	174.45	169	+5.50
Principal Corps
2009-10	10	177.5	169	+8.50
2010-11	12	179.13	169	+10.13
2011-12	8	179.13	169	+10.13

*The cut score of Mississippi was 164 and the older version of the SLAA is implemented.
**The cut score of Mississippi was raised from 164 to 169 and the latest version of the SLAA is implemented.

Higher Education

• Admission and Graduation Mean GPA

	M.A.		Ph.D.
	Admit GPA	Grad GPA	Admit GPA	Grad GPA
2009-10	3.3 N=21	3.6 N=26	3.3 N=11	3.8 N=4
2010-11	3.2 N=39	3.7 N=41	3.6 N=8	3.8 N=3
2011-12	3.4 N=22	3.8 N=22	3.7 N=6	3.8 N=5
2012-13	3.3 N=29	-	3.6 N=4	-



• Enrollment Graduation - Higher Education

HIGHER EDUCATION	Enrollment			Graduation
	Fall 2010-11	Fall 2011-12	Fall 2012-13	Sum 09 - Spr 10	Sum 10 - Spr 11	Sum 11 - Spr 12
MA	55	60	51	26	41	21
PhD	35	36	35	4	3	4
Total Higher Education	90	96	86	30	44	25



• Mean GRE Scores of Students Approved for Admission and Attending

	M.A.				Ph.D.
	Analytical Writing	Quantitative	Verbal	Total	Analytical Writing	Quantitative	Verbal	Total
2009-10	4.3 N=19	516 N=20	462 N=20	978 N=20	4.3 N=9	470 N=11	447 N=11	917 N=11
2010-11	4.0 N=39	472 N=39	449 N=39	920 N=39	4.38 N=8	528 N=8	466 N=8	983 N=8
2011-12	4.1 N=22	543 N=22	466 N=22	1006 N=22	4.0 N=4	436 N=5	482 N=5	918 N=5
2012-13 Old Scores	4.3 N=3	487 N=3	450 N=3	938 N=3	4.5 N=4	480 N=4	415 N=4	895 N=4
2012-13 New Scores	3.9 N=26	145 N=26	150 N=26	295 N=26	N=0	N=0	N=0	N=0

Teacher Education

• Admission & Graduation GPA - Initial Programs

	Admission GPA	Graduation GPA
2009-10	3.12 N=292	3.27 N=292
2010-11	3.16 N=329	3.27 N=329
2011-12	3.21 N=332	3.32 N=332



• Admission Enrollment Graduation - Initial Programs

TEACHER EDUCATION INITIAL PROGRAMS		Admitted to Teacher Ed			Enrollment			Graduation
		Fall 10 - Sum 11	Fall 11 - Sum 12	Fall 12 - Spr 13*	Fall 2009-10	Fall 2010-11	Fall 2011-12	Sum 09 - Spr 10	Sum 10 - Spr 11	Sum 11 - Spr 12
B.A.E.	Elementary	216	229	177	777	845	772	231	250	237
	Secondary	99	83	63	269	307	282	47	63	82
	English	30	28	30	79	83	89	18	22	17
	Math	14	14	9	45	43	41	15	11	11
	Science	7	4	2	29	42	28	1	1	3
	Social Studies	48	37	22	116	139	124	13	29	51
	Special Education	8	20	3	42	52	78	14	12	13
	Total Initial Programs	323	332	243	1,088	1,204	1,132	292	325	332

*Summer 2013 data not yet available.



• Graduate Degrees Admission and Graduation GPA

	M.Ed. Traditional & Online		M.A.		Ed.S.		Ed.D./Ph.D.
	Admit GPA	Grad GPA	Admit GPA	Grad GPA	Admit GPA	Grad GPA	Admit GPA	Grad GPA
2009-10	3.4 N=129	3.9 N=129	3.4 N=29	3.7 N=29	3.5 N=22	3.8 N=17	3.7 N=11	3.8 N=9
2010-11	3.5 N=124	3.9 N=121	3.2 N=45*	3.9 N=26	3.5 N=17	3.7 N=14	3.6 N=14	3.8 N=12
2011-12	3.4 N=124	3.8 N=111	3.2 N=50	3.8 N=35	3.2 N=11	3.8 N=10	3.5 N=13	3.7 N=9
2012-13	3.4 N=86	-	3.4 N=38	-	3.5 N=8	-	3.6 N=13	-

*First year for MACI program.



• Average Admission Scores - Undergraduate

Praxis I	2009-10	2010-11	2011-12
Reading Cut Score=170	175.6 N=184	176.1 N=215	176 N=190
Writing Cut Score=172	174.5 N=184	174 N=216	174.5 N=190
Math Cut Score=169	175.1 N=184	175.1 N=213	174.84 N=189
ACT Cut Score=21	24.2 N=96	23.8 N=104	23.9 N=131
SAT Cut Score=860	954 N=21	983 N=13	973 N=14



• Enrollment Graduation - Advanced Programs

TEACHER EDUCATION ADVANCED PROGRAMS		Enrollment			Graduation
		Fall 2010-11	Fall 2011-12	Fall 2012-13	Sum 09 - Spr 10	Sum 10 - Spr 11	Sum 11 - Spr 12
MA	MS Teacher Corps	46	50	46	25	26	20
	MACI	17	20	6	0	0	15
	Total MA	63	70	52	25	26	35
MEd	Elementary	101	91	52	87	75	62
	Elementary Online	0	5	16	0	0	0
	Secondary	43	43	32	25	28	22
	English	21	19	11	11	12	13
	Mathematics	8	11	11	4	5	2
	Science	5	8	6	4	5	6
	Social Studies	9	5	4	6	6	1
	Special Education	21	18	10	14	12	16
	Literacy	15	20	13	1	6	8
	Literacy Online	0	16	29	0	0	0
	Total MEd	180	193	152	127	121	108
EdS	Elementary	17	6	10	13	6	6
	Secondary	7	6	3	1	4	1
	English	2	5	1	1	2	0
	Mathematics	1	0	1	0	1	0
	Science	3	1	1	0	0	1
	Social Studies	1	0	0	0	1	0
	Special Education	4	3	2	2	4	3
	Total EdS	28	15	15	16	14	10
EdD	Elementary	28	21	20	4	6	7
PhD	Secondary	19	21	22	16	7	2
	Total Doc	47	42	42	10	13	9
	Total Teacher Ed Advanced Programs	318	320	261	178	174	162



• Mean GRE Scores of Students Approved for Admission and Attending

M.Ed. Traditional and Online

Ed.S.

Ed.D./Ph.D.

Analytical Writing

Quantitative

Verbal

Total

Analytical Writing

Quantitative

Verbal

Total

Analytical Writing

Quantitative

Verbal

Total

2009-10

3.9* N=105

434 N=105

400 N=105

834 N=105

3.8 N=16

395 N=216

390 N=16

785 N=16

4.5 N=4

470 N=8

433 N=8

903 N=8

2010-11

3.6 N=115

432 N=116

390 N=116

821 N=116

3.7 N=13

437 N=14

389 N=14

826 N=14

4.0 N=13

550 N=14

445 N=14

993 N=14

2011-12 Old Scores

3.7 N=75

465 N=77

392 N=77

856 N=77

3.4 N=7

382 N=8

371 N=8

751 N=8

4.2 N=13

485 N=13

448 N=13

932 N=13

2011-12 **New Scores

2.0 N=1

140 N=1

141 N=1

281 N=1

3.5 N=2

143 N=2

143 N=2

285 N=2

N=0

N=0

N=0

N=0

2012-13 Old Scores

3.4 N=5

484 N=5

402 N=5

886 N=5

3.6 N=5

355 N=6

358 N=6

713 N=6

3.9 N=8

480 N=8

386 N=8

866 N=8

2012-13 New Scores

N=0

N=0

N=0

N=0

3.0 N=1

143 N=1

135 N=1

278 N=1

3.9 N=5

138 N=5

150 N=5

268 N=5

*Some students were admitted on Praxis or Nat'l Board Certification rather than GRE from 2009-2011
**Phase-in of new GRE test



• Mean Praxis II Scores of Students Approved for Admission and Attending

M.A.

M..Ed. Traditional and Online

0041/5041 English Cut Score 157

0061 Math Cut Score 123

0081 Soc Stu Cut Score 143

0235 Biology Cut Score 150

0245 Chem Cut Score 151

0011/5011 Elem Cut Score 164

0016 Prior Elem Cut Score 139

0041 English Cut Score 163

0061 Math Cut Score 128

0081 Soc Stu Cut Score 149

0235 Biology Cut Score 156

0353/0354 Sp Ed Cut Score 148

2009-10

186 N=10

157 N=6

171 N=3

163 N=4

143 N=2

163** N=3

161 N=8

165 N=2

127 N=2

169 N=2

145 N=1

169 N=1

2010-11

180* N=18

146 N=11

154 N=5

169 N=4

164 N=1

150 N=1

147 N=3

169 N=2

N=0

155 N=1

173 N=1

N=0

2011-12

183 N=11

140 N=14

174 N=7

171 N=8

197 N=2

172 N=18

161 N=8

176 N=5

123 N=1

151 N=4

159 N=3

163 N=2

2012-13

179 N=16

158 N=11

169 N=4

168 N=4

179 N=1

175 N=48

158 N=13

177 N=8

145 N=4

167 N=1

N=0

169 N=3

*First year for MACI program
**Transition period - M.Ed. moved from use of Praxis II scores for admission to GRE then back to Praxis II



• Praxis II Licensure Exam Average Scores - Undergraduate

Praxis II	2009-10	2010-11	2011-12
PLT (0522, 0622, 0524, 0624) Cut Score=152	171 N=238	170 N=267	170.9 N=255
Elementary (0011, 5011) Cut Score=158	173 N=188	172.5 N=204	173.36 N=182
Special Ed (0353, 0354, 5354) Cut Score=142	170.4 N=12	169.8 N=12	174.69 N=13
English (0041) Cut Score=157	169.6 N=14	175.23 N=17	174.26 N=15
Math (0061) Cut Score=123	134.8 N=12	138.57 N=7	141.2 N=10
Biology (0235) Cut Score=150	161 N=1	166 N=1	163.66 N=3
Social Studies (0081) Cut Score=143	153.5 N=13	157.8 N=24	160.61 N=39



• Praxis II Passage Rates

							Statewide
Assessment Information Score Range for All Assessments: 100-200	Group	Number Taking Assessment	Number Passing Assessment	Institutional Pass Rate	Institutional Average Scaled Score	Assessment Cut Score	Number Taking Assessment	Number Passing Assessment	Stetewide Pass Rate	Stetewide Average Scaled Score
ELEM ED CURR INSTRUC ASSESSMENT (0011)	2010-11	222	206	93%	172	158	748	716	96%	171
	2009-10	198	192	97%	172	158	947	930	98%	172
	2008-09	206	202	98%	174	150	821	801	98%	171
ENG LANG LIT COMP CONTENT KNOWLEDGE (0041)	2010-11	22	20	91%	174	157	61	59	97%	175
	2009-10	18	18	100%	174	157	61	61	100%	173
	2008-09	16	16	100%	173	157	81	81	100%	174
MATHEMATICS CONTENT KNOWLEDGE (0061)	2010-11	9				123	35	32	91%	137
	2009-10	15	14	93%	138	123	32	31	97%	140
	2008-09	4				123	30	30	100%	136
SOCIAL STUDIES CONTENT KNOWLEDGE (0081)	2010-11	23	23	100%	159	143	88	88	100%	159
	2009-10	14	13	93%	156	143	92	91	99%	158
	2008-09	24	23	96%	162	143	91	89	98%	160
SPECIAL EDUCATION CORE KNOWLEDGE & APPLICATIONS (0354)	2010-11	10	10	100%	167	142	17	17	100%	167
ED OF EXCEPTIONAL STUDENTS: CORE CK (0353)	2009-10	11	11	100%	171	136	56	56	100%	168
	2008-09	14	14	100%	169	136	53	53	100%	170
PRINCIPLES LEARNING AND TEACHING K-6 (0522)	2010-11	228	224	98%	170	152	787	772	98%	169
	2009-10	207	202	98%	170	152	1,025	1,015	99%	170
	2008-09	213	210	99%	171	152	912	903	99%	170
PRINCIPLES LEARNING AND TEACHING 7-12 (0524)	2010-11	57	56	98%	169	152	315	311	99%	167
	2009-10	48	48	100%	171	152	376	371	99%	166
	2008-09	52	52	100%	169	152	359	359	100%	168



• Retention and Graduation Analysis

*EDCI 353 is the first class taken after admission to the Teacher Education Program.

	EDCI 353 2008-020		EDCI 353 2009-020		EDCI 353 2010-020		EDCI 353 2011-020
Retention Status	Num	%	Num	%	Num	%	Num	%
Retained to Next Spring	244	94.2%	206	95.8%	267	94.7%	243	96.4%
Did not Retain to Next Spring	15	5.8%	9	4.2%	15	5.3%	9	3.6%
Grand Total	259	100%	215	100%	282	100%	252	100%
	EDCI 353 2008-020
Graduation Status/Term	Graduated (In Education)		Graduated (Not in Education)		Did Not Graduate		Total
	Num	%	Num	%	Num	%	Num	%
Graduated	240	92.7%	8	3.1%			248	95.8%
May 2009	184	71%	1	0.4%			185	71.4%
Summer 2009	31	12%	3	1.2%			34	13.1%
December 2009	10	3.9%	0	0%			10	3.9%
May 2010	11	4.2%	1	0.4%			12	4.6%
Summer 2010	1	0.4%	0	0%			1	0.4%
December 2010	1	0.4%	0	0%			1	0.4%
May 2011	1	0.4%	1	0.4%			2	0.8%
Summer 2011	0	0%	1	0.4%			1	0.4%
December 2011	0	0%	1	0.4%			1	0.4%
Summer 2012	1	0.4%	0	0%			1	0.4%
Did Not Graduate					11	4.2%	11	4.2%
Grand Total	240	92.7%	8	3.1%	11	4.2%	259	100%
	EDCI 353 2009-020
Graduation Status/Term	Graduated (In Education)		Graduated (Not in Education)		Did Not Graduate		Total
	Num	%	Num	%	Num	%	Num	%
Graduated	201	93.5%	4	1.9%			205	95.3%
May 2010	156	72.6%	1	0.5%			157	73%
Summer 2010	23	10.7%	0	0%			23	10.7%
December 2010	10	4.7%	1	0.5%			11	5.1%
May 2011	9	4.2%	2	0.9%			11	5.1%
Summer 2011	2	0.9%	0	0%			2	0.9%
December 2011	1	0.5%	0	0%			1	0.5%
Did Not Graduate					10	4.7%	10	4.7%
Grand Total	201	93.5%	4	1.9%	10	4.7%	215	100%
	EDCI 353 2010-020
Graduation Status/Term	Graduated (In Education)		Graduated (Not in Education)		Did Not Graduate		Total
	Num	%	Num	%	Num	%	Num	%
Graduated	261	92.6%	1	0.4%			262	92.9%
May 2011	193	68.4%	1	0.4%			194	68.8%
Summer 2011	27	9.6%	0	0%			27	9.6%
December 2011	22	7.8%	0	0%			22	7.8%
May 2012	15	5.3%	0	0%			15	5.3%
Summer 2012	4	1.4%	0	0%			4	1.4%
Did Not Graduate					20	7.1%	20	7.1%
Grand Total	261	92.6%	1	0.4%	20	7.1%	282	100%



• Spring 2010 CEI Results - Student Teaching - Average Ratings by Item

CEI Indicators Scale: 4=Exemplary, 3=Acceptable, 2=Needs Improvement, 1=Unacceptable, 0=Not Observed	Overall N=233	Elementary N=175	Secondary N=49	Special Education N=9
Development, Learning, Motivation
1. Connects lessons to content area(s) standards, text and curriculum objectives.	3.9	3.9	3.8	4.0
2. Uses appropriate motivational techniques to involve students.	3.8	3.8	3.7	4.0
3. Understands the structure of the content area(s) and is able to apply concepts of the disciplines.	3.8	3.8	3.7	4.0
4. Creates opportunities for students to make connections across disciplines.	3.8	3.8	3.7	3.9
Curriculum
5. Uses effective instructional strategies that encourage student thinking and engagement in lessons.	3.8	3.8	3.7	4.0
6. Is creative and resourceful in the development of learning opportunities.	3.8	3.8	3.9	4.0
7. Is flexible and adapts instruction for diverse student needs.	3.8	3.8	3.7	4.0
8. Reflects on decisions made concerning students, teaching methods, and subject matter.	3.9	3.9	3.8	4.0
9. Shows confidence and takes initiative in all aspects of planning, instruction, and classroom management.	3.8	3.8	3.8	4.0
Instruction
10. Communicates clearly and effectively in both written and oral forms.	3.8	3.8	3.7	4.0
11. Is sensitive to student needs and organizational details in managing the environment.	3.8	3.8	3.7	4.0
Assessment
12. Uses a variety of appropriate strategies for assessment of student learning.	3.8	3.8	3.7	4.0
13. Engages in continuous self-evaluation and improvement.	3.8	3.9	3.8	4.0
Professionalism/Dispositions
14. Exhibits poise, maturity and sound judgment.	3.9	3.9	3.8	3.9
15. Displays professionalism through punctuality, appearance, attendance, and dependability.	3.8	3.8	3.9	3.7
16. Maintains a positive and enthusiastic disposition toward the teaching profession.	3.9	3.9	3.8	4.0
17. Cooperates and collaborates with colleagues and responds in a sensitive manner to situational needs.	3.9	3.9	3.9	4.0
18. Accepts constructive criticism in a positive manner.	3.9	3.9	3.9	4.0
19. Shares and seeks professional materials and ideas and incorporates community resources.	3.8	3.8	3.8	4.0
20. Follows school policies and procedures.	3.9	3.9	3.9	4.0
21. Knows safety measures and how to handle emergency situations.	3.8	3.8	3.9	4.0
22. Maintains confidentiality and ethical standards.	3.9	3.9	3.9	4.0
23. Exhibits understanding of how to work with parents/guardians.	3.7	3.8	3.4	4.0
24. Develops cooperative home-to-school partnerships in support of student learning and well-being.	3.7	3.8	3.6	3.8
25. Participates in professional activities (staff development, PTA, parent-teacher conferences, group planning).	3.8	3.8	3.9	4.0
26. Knows how to work with community and social service agencies for the benefit of individual students and families.	3.4	3.5	3.4	3.7



• Spring 2011 CEI Results - Student Teaching - Average Ratings by Item

CEI Indicators Scale: 3=Excellent, 2=Acceptable, 1=Needs Improvement, 0=Not Observed or Unacceptable	Overall N=277	Elementary N=206	Secondary N=58	Special Education N=13
Development, Learning, Motivation
1. Connects lessons to content area(s) standards, text and curriculum objectives.	2.9	2.9	2.9	2.8
2. Uses appropriate motivational techniques to involve students.	2.9	2.9	2.9	2.8
3. Understands the structure of the content area(s) and is able to apply concepts of the disciplines.	2.9	2.9	2.8	2.8
4. Creates opportunities for students to make connections across disciplines.	2.9	2.9	2.8	2.7
Curriculum
5. Uses effective instructional strategies that encourage student thinking and engagement in lessons.	2.9	2.9	2.8	2.8
6. Is creative and resourceful in the development of learning opportunities.	2.9	2.9	2.9	2.7
7. Is flexible and adapts instruction for diverse student needs.	2.9	2.9	2.8	2.8
8. Reflects on decisions made concerning students, teaching methods, and subject matter.	2.9	2.9	2.9	2.9
9. Shows confidence and takes initiative in all aspects of planning, instruction, and classroom management.	2.8	2.8	2.8	2.7
Instruction
10. Communicates clearly and effectively in both written and oral forms.	2.9	2.9	2.8	2.8
11. Is sensitive to student needs and organizational details in managing the environment.	2.9	2.9	2.9	2.9
Assessment
12. Uses a variety of appropriate strategies for assessment of student learning.	2.8	2.9	2.8	2.8
13. Engages in continuous self-evaluation and improvement.	2.9	2.9	2.9	2.9
Professionalism/Dispositions
14. Exhibits poise, maturity and sound judgment.	2.9	2.9	2.9	2.8
15. Displays professionalism through punctuality, appearance, attendance, and dependability.	2.9	2.9	2.9	2.8
16. Maintains a positive and enthusiastic disposition toward the teaching profession.	2.9	3.0	2.9	2.8
17. Cooperates and collaborates with colleagues and responds in a sensitive manner to situational needs.	2.9	2.9	2.9	2.8
18. Accepts constructive criticism in a positive manner.	3.0	3.0	2.9	3.0
19. Shares and seeks professional materials and ideas and incorporates community resources.	2.9	2.9	2.9	3.0
20. Follows school policies and procedures.	2.9	2.9	2.9	2.8
21. Knows safety measures and how to handle emergency situations.	2.9	2.9	2.9	3.0
22. Maintains confidentiality and ethical standards.	3.0	3.0	3.0	3.0
23. Exhibits understanding of how to work with parents/guardians.	2.8	2.8	2.8	2.9
24. Develops cooperative home-to-school partnerships in support of student learning and well-being.	2.8	2.8	2.8	2.8
25. Participates in professional activities (staff development, PTA, parent-teacher conferences, group planning).	2.9	2.9	2.9	3.0
26. Knows how to work with community and social service agencies for the benefit of individual students and families.	2.6	2.6	2.7	2.8



• Spring 2012 CEI Results - Student Teaching - Average Ratings by Item

CEI Indicators Scale: 3=Target, 2=Acceptable, 1=Emerging, 0=Unacceptable	Overall N=257	Elementary N=175	Secondary N=67	Special Education N=15
Development, Learning, Motivation
1. Connects lessons to content area(s) standards, text and curriculum objectives.	2.9	2.9	2.8	3.0
2. Uses appropriate motivational techniques to involve students.	2.8	2.9	2.7	2.9
3. Understands the structure of the content area(s) and is able to apply concepts of the disciplines.	2.8	2.9	2.7	2.9
4. Creates opportunities for students to make connections across disciplines.	2.8	2.9	2.6	2.9
Curriculum
5. Uses effective instructional strategies that encourage student thinking and engagement in lessons.	2.8	2.9	2.7	3.0
6. Is creative and resourceful in the development of learning opportunities.	2.9	2.9	2.8	3.0
7. Is flexible and adapts instruction for diverse student needs.	2.8	2.8	2.7	3.0
8. Reflects on decisions made concerning students, teaching methods, and subject matter.	2.8	2.9	2.7	2.9
9. Shows confidence and takes initiative in all aspects of planning, instruction, and classroom management.	2.8	2.8	2.7	3.0
Instruction
10. Communicates clearly and effectively in both written and oral forms.	2.9	2.9	2.8	3.0
11. Is sensitive to student needs and organizational details in managing the environment.	2.8	2.9	2.7	3.0
Assessment
12. Uses a variety of appropriate strategies for assessment of student learning.	2.8	2.8	2.7	2.7
13. Engages in continuous self-evaluation and improvement.	2.9	2.9	2.8	3.0
Professionalism/Dispositions
14. Exhibits poise, maturity and sound judgment.	2.9	2.9	2.8	3.0
15. Displays professionalism through punctuality, appearance, attendance, and dependability.	2.4	2.4	2.6	2.5
16. Maintains a positive and enthusiastic disposition toward the teaching profession.	2.9	2.9	2.8	2.9
17. Cooperates and collaborates with colleagues and responds in a sensitive manner to situational needs.	2.8	2.9	2.7	2.9
18. Accepts constructive criticism in a positive manner.	2.9	2.9	2.8	2.9
19. Shares and seeks professional materials and ideas and incorporates community resources.	2.8	2.8	2.6	2.9
20. Follows school policies and procedures.	2.8	2.8	2.7	2.8
21. Knows safety measures and how to handle emergency situations.	2.8	2.8	2.7	2.9
22. Maintains confidentiality and ethical standards.	2.9	2.9	2.9	3.0
23. Exhibits understanding of how to work with parents/guardians.	2.8	2.8	2.7	2.9
24. Develops cooperative home-to-school partnerships in support of student learning and well-being.	2.5	2.6	2.3	2.6
25. Participates in professional activities (staff development, PTA, parent-teacher conferences, group planning).	2.7	2.8	2.6	2.8
26. Knows how to work with community and social service agencies for the benefit of individual students and families.	2.7	2.7	2.6	2.8



• Spring 2010 Student Teacher Assessment Instrument (STAI) Results - Average Ratings by Item

STAI Indicators 4=Excellent, 3=Acceptable, 2=Fair, 1=Unacceptable Minimum score in column to right.		Overall	Elementary	Secondary	Special Ed
		N=237	N=177	N=49	N=11
Competency I: Planning and Preparation
1. Specifies or selects learner objectives for lessons.	4	3.92	3.93	3.84	4.00
2. Specifies or selects teaching procedures for lessons.	4	3.92	3.91	3.92	4.00
3. Specifies or selects content materials and technology for lessons.	3	3.82	3.84	3.80	3.73
4. Specifies or selects materials and procedures for assessing learner progress.	4	3.90	3.92	3.84	3.91
5. Uses information about students to plan and organize instruction to accommodate differences in developmental and individual needs.	3	3.81	3.81	3.73	4.00
6. Uses knowledge of students' backgrounds, interests, experiences and prior knowledge to make instruction relevant and meaningful.	3	3.76	3.79	3.61	4.00
7. Plans lessons that integrate knowledge from several subject areas.	3	3.81	3.83	3.69	3.91
8. Incorporates multiculturalism and diversity in lessons.	3	3.62	3.60	3.71	3.55
9. Uses family and/or community resources to enhance student learning.	3	3.70	3.75	3.53	3.64
Competency II: Communication and Interaction
10. Uses acceptable written and oral communication with students.	3	3.84	3.86	3.71	3.91
11. Communicates high expectations for learning to all students.	3	3.80	3.85	3.59	4.00
12. Demonstrates communication skills which show sensitivity to diversity.	3	3.84	3.84	3.78	4.00
13. Listens to students and demonstrates interest in what they are saying by responding appropriately.	4	3.95	3.97	3.90	4.00
14. Builds and sustains a classroom climate of acceptance, encouraging creativity, inquisitiveness, and risk-taking.	3	3.86	3.86	3.84	4.00
15. Provides opportunities for students to cooperate, communicate, and interact with each other to enhance learning.	3	3.76	3.76	3.71	3.91
16. Establishes relationships with parents and guardians.	3	3.76	3.76	3.76	3.82
17. Projects enthusiasm for teaching and learning.	3	3.86	3.86	3.80	4.00
18. Provides clear complete directions for carrying out instructional activities.	4	3.88	3.89	3.82	4.00
Competency III: Teaching for Learning
19. Displays knowledge of the subject being taught.	3	3.85	3.91	3.59	4.00
20. Uses knowledge of students' prior understandings and experiences to make instruction relevant and meaningful.	3	3.79	3.80	3.69	4.00
21. Uses a variety of appropriate teaching strategies.	3	3.88	3.88	3.86	4.00
22. Provides learning experiences that accommodate differences in developmental and individual needs.	3	3.78	3.81	3.63	4.00
23. Relates concepts using language that is understood by the students.	3	3.88	3.87	3.88	4.00
24. Incorporates a variety of technology and resources into instruction.	3	3.85	3.84	3.80	4.00
25. Provides opportunities for students to apply concepts in problem-solving and critical thinking.	3	3.67	3.66	3.65	4.00
26. Uses questions to provoke previous knowledge, to engage students in higher order thinking skills, to identify student misconceptions, and to monitor student progress.	3	3.75	3.79	3.57	4.00
27. Uses adequate wait time for student responding in order to engage students in higher order thinking, and to encourage students to expand upon and support their responses.	3	3.74	3.77	3.55	4.00
Competency IV: Managing the Learning Environment
28. Demonstrates fairness and supportiveness in order to achieve a positive, interactive learning environment.	4	3.97	3.97	3.94	4.00
29. Uses instructional time effectively and monitors student participation and interactions in learning activities.	3	3.79	3.84	3.78	3.18
30. Attends to and delegates routine tasks of an effective classroom management plan.	3	3.78	3.79	3.73	4.00
31. Applies the principles of effective classroom management using a range of strategies to promote cooperation and learning.	3	3.75	3.74	3.73	4.00
32. Monitors and adjusts the classroom environment to enhance social relationships, student motivation, and learning.	3	3.83	3.87	3.65	3.91
33. Utilizes individual and group responses to pace learning, proceed with new work, or reteach unclear parts of the lesson.	3	3.81	3.81	3.73	4.00
34. Attends to organizing time, space, activities, and materials to provide equitable engagement of students in productive tasks.	3	3.83	3.88	3.82	3.09
Competency V: Assessment of Student Learning
35. Communicates assessment criteria and performance standards to the students.	4	3.83	3.83	3.80	4.00
36. Develops and uses a variety of formal and informal performance assessments.	3	3.86	3.87	3.80	3.91
37. Provides opportunities for students to assume responsibility for learning and to engage in self-evaluation.	3	3.60	3.61	3.51	3.82
38. Maintains records of student work in order to communicate timely feedback and corrective procedures on academic performance to students, parents, and colleagues.	3	3.81	3.79	3.88	3.91



• Spring 2011 Teacher Intern Assessment Instrument (TIAI) Results - Average Ratings by Item

TIAI Indicators 3=Target, 2=Acceptable, 1=Emerging, 0=Unacceptable	Overall	Elementary	Secondary	Special Ed
	N=274	N=204	N=57	N=13
Competency I: Planning and Preparation
1. Selects developmentally appropriate objectives for lessons based on state frameworks and best practices.	2.89	2.87	2.95	3.00
2. Plans appropriate teaching procedures.	2.89	2.87	2.95	3.00
3. Selects a variety of appropriate materials and technology for lessons.	2.86	2.87	2.84	2.92
4. Prepares appropriate assessment procedures and materials to evaluate learner progress.	2.84	2.84	2.82	2.92
5. Uses assessment information to plan differentiated learning experiences that accommodate differences in developmental and/or educational needs.	2.80	2.80	2.77	2.85
6. Uses knowledge of students' backgrounds, interests, experiences and prior knowledge to make instruction relevant and meaningful.	2.84	2.82	2.88	3.00
7. Integrates knowledge from several subject areas in lessons.	2.84	2.83	2.84	2.92
8. Incorporates diversity, including multicultural perspectives, into lessons.	2.76	2.73	2.86	2.85
9. Uses a variety of strategies to introduce and close lessons.	2.79	2.79	2.77	2.77
Competency II: Communication and Interaction
10. Uses acceptable written, oral, and nonverbal communication.	2.89	2.92	2.74	3.00
11. Provides clear, complete written and/or oral directions for instructional activities.	2.95	2.98	2.88	2.92
12. Communicates high expectations for learning to all students.	2.91	2.95	2.72	3.00
13. Conveys enthusiasm for teaching and learning.	2.96	2.97	2.95	3.00
14. Provides opportunities for the students to cooperate, communicate, and interact with each other to enhance learning.	2.84	2.85	2.82	2.69
15. Establishes opportunities for communication with parents and/or guardians.	2.74	2.72	2.79	2.77
Competency III: Teaching for Learning
16. Demonstrates knowledge of the subject(s) taught.	2.95	2.98	2.84	3.00
17. Uses a variety of appropriate teaching strategies.	2.93	2.92	2.98	2.92
18. Provides learning experiences that accommodate differences in developmental and individual needs of diverse learners.	2.84	2.85	2.81	2.92
19. Provides opportunities for students to apply concepts in problem solving and critical thinking.	2.81	2.82	2.82	2.62
20. Responds to and elicits student input during instruction.	2.91	2.93	2.82	3.00
21. Allows sufficient and equitable wait time to encourage students to expand and support their responses.	2.89	2.90	2.84	3.00
22. Uses higher-order questions to engage students in analytic, creative, and critical thinking.	2.79	2.80	2.77	2.77
23. Uses family and/or community resources (human or material) in lessons to enhance student learning.	2.68	2.71	2.54	2.69
Competency IV: Managing the Learning Environment
24. Monitors and adjusts the classroom environment to enhance social relationships, motivation, and learning.	2.89	2.90	2.86	2.85
25. Adjusts lessons according to individual student cues, professional reflections, and group responses.	2.81	2.81	2.74	3.00
26. Attends to or delegates routine tasks.	2.91	2.95	2.79	2.92
27. Uses a variety of strategies to foster appropriate student behavior according to individual and situational needs.	2.89	2.90	2.84	2.92
28. Demonstrates fairness and supportiveness in order to achieve a positive, interactive learning environment.	2.99	2.99	2.98	3.00
29. Uses instructional time effectively.	2.88	2.97	2.72	2.23
Competency V: Assessment of Student Learning
30. Communicates assessment criteria and performance standards to the students.	2.55	2.57	2.51	2.46
31. Develops and uses a variety of informal assessments to differentiate learning experiences that accommodate differences in developmental and/or educational needs.	2.74	2.87	2.26	2.92
32. Develops and uses a variety of formal assessments to differentiate learning experiences that accommodate differences in developmental and/or educational needs.	2.84	2.82	2.84	3.00
33. Provides timely feedback on students' academic performance and discusses corrective procedures to be taken.	2.77	2.76	2.77	2.85
34. Maintains records of student work and performance and appropriately communicates student progress.	2.80	2.79	2.84	2.77



• Spring 2012 Teacher Intern Assessment Instrument (TIAI) Results - Average Ratings by Item

TIAI Indicators 3=Target, 2=Acceptable, 1=Emerging, 0=Unacceptable	Overall	Elementary	Secondary	Special Ed
	N=263	N=177	N=70	N=16
Competency I: Planning and Preparation
1. Selects developmentally appropriate objectives for lessons based on state frameworks and best practices.	2.92	2.91	2.91	3.00
2. Plans appropriate teaching procedures.	2.93	2.91	2.97	2.91
3. Selects a variety of appropriate materials and technology for lessons.	2.87	2.90	2.76	2.90
4. Prepares appropriate assessment procedures and materials to evaluate learner progress.	2.91	2.92	2.89	2.92
5. Uses assessment information to plan differentiated learning experiences that accommodate differences in developmental and/or educational needs.	2.78	2.82	2.63	2.82
6. Uses knowledge of students' backgrounds, interests, experiences and prior knowledge to make instruction relevant and meaningful.	2.81	2.85	2.66	2.85
7. Integrates knowledge from several subject areas in lessons.	2.86	2.85	2.87	2.85
8. Incorporates diversity, including multicultural perspectives, into lessons.	2.82	2.83	2.76	2.83
9. Uses a variety of strategies to introduce and close lessons.	2.78	2.86	2.53	2.86
Competency II: Communication and Interaction
10. Uses acceptable written, oral, and nonverbal communication.	2.82	2.89	2.61	2.89
11. Provides clear, complete written and/or oral directions for instructional activities.	2.87	2.88	2.83	2.88
12. Communicates high expectations for learning to all students.	2.90	2.93	2.80	2.93
13. Conveys enthusiasm for teaching and learning.	2.92	2.94	2.83	2.94
14. Provides opportunities for the students to cooperate, communicate, and interact with each other to enhance learning.	2.77	2.80	2.63	2.80
15. Establishes opportunities for communication with parents and/or guardians.	2.63	2.79	2.34	2.79
Competency III: Teaching for Learning
16. Demonstrates knowledge of the subject(s) taught.	2.92	2.94	2.86	2.94
17. Uses a variety of appropriate teaching strategies.	2.94	2.93	2.96	2.93
18. Provides learning experiences that accommodate differences in developmental and individual needs of diverse learners.	2.85	2.86	2.79	2.86
19. Provides opportunities for students to apply concepts in problem solving and critical thinking.	2.84	2.87	2.73	2.87
20. Responds to and elicits student input during instruction.	2.89	2.92	2.80	2.92
21. Allows sufficient and equitable wait time to encourage students to expand and support their responses.	2.89	2.90	2.83	2.90
22. Uses higher-order questions to engage students in analytic, creative, and critical thinking.	2.80	2.82	2.71	2.82
23. Uses family and/or community resources (human or material) in lessons to enhance student learning.	2.72	2.79	2.50	2.79
Competency IV: Managing the Learning Environment
24. Monitors and adjusts the classroom environment to enhance social relationships, motivation, and learning.	2.83	2.90	2.63	2.90
25. Adjusts lessons according to individual student cues, professional reflections, and group responses.	2.84	2.88	2.70	2.88
26. Attends to or delegates routine tasks.	2.83	2.89	2.64	2.89
27. Uses a variety of strategies to foster appropriate student behavior according to individual and situational needs.	2.89	2.89	2.84	2.89
28. Demonstrates fairness and supportiveness in order to achieve a positive, interactive learning environment.	2.94	2.94	2.94	2.94
29. Uses instructional time effectively.	2.87	2.93	2.91	2.93
Competency V: Assessment of Student Learning
30. Communicates assessment criteria and performance standards to the students.	2.70	2.78	2.41	2.78
31. Develops and uses a variety of informal assessments to differentiate learning experiences that accommodate differences in developmental and/or educational needs.	2.78	2.81	2.66	2.81
32. Develops and uses a variety of formal assessments to differentiate learning experiences that accommodate differences in developmental and/or educational needs.	2.82	2.84	2.73	2.84
33. Provides timely feedback on students' academic performance and discusses corrective procedures to be taken.	2.75	2.79	2.60	2.79
34. Maintains records of student work and performance and appropriately communicates student progress.	2.77	2.82	2.57	2.82