Department Of Education ANNUAL REPORTING MEASURES

1. Department Of EducationANNUAL REPORTING MEASURES Academic Year 2017-2018

2. ANNUAL REPORTING MEASURES Impact Measures Outcome Measures Graduation Rates Ability of Completers to Meet Licensing Requirements Ability of Completers to Be Hired in Education Positions for Which They Have Prepared Student Loan Default Rate • Impact on P-12 Learning and Development Assessments • Indicators of Teacher Effectiveness • Satisfaction of Employers • Satisfaction of Completers

3. 1. Impact on P-12 Learning and Development Assessments* • Action Research Project During the student teaching semester, candidates identify a problematic situation, design an appropriate research-based intervention, implement it, and assess its impact on P-12 students. • Student Teaching Evaluation At the end of their student teaching semester, the University supervisor together with the cooperating teacher and the candidate conduct a 3-way evaluation of the candidate’s work in the classroom. This work includes at least 4 weeks of full control of the class, which means that candidates plan, implement, and assess instruction for all the classes usually taught by the cooperating teacher who mentored them. A few items of the rubric used to evaluate the candidates’ performance, specifically assess their impact on P-12 students. • Employer Survey We contacted employers of 2017-18 completers and asked for their assessment of completers’ disposition, knowledge, skills, and practices that research correlates to students’ learning and growth. *Assessments collected by less than 2 completers are not reported for privacy reasons.

4. 1A. Action Research Project: Early Childhood Education [6-point scale (0-5) |N=6 ]

5. 1A. Action Research Project: Elementary Education [6-point scale (0-5) | N=9 ]

6. 1A. Action Research Project: Special Education [6-point scale (1-6) | N=3 ]

7. 1B. Student Teaching Evaluation P-12 Student Impact

8. 1C. Employer Survey - Description All Programs 6-point Scale Survey: Assessing the degree of agreement or disagreement with specific statements: 1 = strongly disagree 2 = disagree 3 = somewhat disagree; 4 = somewhat agree 5 = agree 6 = strongly agree 5 InTASC Categories - 34 Statements: Describing dispositions, knowledge, skills, and practices aligned with InTASC Standards and assessing impact on P-12 students’ learning and development.

9. 1C. Employer Survey All Programs [6-point scale (1-6) | N = 5]

10. 2. Indicators of Teacher Effectiveness* • Student Teaching Evaluation At the end of their student teaching semester, the University supervisor together with the cooperating teacher and the candidate conduct a 3-way evaluation of the candidate’s work in the classroom. This work includes at least 4 weeks of full control of the class, which means that candidates plan, implement, and assess instruction for all the classes usually taught by the cooperating teacher who mentored them. The rubric’s items are aligned with InTASC Standards and evaluated on a 6-point scale, according to the criteria described in the next slide. *Assessments collected by less than 2 completers are not reported for privacy reasons.

11. 2A. Student Teaching Evaluation Rubric Scale Descriptors

12. 2A. Student Teaching Evaluation Early Childhood Education [6-point scale (1-6) |N=6 ]

13. 2A. Student Teaching Evaluation Elementary Education [6-point scale (1-6) |N=6 ]

14. 3. Satisfaction of Employers • Employer Survey We contacted the employers of 2017-18 completers and asked for their assessment of completers’ disposition, knowledge, skills, and practices that research correlates to students’ learning and growth. We also asked about completers’ impact on P-12 students’ learning and development and about the likelihood of re-appointment in the next academic year. • Employment Situation of Completers We contacted completers and asked them about their current career. *Assessments collected by less than 2 completers are not reported for privacy reasons.

15. 3A. Employer Survey - Description All Programs 6-point Scale Survey: Assessing the degree of agreement or disagreement with specific statements: 1 = strongly disagree 2 = disagree 3 = somewhat disagree; 4 = somewhat agree 5 = agree 6 = strongly agree 5 InTASC Categories - 34 Statements: Describing dispositions, knowledge, skills, and practices aligned with InTASC Standards and assessing impact on P-12 students’ learning and development. 2 General Categories – 2 Statements: • Likelihood to confirm completer’s appointment • Employer’s open comments

16. 3A. Employer Survey - In Their Own Words All Programs “[The completer] is a highly effective teacher. She creates learning opportunities that challenge and foster students’ curiosity. She has created a safe, learning environment, where her students are always challenged to learn and enjoy discovering new things. Students in the completer's class are always engaged in appropriate, meaningful activities. She encourages students to participate, share their thinking and give reason to support their thinking.” All principals stated their intention to confirm the completers’ appointment for the next academic year. “[The completer] is a strong first year teacher. She represents herself and the English program very effectively. We are pleased to have her at [..], and she is a great ambassador for The Catholic University of America.” c[The completer] has positive relationships with the majority of her students. She has difficulty managing students who are more challenging and would benefit from more special education instruction, which she will receive this summer. [The completer] also will benefit from learning how to work with parents as partners. We will be implementing a program to address this with all teachers in the 2019-2020 school year.” • “[The completer] is a typical first year teacher and is searching for her identity as a professional. Classroom discipline/behavior management is an area where growth is necessary and essential if she is going to address professional goals she may establish or work toward.”

17. 3B. Employment Situation of Completers All Programs [Total completers = 24] Historically, our programs’ completers secured full teaching position immediately after graduation. Most of them actually do so during their senior year. Schools in the D.C. area and also outside of the D.C. area are eager to recruit our programs’ completers. Our department webpage lists job offering that we receive from schools and recruiters (http://education.cua.edu/Jobs/jobs.cfm)

18. 4. Satisfaction of Completers • Alumni Survey Completers are asked to complete a 35-item survey regarding the preparation for a teaching career received at the Catholic University of America. The 35-items are aligned to InTASC Standards. The Survey also includes 2 open-ended questions and space for comments. The open-ended questions ask alumni to indicate which aspects of professional preparation they wished that the Catholic University Programs had addressed more effectively and which ones they felt were exceptionally addressed. *Assessments collected by less than 2 completers are not reported for privacy reasons.

19. 4A. Alumni Survey All Programs [6-point scale (1-6) | N = 11]

20. 4A. Alumni Survey All Programs [6-point scale (1-6) | N = 11] Aspects of professional preparation that completers wished were further addressed: • Classroom management, especially in relation to different student backgrounds • In-depth preparation for developing IEPs • Data collection as a means to evaluate instruction effectiveness • Overview of a variety of curricula and preparation for curriculum development

21. 4A. Alumni Survey All Programs [6-point scale (1-6) | N = 11] Aspects of professional preparation that completers felt were exceptionally addressed: • Professionalism in a variety of setting • Lesson planning and teaching strategies • Care and understanding • Experience in the classroom • Focus on individual child • High value placed on educating reflective practitioners • Emphasis on building valuable relationships with a variety of stakeholders • Practice with psychological and cognitive assessments

22. 4A. Alumni Survey - In Their Own Words All Programs “I took a year off of formal teaching this year. I only get a chance to get into the classroom when another teacher is absent; which happens quite a bit. It was difficult to complete this survey, but I do feel prepared to teach next year. This year has been somewhat of a year off from really teaching. With the tools I learned from the CUA education department I feel confident to enter the classroom this August.” “As a first year teacher, I feel so incredibly prepared in my role. I emphasize the values that I learned through CUA constantly in my day to day teaching. I am incredibly grateful to all of my education professors at CUA. I certainly would not be as confident or feel as comfortable in my teaching position as I do because of their guidance!” “I feel so well versed when discussing planning, assessments, collaboration, and a general willingness to work. CUA is small and hands on. I am so grateful to have had individual relationships with my professors, who I was able to confide in about everything from feeling inadequate in classroom discipline to feeling like I had no time to workout. I received fabulous advice on both. :)”

23. 4A. Alumni Survey - In Their Own Words All Programs “My approach to my degree was slow and interrupted, to fit with family financial demands and career requirements. I worked full-time as a teacher while taking one class per semester during the academic year and multiple summer classes. Many students were working full-time and taking two classes per semester. The high quality student population brought tremendous resources to the program in the real-life experiences they were able to share during our class discussion. After receiving my GTCP, I took a four-year hiatus before returning to finish my Masters program. In that short amount of time, there were new things to learn in the field of education. I wish all could experience the rejuvenation I felt in returning to the classroom as a student. I wish there could be a degree offered beyond a Masters, but less time intensive than a Ph.D., that would get teachers back into the classroom as graduate students on a cyclical basis, encountering professional development that could mean more than keeping your certification active. The two research-based classes I took at CUA last year to complete my Masters in Special Education allowed me to delve deeply into problems I faced in my classrooms and to find solutions or at least strategies I could try to resolve or improve the problems. These learning experiences were extremely meaningful.”

24. 4A. Alumni Survey - In Their Own Words All Programs “I have learned a lot from the rigors of academic life in CUA and blessed to have met professional faculty members expert in their own fields who became my mentors and continuing inspiration throughout. I am truly honored and proud to be a CUA Alumni and to have earned a dual licensure through my Master's Degree in Early Childhood Special Education.” “I am so glad that the CUA English and Education Program taught me confidence in my content knowledge, grew my passion to me a lifelong learner of Literature and Education, and taught me how to take criticism in stride. I am proud to share my education roots with anyone who asks.” “The professors I worked with in my time at Catholic University have affected me in the most positive way. They go the extra mile to make sure you are receiving everything you need. They taught me through their lessons, but also as a role model.”

25. 5. Graduation Rates Graduate 100% Eighty-one percent of our undergraduates complete their programs in 4 years. The rest (3 completers) finished the program by the end of the summer of the same academic year. 100% Fifty percent of our graduates complete their program in 2 years. The rest between 6 and 9 years. Undergraduate

26. 6. Ability of Completers to Meet Licensing Requirements • Praxis • Praxis Core (or SAT/ACT scores if qualifying) • Praxis II - Content Knowledge • Praxis II - Principles of Learning and Teaching • Title II Report

27. 6A. Praxis All Programs

28. 6B. Title II

29. 7. Ability of Completers to Be Hired in Education Positions for Which They Have Prepared • Employment Situation of Completers We contacted completers and asked them about their current career.

30. 7A. Employment Situation of Completers All Programs [Total completers = 24] Historically, our programs’ completers secured full teaching position immediately after graduation. Most of them actually do so during their senior year. Schools in the D.C. area and also outside of the D.C. area are eager to recruit our programs’ completers. Our department webpage lists job offering that we receive from schools and recruiters (http://education.cua.edu/Jobs/jobs.cfm)

31. 8. Student Loan Default Rates The entire Catholic University Cohort Default Rate and Perkins Status of Default Cohort Default Rate are 3.4% and 9.39% respectively for the 2016-2017 aid year. These are the latest data available. • The entire Catholic University Cohort Default Rate and Perkins Status of Default Cohort Default Rate are 3.4% and 9.39% respectively for the 2016-2017 aid year. These are the latest data available. • In regard to the 24 completers for the 2017-18 academic year, there were 18 that borrowed Direct/Stafford loans and 4 that borrowed Perkins loans from the Catholic University of America. All are in repayment.