Institutional Report 2015-2016

Complete Report Card

AY 2015-16

Institution Information

Name of Institution: Penn State University – University Park
Institution/Program Type: Traditional
Academic Year: 2015-16
State: Pennsylvania
Address: 278 Chambers Building University Park, PA, 16802
Contact Name: Dr. Stephanie Knight
Phone: 814-865-2524
Email: slk44@psu.edu

Is your institution a member of an HEA Title II Teacher Quality Partnership (TQP) grant awarded by the U.S. Department of Education? (http://www2.ed.gov/about/offices/list/oii/tqp/index.html)

No

If yes, provide the following:

Award year:

Grantee name:

 Project name:

 Grant number:

 List partner districts/LEAs: List other partners:

Project Type:

Section I.a Program Information

List each teacher preparation program included in your traditional route. Indicate if your program or programs participate in a Teacher Quality Partnership Grant awarded by the U.S. Department of Education as described at http://www2.ed.gov/about/offices/list/oii/tqp/index.html.

Teacher Preparation Programs

Teacher Quality Partnership Grant Member?

Agricultural Education

No

Art Education

No

Childhood & Early Adolescent Education PK-4

No

Childhood & Early Adolescent Education 4-8 English

No

Childhood & Early Adolescent Education 4-8 Mathematics

No

Childhood & Early Adolescent Education 4-8 Social Studies

No

Communication Sciences and Disorders

No

Kinesiology - Health & Physical Education

No

Music Education

No

Reading Specialist

No

Secondary Education Biological Science

No

Secondary Education Chemistry

No

Secondary Education Earth & Space Science

No

Secondary Education English/Communication

No

Secondary Education Mathematics

No

Secondary Education Physics

No

Secondary Education Social Studies

No

Special Education 7-12

No

Special Education PK-8

No

Workforce Education and Development

No

World Languages French

No

World Languages German

No

World Languages Latin

No

World Languages Russian

No

World Languages Spanish

No

Total number of teacher preparation programs: 25

Section I.b Admissions

Indicate when students are formally admitted into your initial teacher certification program:

Junior year after 48 credits, passing basic skills test, and other required courses

Does your initial teacher certification program conditionally admit students?

Yes

Provide a link to your website where additional information about admissions requirements can be found:

http://www.ed.psu.edu/educ/current-students/undergrad/academic-programs-1/entrance-and-exit-criteria

Please provide any additional comments about or exceptions to the admissions information provided above:

A student who is unable to get a course required for admission to major at a Penn State campus location prior to transferring to University Park is given conditional admission to the major for one semester pending successful completion of the required course. Successfully passing a basic skills test is required by state law before admittance into a teacher certification program.

Section I.b Undergraduate Requirements

Please provide the following information about your teacher preparation program's entry and exit requirements. (§205(a)(1)(C)(i))

Are there initial teacher certification programs at the undergraduate level? Yes

If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Undergraduate level.

Element

Required for Entry

Required for Exit

Transcript

No

No

Fingerprint check

Yes

Yes

Background check

Yes

Yes

Minimum number of courses/credits/semester hours completed

Yes

Yes

Minimum GPA

Yes

Yes

Minimum GPA in content area coursework

Yes

Yes

Minimum GPA in professional education coursework

Yes

Yes

Minimum ACT score

Yes

No

Minimum SAT score

Yes

No

Minimum basic skills test score

Yes

No

Subject area/academic content test or other subject matter verification

No

Yes

Recommendation(s)

No

No

Essay or personal statement

No

No

Interview

No

No

Other Varying hours of work experience with age appropriate children

Yes

No

What is the minimum GPA required for admission into the program?

3

What was the median GPA of individuals accepted into the program in academic year 2015-16:

3.54

What is the minimum GPA required for completing the program?

3

What was the median GPA of individuals completing the program in academic year 2015-16:

3.66

Please provide any additional comments about the information provided above:

Students are required to reach a minimum basic skills test score in reading, writing, and math. They may use any combination of SAT, ACT, Praxis CORE or PECT PAPA to achieve acceptable scores.

Section I.b Postgraduate Requirements

Please provide the following information about your teacher preparation program's entry and exit requirements. (§205(a)(1)(C)(i))

Are there initial teacher certification programs at the postgraduate level?

Yes

If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Postgraduate level.

Element

Required for Entry

Required for Exit

Transcript

Yes

No

Fingerprint check

No

Yes

Background check

No

Yes

Minimum number of courses/credits/semester hours completed

Yes

Yes

Minimum GPA

Yes

Yes

Minimum GPA in content area coursework

Yes

Yes

Minimum GPA in professional education coursework

No

Yes

Minimum ACT score

No

No

Minimum SAT score

No

No

Minimum basic skills test score

No

No

Subject area/academic content test or other subject matter verification

No

Yes

Recommendation(s)

Yes

No

Essay or personal statement

Yes

No

Interview

No

No

Other Application

Yes

No

What is the minimum GPA required for admission into the program?

3

What was the median GPA of individuals accepted into the program in academic year 2015-16?

3.69

What is the minimum GPA required for completing the program?

3

What was the median GPA of individuals completing the program in academic year 2015-16? 3.9

Please provide any additional comments about the information provided above:

Section I.c Enrollment

Provide the number of students in the teacher preparation program in the following categories. Note that you must report on the number of students by ethnicity and race separately. Individuals who are non-Hispanic/Latino will be reported in one of the race categories. Also note that individuals can belong to one or more racial groups, so the sum of the members of each racial category may not necessarily add up to the total number of students enrolled.

For the purpose of Title II reporting, an enrolled student is defined as a student who has been admitted to a teacher preparation program, but who has not completed the program during the academic year being reported. An individual who completed the program during the academic year being reported is counted as a program completer and not an enrolled student.

Additional guidance on reporting race and ethnicity data.

Total number of students enrolled in 2015-16:

791

Unduplicated number of males enrolled in 2015-16:

131

Unduplicated number of females enrolled in 2015-16:

660

2015-16

Number enrolled

Ethnicity

Hispanic/Latino of any race:

24

Race

American Indian or Alaska Native:

1

Asian:

17

Black or African American:

9

Native Hawaiian or Other Pacific Islander:

0

White:

690

Two or more races:

10

Section I.d Supervised Clinical Experience

Provide the following information about supervised clinical experience in 2015-16.

Average number of clock hours of supervised clinical experience required prior to student teaching

154.5

Average number of clock hours required for student teaching

586.5

Average number of clock hours required for mentoring/induction support

0

Number of full-time equivalent faculty supervising clinical experience during this academic year

38

Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff)

0

Number of students in supervised clinical experience during this academic year

417

 Please provide any additional information about or descriptions of the supervised clinical experiences:

 Some full-time faculty who supervise clinical experiences are also engaged in teaching methods courses. Included are 44 students in a year-long elementary professional development school program.

Section I.e Teachers Prepared by Subject Area

Please provide the number of teachers prepared by subject area for academic year 2015-16. For the purposes of this section, number prepared means the number of program completers. "Subject area" refers to the subject area(s) an individual has been prepared to teach. An individual can be counted in more than one subject area. If no individuals were prepared in a particular subject area, please leave that cell blank. (§205(b)(1)(H))

Subject Area

Number Prepared

Education - General

429

Teacher Education - Special Education

26

Teacher Education - Early Childhood Education

192

Teacher Education - Elementary Education

192

Teacher Education - Junior High/Intermediate/Middle School Education

13

Teacher Education - Secondary Education

92

Teacher Education - Multiple Levels

133

Teacher Education - Agriculture

13

Teacher Education - Art

9

Teacher Education - Business

0

Teacher Education - English/Language Arts

35

Teacher Education - Foreign Language

 

Teacher Education - Health

4

Teacher Education - Family and Consumer Sciences/Home Economics

0

Teacher Education - Technology Teacher Education/Industrial Arts

0

Teacher Education - Mathematics

15

Teacher Education - Music

27

Teacher Education - Physical Education and Coaching

3

Teacher Education - Reading

18

Teacher Education - Science Teacher Education/General Science

5

Teacher Education - Social Science

0

Teacher Education - Social Studies

43

Teacher Education - Technical Education

0

Teacher Education - Computer Science

0

Teacher Education - Biology

8

Teacher Education - Chemistry

4

Teacher Education - Drama and Dance

0

Teacher Education - French

3

Teacher Education - German

1

Teacher Education - History

0

Teacher Education - Physics

2

Teacher Education - Spanish

8

Teacher Education - Speech

27

Teacher Education - Geography

0

Teacher Education - Latin

0

Teacher Education - Psychology

0

Teacher Education - Earth Science

0

Teacher Education - English as a Second Language

64

Teacher Education - Bilingual, Multilingual, and Multicultural Education

0

Education - Other

Specify: Speech and Language Impaired (19); Environmental Science (1)

 20

Section I.e Teachers Prepared by Academic Major

Please provide the number of teachers prepared by academic major for academic year 2015-16. For the purposes of this section, number prepared means the number of program completers. "Academic major" refers to the actual major(s) declared by the program completer. An individual can be counted in more than one academic major. If no individuals were prepared in a particular academic major, please leave that cell blank. (§205(b)(1)(H))

 

Academic Major

Number Prepared

Education - General

429

Teacher Education - Special Education

27

Teacher Education - Early Childhood Education

192

Teacher Education - Elementary Education

192

Teacher Education - Junior High/Intermediate/Middle School Education

13

Teacher Education - Secondary Education

71

Teacher Education - Agriculture

18

Teacher Education - Art

9

Teacher Education - Business

 

Teacher Education - English/Language Arts

23

Teacher Education - Foreign Language

 

Teacher Education - Health

 

Teacher Education - Family and Consumer Sciences/Home Economics

 

Teacher Education - Technology Teacher Education/Industrial Arts

 

Teacher Education - Mathematics

15

Teacher Education - Music

27

Teacher Education - Physical Education and Coaching

 

Teacher Education - Reading

 

Teacher Education - Science

 

Teacher Education - Social Science

 

Teacher Education - Social Studies

43

Teacher Education - Technical Education

 

Teacher Education - Computer Science

 

Teacher Education - Biology

3

Teacher Education - Chemistry

2

Teacher Education - Drama and Dance

 

Teacher Education - French

3

Teacher Education - German

1

Teacher Education - History

 

Teacher Education - Physics

2

Teacher Education - Spanish

7

Teacher Education - Speech

15

Teacher Education - Geography

 

Teacher Education - Latin

 

Teacher Education - Psychology

 

Teacher Education - Earth Science

 

Teacher Education - English as a Second Language

1

Teacher Education - Bilingual, Multilingual, and Multicultural Education

 

Education - Curriculum and Instruction

38

Education - Social and Philosophical Foundations of Education

 

Liberal Arts/Humanities

 

Psychology

 

Social Sciences

 

Anthropology

 

Economics

 

Geography and Cartography

 

Political Science and Government

 

Sociology

 

Visual and Performing Arts

 

History

1

Foreign Languages

 

Family and Consumer Sciences/Human Sciences

 

English Language/Literature

1

Philosophy and Religious Studies

 

Agriculture

 

Communication or Journalism

 

Engineering

 

Biology

1

Mathematics and Statistics

 

Physical Sciences

 

Astronomy and Astrophysics

 

Atmospheric Sciences and Meteorology

 

Chemistry

 

Geological and Earth Sciences/Geosciences

 

Physics

 

Business/Business Administration/Accounting

 

Computer and Information Sciences

 

Other
Specify: Communication Speech Disorder (19), Kinesiology (3), Environmentl Sci (1)

23

Section I.f Program Completers

Provide the total number of teacher preparation program completers in each of the following academic years:

2015-16: 429

2014-15: 450

2013-14: 544

Section II Annual Goals - Mathematics

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in mathematics in each of three academic years.

Academic year 2015-16

Did your program prepare teachers in mathematics in 2015-16?

Yes

How many prospective teachers did your program plan to add in mathematics in 2015-16?

22

Did your program meet the goal for prospective teachers set in mathematics in 2015-16?

No

Description of strategies used to achieve goal, if applicable:

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

Fifteen students completed a Secondary Mathematics teacher preparation program in the AY 2015-16 with 12 of these students currently receiving teacher certification. In response to student and school district interest in mathematics preparation at the middle school level, the unit has developed a state approved Grades 4-8 Middle Level Mathematics teacher preparation program and expects the initial two students to complete this current academic year.

Provide any additional comments, exceptions and explanations below:

Academic year 2016-17

Is your program preparing teachers in mathematics in 2016-17?

Yes

How many prospective teachers did your program plan to add in mathematics in 2016-17?

15

Provide any additional comments, exceptions and explanations below:

Fourteen students are student teaching at the secondary level in spring 2017, and are expected to graduate in May 2017, from the initial 18 students who were approved to enter the mathematics teacher preparation program for Fall 2015. Also, two students have been accepted into the PDE approved Grades 4-8 mathematics program beginning Fall 2015. We expect an additional two students through change of majors and students seeking post-baccalaureate certification in mathematics. These students are expected to complete their programs in the AY 2016-17

Academic year 2017-18

Will your program prepare teachers in mathematics in 2017-18?

Yes

How many prospective teachers does your program plan to add in mathematics in 2017-18?

20

Provide any additional comments, exceptions and explanations below:

Currently there are 33 students who are currently registered in the Secondary Mathematics 7-12 teacher preparation program, 11 of which are expected to complete in AY 2017-18. Also, there are 15 students who are currently registered in the Grades 4-8 mathematics teacher preparation program, five of which are expected to complete in AY 2017-18.

Section II Annual Goals - Science

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in science in each of three academic years.

Academic year 2015-16

Did your program prepare teachers in science in 2015-16?

Yes

How many prospective teachers did your program plan to add in science in 2015-16?

15

Did your program meet the goal for prospective teachers set in science in 2015-16?

Yes

Description of strategies used to achieve goal, if applicable:

Twelve secondary science majors have completed the teacher preparation program for the AY 2015-16 and have received for teacher certification. Five AG ED students have also completed science area certifications: four have received certification for general science and one for environmental science certification.

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

Provide any additional comments, exceptions and explanations below:

Academic year 2016-17

Is your program preparing teachers in science in 2016-17?

Yes

 How many prospective teachers did your program plan to add in science in 2016-17?

18

Provide any additional comments, exceptions and explanations below:

Currently there are 13 undergraduate level and four graduate level students enrolled in student teaching in a secondary science teacher preparation program. Additionally, there are six agriculture education students who are student teaching and are eligible for general science education teacher certification upon completion.

Academic year 2017-18

Will your program prepare teachers in science in 2017-18?

Yes

How many prospective teachers does your program plan to add in science in 2017-18?

18

Provide any additional comments, exceptions and explanations below:

There are nine undergraduate students who have been entered into a secondary science teacher preparation program and should be completing within the 2017-18 academic year. Additionally there are four undergraduate Agriculture Education students who have been accepted into their program and should be completing in the 2017-18 academic year. An additional five graduate level science education students are expected to complete program requirements withing the 2017-18 academic year.

Section II Annual Goals - Special Education

 Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in special education in each of three academic years.

Academic year 2015-16

Did your program prepare teachers in special education in 2015-16?

Yes

How many prospective teachers did your program plan to add in special education in 2015-16?

25

Did your program meet the goal for prospective teachers set in special education in 2015-16?

Yes

Description of strategies used to achieve goal, if applicable:

The IHE provides multiple pathways for students to achieve special education certification. Students may pursue an IUG program that consists of a four year BS in Special Education and a one year Masters in Reading, or may pursue a four year BS in Elementary Education with a Special Education minor and a one year Masters in Special Education.

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

Provide any additional comments, exceptions and explanations below:

The program accepted 8 graduate level and 14 undergraduate student into the special education program for Fall 2015. For the AY 2015-16, 19 undergraduate students and 7 master level students have completed a special education preparation program.

Academic year 2016-17

Is your program preparing teachers in special education in 2016-17?

Yes

How many prospective teachers did your program plan to add in special education in 2016-17?

20

Provide any additional comments, exceptions and explanations below:

There are currently 40 students who were enrolled in the special education undergraduate degree program, and 15 have filed an intent to graduate Spring 2017. An additional five graduate level students have also filed an intent to graduate.

Academic year 2017-18

Will your program prepare teachers in special education in 2017-18?

Yes

How many prospective teachers does your program plan to add in special education in 2017-18?

20

Provide any additional comments, exceptions and explanations below:

Currently there are sixteen enrolled undergraduate Special Education students who should be completing all program requirements for the 2017-18 academic year. Additionally, we can estimate an additional 5 students who intend to complete a masters degree in special education following their current early childhood education program.

Section II Annual Goals - Instruction of Limited English Proficient Students

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in instruction of limited English proficient students in each of three academic years.

Academic year 2015-16

Did your program prepare teachers in instruction of limited English proficient students in 2015- 16?

Yes

How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2015-16?

45

Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2015-16?

Yes

Description of strategies used to achieve goal, if applicable:

There were 64 teachers recommended to the Pennsylvania Department of Education for Program Specialist certification in English as a Second Language. The College offers both a traditional five course program to meet the needs of residential students, plus a summer month abroad option with one additional course to meet the needs of working teachers and other adults.

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

Provide any additional comments, exceptions and explanations below:

According to the US Department of Education, Office of Post Secondary Education, in their August 2016 report, Pennsylvania reported no significant teacher shortages for AY 2015-16, including English as a Second Language.

Academic year 2016-17

Is your program preparing teachers in instruction of limited English proficient students in 2016- 17?

Yes

How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2016-17?

45

Provide any additional comments, exceptions and explanations below:

The US Department of Education has not yet released the Teacher Shortage Area Report for 2016-17, but the program is continuing to prepare certified teachers as prospective program specialists. ESL is not an initial teacher certification area in Pennsylvania, but can only be obtained by certified teachers.

Academic year 2017-18

Will your program prepare teachers in instruction of limited English proficient students in 2017- 18?

Yes

How many prospective teachers does your program plan to add in instruction of limited English proficient students in 2017-18?

45

Provide any additional comments, exceptions and explanations below:

The Pennsylvania Department of Education has listed English as a Second Language PK-12 as a teacher shortage area in Pennsylvania

Section II Assurances

 Please certify that your institution is in compliance with the following assurances. (§205(a)(1)(A)(iii), §206(b)) Note: Be prepared to provide documentation and evidence for your responses, when requested, to support the following assurances.

Preparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and recruitment trends.

Yes

Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom.

Yes

Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects.

Yes

Prospective general education teachers are prepared to provide instruction to students with disabilities.

Yes

Prospective general education teachers are prepared to provide instruction to limited English proficient students.

Yes

Prospective general education teachers are prepared to provide instruction to students from low- income families.

Yes

Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable.

Yes

Describe your institution’s most successful strategies in meeting the assurances listed above:

All candidates complete at least 9 credits (or 270 hours) of course work and/or experiences in accommodations and adaptations for special needs learners. All candidates complete at least 3 credits (or 90 hours) of course work and/or experiences in working with English language learners. All special education candidates seeking Pennsylvania certification complete dual certification programs. All students have several experiences working with students from ethnically and culturally diverse backgrounds built into each major as well as additional opportunities for diversity experiences in the classroom in Maymester courses (courses offered between the spring and summer sessions). For example, CI 295 Urban and Rural experiences is a course that provides students with opportunities to observe and participate in ethnically diverse urban settings as well as socioeconomically diverse rural settings. CI 280 provides immersion experiences for students in Hazleton, PA working with Latino ELL students. Five programs, representing the largest numbers of teacher candidates in the EPP, provide student teaching opportunities in Pittsburgh, Philadelphia, and Altoona in schools that have large numbers of students from under-represented populations.

Section III Assessment Pass Rates

Assessment code - Assessment name

Test Company

Group

Number taking tests

Avg. scaled score

Number passing tests

Pass rate (%)

ETS5701 -AGRICULTURE

Educational Testing Service (ETS)

All program completers, 2015-16

12

169

12

100

ETS5701 -AGRICULTURE

Educational Testing Service (ETS)

All program completers, 2014-15

13

168

13

100

ETS5701 -AGRICULTURE

Educational Testing Service (ETS)

All program completers, 2013-14

1

 

 

 

ETS0780 -AGRICULTURE (PA) (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2013-14

12

704

12

100

ETS5134 -ART CONTENT KNOWLEDGE

Educational Testing Service (ETS)

Other enrolled students

1

 

 

 

ETS5134 -ART CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2015-16

9

 

 

 

ETS5134 -ART CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2014-15

8

 

 

 

ETS5134 -ART CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2013-14

25

172

24

96

ETS0235 -BIOLOGY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

Other enrolled students

1

 

 

 

ETS0235 -BIOLOGY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2015-16

9

 

 

 

ETS0235 -BIOLOGY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2014-15

7

 

 

 

ETS0235 -BIOLOGY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2013-14

7

ETS0245 -CHEMISTRY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

Other enrolled students

1

 

 

 

ETS0245 -CHEMISTRY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2015-16

4

 

 

 

ETS0245 -CHEMISTRY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2014-15

6

 

 

 

ETS0245 -CHEMISTRY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2013-14

3

 

 

 

ETS0800 -COMMUNICATION (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2014-15

1

 

 

 

ETS0800 -COMMUNICATION (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2013-14

39

696

37

95

ETS0811 -COOPERATIVE EDUCATION

Educational Testing Service (ETS)

All program completers, 2015-16

1

 

 

 

ETS0811 -COOPERATIVE EDUCATION

Educational Testing Service (ETS)

All program completers, 2014-15

1

 

 

 

ETS5732 -CORE ACADEMIC SKILLS FOR ED: MATH

Educational Testing Service (ETS)

Other enrolled students

140

161

133

95

ETS5732 -CORE ACADEMIC SKILLS FOR ED: MATH

Educational Testing Service (ETS)

All program completers, 2015-16

6

 

 

 

ETS5732 -CORE ACADEMIC SKILLS FOR ED: MATH

Educational Testing Service (ETS)

All program completers, 2014-15

3

 

 

 

ETS5712 -CORE ACADEMIC SKILLS FOR ED: READING

Educational Testing Service (ETS)

Other enrolled students

140

172

133

95

ETS5712 -CORE ACADEMIC SKILLS FOR ED: READING

Educational Testing Service (ETS)

All program completers, 2015-16

7

 

 

 

ETS5712 -CORE ACADEMIC SKILLS FOR ED: READING

Educational Testing Service (ETS)

All program completers, 2014-15

3

 

 

 

ETS5722 -CORE ACADEMIC SKILLS FOR ED: WRITING

Educational Testing Service (ETS)

Other enrolled students

138

167

115

83

ETS5722 -CORE ACADEMIC SKILLS FOR ED: WRITING

Educational Testing Service (ETS)

All program completers, 2015-16

6

 

 

 

ETS5722 -CORE ACADEMIC SKILLS FOR ED: WRITING

Educational Testing Service (ETS)

All program completers, 2014-15

3

 

 

 

ETS5571 -EARTH AND SPACE SCIENCES - CK

Educational Testing Service (ETS)

All program completers, 2014-15

2

 

 

 

ETS5571 -EARTH AND SPACE SCIENCES - CK

Educational Testing Service (ETS)

All program completers, 2013-14

1

 

 

 

ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE (DISC)

Educational Testing Service (ETS)

All program completers, 2013-14

22

173

20

91

ETS5038 -ENGLISH LANGUAGE ARTS: CK

Educational Testing Service (ETS)

Other enrolled students

7

 

 

 

ETS5038 -ENGLISH LANGUAGE ARTS: CK

Educational Testing Service (ETS)

All program completers, 2015-16

26

182

26

100

ETS5038 -ENGLISH LANGUAGE ARTS: CK

Educational Testing Service (ETS)

All program completers, 2014-15

38

181

37

97

ETS5038 -ENGLISH LANGUAGE ARTS: CK

Educational Testing Service (ETS)

All program completers, 2013-14

31

180

30

97

ETS0831 -ENVIRONMENTAL EDUCATION

Educational Testing Service (ETS)

All program completers, 2015-16

1

 

 

 

ETS5174 -FRENCH WORLD LANGUAGE

Educational Testing Service (ETS)

All program completers, 2014-15

1

 

 

 

ETS5511 -FUNDAMENTAL SUBJECTS

Educational Testing Service (ETS)

Other enrolled students

7

 

 

 

ETS5511 -FUNDAMENTAL SUBJECTS

Educational Testing Service (ETS)

All program completers, 2015-16

100

180

100

100

ETS5511 -FUNDAMENTAL SUBJECTS

Educational Testing Service (ETS)

All program completers, 2014-15

94

180

94

100

ETS5511 -FUNDAMENTAL SUBJECTS

Educational Testing Service (ETS)

All program completers, 2013-14

147

180

145

99

ETS0435 -GENERAL SCI CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2015-16

1

 

 

 

ETS0435 -GENERAL SCI CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2014-15

2

 

 

 

ETS5857 -HEALTH AND PE

Educational Testing Service (ETS)

All program completers, 2015-16

4

 

 

 

ETS5857 -HEALTH AND PE

Educational Testing Service (ETS)

All program completers, 2014-15

8

 

 

 

ETS5856 -HEALTH AND PE (DISC)

Educational Testing Service (ETS)

All program completers, 2013-14

13

169

13

100

ETS5601 -LATIN

Educational Testing Service (ETS)

All program completers, 2013-14

1

 

 

 

ETS5161 -MATHEMATICS CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All enrolled students who have completed all noncl

3

 

 

 

ETS5161 -MATHEMATICS CONTENT KNOWLEDGE

Educational Testing Service (ETS) Other enrolled students

7

 

 

 

ETS5161 -MATHEMATICS CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2015-16

12

171

9

75

ETS5161 -MATHEMATICS CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2014-15

31

170

31

100

ETS5161 -MATHEMATICS CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2013-14

9

 

 

 

ETS0061 -MATHEMATICS CONTENT KNOWLEDGE (DISC)

Educational Testing Service (ETS)

All program completers, 2014-15

1

 

 

 

ETS0061 -MATHEMATICS CONTENT KNOWLEDGE (DISC)

Educational Testing Service (ETS)

All program completers, 2013-14

15

164

15

100

ETS0113 -MUSIC CONTENT KNOWLEDGE

Educational Testing Service (ETS)

Other enrolled students

2

 

 

 

ETS0113 -MUSIC CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2015-16

25

179

25

100

ETS0113 -MUSIC CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2014-15

22

179

22

100

ETS0113 -MUSIC CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2013-14

25

178

25

100

ETS5156 -PA 4-8 CORE SUBJ CONC ENG LANG ARTS

Educational Testing Service (ETS)

All program completers, 2015-16

5

 

 

 

ETS5156 -PA 4-8 CORE SUBJ CONC ENG LANG ARTS

Educational Testing Service (ETS)

All program completers, 2014-15

2

 

 

 

ETS5156 -PA 4-8 CORE SUBJ CONC ENG LANG ARTS

Educational Testing Service (ETS)

All program completers, 2013-14

5

 

 

 

ETS5158 -PA 4-8 CORE SUBJ CONC MATHEMATICS

Educational Testing Service (ETS)

All program completers, 2015-16

2

 

 

 

ETS5158 -PA 4-8 CORE SUBJ CONC MATHEMATICS

Educational Testing Service (ETS)

All program completers, 2014-15

1

 

 

 

ETS5158 -PA 4-8 CORE SUBJ CONC MATHEMATICS

Educational Testing Service (ETS)

All program completers, 2013-14

2

 

 

 

ETS5159 -PA 4-8 CORE SUBJ CONC SCIENCE

Educational Testing Service (ETS)

All program completers, 2013-14

1

 

 

 

ETS5157 -PA 4-8 CORE SUBJ CONC SOCIAL STUDIES

Educational Testing Service (ETS)

All program completers, 2015-16

5

 

 

 

ETS5157 -PA 4-8 CORE SUBJ CONC SOCIAL STUDIES

Educational Testing Service (ETS)

All program completers, 2014-15

6

 

 

 

ETS5157 -PA 4-8 CORE SUBJ CONC SOCIAL STUDIES

Educational Testing Service (ETS)

All program completers, 2013-14

4

 

 

 

ETS5154 -PA 4-8 CORE SUBTEST ENG LANG ARTS SOC STUDIES

Educational Testing Service (ETS)

All program completers, 2015-16

12

171

11

92

ETS5154 -PA 4-8 CORE SUBTEST ENG LANG ARTS SOC STUDIES

Educational Testing Service (ETS)

All program completers, 2014-15

9

 

 

 

ETS5154 -PA 4-8 CORE SUBTEST ENG LANG ARTS SOC STUDIES

Educational Testing Service (ETS)

All program completers, 2013-14

12

163

11

92

ETS5155 -PA 4-8 CORE SUBTEST MATH AND SCIENCE

Educational Testing Service (ETS)

All program completers, 2015-16

12

180

12

100

ETS5155 -PA 4-8 CORE SUBTEST MATH AND SCIENCE

Educational Testing Service (ETS)

All program completers, 2014-15

9

 

 

 

ETS5155 -PA 4-8 CORE SUBTEST MATH AND SCIENCE

Educational Testing Service (ETS)

All program completers, 2013-14

12

174

9

75

ETS5153 -PA 4-8 CORE SUBTEST PEDAGOGY

Educational Testing Service (ETS)

All program completers, 2015-16

12

181

12

100

ETS5153 -PA 4-8 CORE SUBTEST PEDAGOGY

Educational Testing Service (ETS)

All program completers, 2014-15

9

 

 

 

ETS5153 -PA 4-8 CORE SUBTEST PEDAGOGY

Educational Testing Service (ETS)

All program completers, 2013-14

12

178

12

100

ESP0001 -PAPA - MODULE 1 READING

Evaluation Systems group of Pearson

All enrolled students who have completed all noncl

9

 

 

 

ESP0001 -PAPA - MODULE 1 READING

Evaluation Systems group of Pearson

Other enrolled students

146

233

116

79

ESP0001 -PAPA - MODULE 1 READING

Evaluation Systems group of Pearson

All program completers, 2015-16

266

241

243

91

ESP0001 -PAPA - MODULE 1 READING

Evaluation Systems group of Pearson

All program completers, 2014-15

267

245

265

99

ESP0001 -PAPA - MODULE 1 READING

Evaluation Systems group of Pearson

All program completers, 2013-14

21

246

21

100

ESP0002 -PAPA - MODULE 2 MATH

Evaluation Systems group of Pearson

All enrolled students who have completed all noncl

9

 

 

 

ESP0002 -PAPA - MODULE 2 MATH

Evaluation Systems group of Pearson

Other enrolled students

146

245

143

98

ESP0002 -PAPA - MODULE 2 MATH

Evaluation Systems group of Pearson

All program completers, 2015-16

266

247

260

98

ESP0002 -PAPA - MODULE 2 MATH

Evaluation Systems group of Pearson

All program completers, 2014-15

267

250

264

99

ESP0002 -PAPA - MODULE 2 MATH

Evaluation Systems group of Pearson

All program completers, 2013-14

21

261

21

100

ESP0003 -PAPA - MODULE 3 WRITING

Evaluation Systems group of Pearson

All enrolled students who have completed all noncl

9

 

 

 

ESP0003 -PAPA - MODULE 3 WRITING

Evaluation Systems group of Pearson

Other enrolled students

147

235

120

82

ESP0003 -PAPA - MODULE 3 WRITING

Evaluation Systems group of Pearson

All program completers, 2015-16

267

237

231

87

ESP0003 -PAPA - MODULE 3 WRITING

Evaluation Systems group of Pearson

All program completers, 2014-15

267

243

264

99

ESP0003 -PAPA - MODULE 3 WRITING

Evaluation Systems group of Pearson

All program completers, 2013-14

21

238

21

100

ESP0006 -PECT PREK-4 - MODULE 1

Evaluation Systems group of Pearson

All enrolled students who have completed all noncl

5

 

 

 

ESP0006 -PECT PREK-4 - MODULE 1

Evaluation Systems group of Pearson

Other enrolled students

57

214

45

79

ESP0006 -PECT PREK-4 - MODULE 1

Evaluation Systems group of Pearson

All program completers, 2015-16

179

226

165

92

ESP0006 -PECT PREK-4 - MODULE 1

Evaluation Systems group of Pearson

All program completers, 2014-15

211

224

190

90

ESP0006 -PECT PREK-4 - MODULE 1

Evaluation Systems group of Pearson

All program completers, 2013-14

229

223

217

95

ESP0007 -PECT PREK-4 - MODULE 2

Evaluation Systems group of Pearson

All enrolled students who have completed all noncl

5

 

 

 

ESP0007 -PECT PREK-4 - MODULE 2

Evaluation Systems group of Pearson

Other enrolled students

52

205

36

69

ESP0007 -PECT PREK-4 - MODULE 2

Evaluation Systems group of Pearson

All program completers, 2015-16

179

220

153

85

ESP0007 -PECT PREK-4 - MODULE 2

Evaluation Systems group of Pearson

All program completers, 2014-15

211

221

186

88

ESP0007 -PECT PREK-4 - MODULE 2

Evaluation Systems group of Pearson

All program completers, 2013-14

228

223

212

93

ESP0008 -PECT PREK-4 - MODULE 3

Evaluation Systems group of Pearson

All enrolled students who have completed all noncl

5

 

 

 

ESP0008 -PECT PREK-4 - MODULE 3

Evaluation Systems group of Pearson

Other enrolled students

52

205

35

67

ESP0008 -PECT PREK-4 - MODULE 3

Evaluation Systems group of Pearson

All program completers, 2015-16

180

219

139

77

ESP0008 -PECT PREK-4 - MODULE 3

Evaluation Systems group of Pearson

All program completers, 2014-15

211

222

178

84

ESP0008 -PECT PREK-4 - MODULE 3

Evaluation Systems group of Pearson

All program completers, 2013-14

228

220

203

89

ESP0015 -PECT SPEC ED 7-12 - MODULE 1

Evaluation Systems group of Pearson

All program completers, 2014-15

14

255

14

100

ESP0015 -PECT SPEC ED 7-12 - MODULE 1

Evaluation Systems group of Pearson

All program completers, 2013-14

15

261

15

100

ESP0016 -PECT SPEC ED 7-12 - MODULE 2

Evaluation Systems group of Pearson

All program completers, 2014-15

14

264

14

100

ESP0016 -PECT SPEC ED 7-12 - MODULE 2

Evaluation Systems group of Pearson

All program completers, 2013-14

15

254

15

100

ESP0011 -PECT SPEC ED PREK-8 - MODULE 1

Evaluation Systems group of Pearson

Other enrolled students

7

 

 

 

ESP0011 -PECT SPEC ED PREK-8 - MODULE 1

Evaluation Systems group of Pearson

All program completers, 2015-16

1

 

 

 

ESP0011 -PECT SPEC ED PREK-8 - MODULE 1

Evaluation Systems group of Pearson

All program completers, 2014-15

1

 

 

 

ESP0011 -PECT SPEC ED PREK-8 - MODULE 1

Evaluation Systems group of Pearson

All program completers, 2013-14

5

 

 

 

ESP0012 -PECT SPEC ED PREK-8 - MODULE 2

Evaluation Systems group of Pearson

Other enrolled students

7

 

 

 

ESP0012 -PECT SPEC ED PREK-8 - MODULE 2

Evaluation Systems group of Pearson

All program completers, 2015-16

1

 

 

 

ESP0012 -PECT SPEC ED PREK-8 - MODULE 2

Evaluation Systems group of Pearson

All program completers, 2014-15

1

 

 

 

ESP0012 -PECT SPEC ED PREK-8 - MODULE 2

Evaluation Systems group of Pearson

All program completers, 2013-14

5

 

 

 

ETS5265 -PHYSICS CONTENT KNOWLEDGE

Educational Testing Service (ETS)

Other enrolled students

2

 

 

 

ETS5265 -PHYSICS CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2014-15

2

 

 

 

ETS5265 -PHYSICS CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2013-14

1

 

 

 

ETS0730 -PRAXIS I MATHEMATICS (DISCONTINUED)

Educational Testing Service (ETS)

Other enrolled students

3

 

 

 

ETS0730 -PRAXIS I MATHEMATICS (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2015-16

12

179

12

100

ETS0730 -PRAXIS I MATHEMATICS (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2014-15

140

181

140

100

ETS0730 -PRAXIS I MATHEMATICS (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2013-14

476

182

476

100

ETS0710 -PRAXIS I READING (DISCONTINUED)

Educational Testing Service (ETS)

Other enrolled students

3

 

 

 

ETS0710 -PRAXIS I READING (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2015-16

11

179

11

100

ETS0710 -PRAXIS I READING (DISCONTINUED)

Educational Testing Service (ETS) A

ll program completers, 2014-15

139

179

139

100

ETS0710 -PRAXIS I READING (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2013-14

476

180

476

100

ETS0720 -PRAXIS I WRITING (DISCONTINUED)

Educational Testing Service (ETS)

Other enrolled students

4

 

 

 

ETS0720 -PRAXIS I WRITING (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2015-16

11

175

11

100

ETS0720 -PRAXIS I WRITING (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2014-15

139

177

138

99

ETS0720 -PRAXIS I WRITING (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2013-14

476

177

476

100

ETS5301 -READING SPECIALIST II

Educational Testing Service (ETS)

All program completers, 2015-16

17

181

16

94

ETS5301 -READING SPECIALIST II

Educational Testing Service (ETS)

All program completers, 2014-15

12

185

12

100

ETS5301 -READING SPECIALIST II

Educational Testing Service (ETS)

All program completers, 2013-14

15

183

15

100

ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All enrolled students who have completed all noncl

2

 

 

 

ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE

Educational Testing Service (ETS)

Other enrolled students

1

 

 

 

ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2015-16

35

171

33

94

ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2014-15

26

172

26

100

ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2013-14

42

170

38

90

ETS5195 -SPANISH WORLD LANGUAGE

Educational Testing Service (ETS)

All program completers, 2014-15

1

 

 

 

ETS5195 -SPANISH WORLD LANGUAGE

Educational Testing Service (ETS)

All program completers, 2013-14

3

 

 

 

ETS5331 -SPEECH LANGUAGE PATHOLOGY

Educational Testing Service (ETS)

All program completers, 2015-16

23

182

23

100

ETS5331 -SPEECH LANGUAGE PATHOLOGY

Educational Testing Service (ETS)

All program completers, 2014-15

15

176

15

100

ETS5330 -SPEECH LANGUAGE PATHOLOGY (DISC)

Educational Testing Service (ETS)

All program completers, 2014-15

1

 

 

 

ETS5330 -SPEECH LANGUAGE PATHOLOGY (DISC)

Educational Testing Service (ETS)

All program completers, 2013-14

33

692

33

100

Section III Summary Pass Rates

 

Group

Number taking tests

Number passing tests

Pass rate (%)

All program completers, 2015-16

396

292

74

All program completers, 2014-15

442

376

85

All program completers, 2013-14

544

489

90

Section IV Low-Performing

Provide the following information about the approval or accreditation of your teacher preparation program.

Is your teacher preparation program currently approved or accredited?

Yes

If yes, please specify the organization(s) that approved or accredited your program:

State

NCATE

CAEP Eligible

Is your teacher preparation program currently under a designation as "low-performing" by the state (as per section 207(a) of the HEA of 2008)?

No

Section V Use of Technology

Provide the following information about the use of technology in your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request.

Does your program prepare teachers to:

  • integrate technology effectively into curricula and instruction 
    • Yes
  • use technology effectively to collect data to improve teaching and learning
    • Yes
  • use technology effectively to manage data to improve teaching and learning
    • Yes
  • use technology effectively to analyze data to improve teaching and learning
    • Yes

Provide a description of the evidence that your program uses to show that it prepares teachers to integrate technology effectively into curricula and instruction, and to use technology effectively to collect, manage, and analyze data in order to improve teaching and learning for the purpose of increasing student academic achievement. Include a description of the evidence your program uses to show that it prepares teachers to use the principles of universal design for learning, as applicable. Include planning activities and a timeline if any of the four elements listed above are not currently in place.

Candidates enrolled in childhood and early adolescent education, world languages education, secondary English education and special education participate in the EDUCATE initiative, which requires students to bring their own device (BYOD) to courses and field experiences in the major. “Device” refers to a laptop computer or tablet with a current operating system that can capture video/audio and connect to the internet in order to integrate technology into pedagogical courses: http://ed.psu.edu/educate

Candidates enrolled in other programs are required to use technology in all pedagogical courses and field experiences. Students are taught how to use TaskStream as a data collection and management tool. Video analysis tools, such as Studio Code, are also integral to some programs.

We have established the Krause Innovation Studio as a resource for faculty and teachers at the post-secondary level, secondary and elementary school level, and also educators working in informal learning settings such as museums and the work place. Starting with teaching practice and drawing upon the power of emerging technologies to transform teaching and learning, the Krause Innovation Studio is an incubator for innovative technology-supported pedagogy that allows educators in a variety of contexts to address the needs of an increasingly diverse and geographically dispersed student population. (http://innovation.ed.psu.edu/)

Finally, at the College level, an Assessment Committee has been formed comprising of representatives from the teacher preparation programs under the College of Education. At these meetings, the group intentionally analyzes unit and program data and provides feedback for added unit-wide cohesiveness and program improvements and development.

Section VI Teacher Training

Provide the following information about your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request.

Does your program prepare general education teachers to:

  • teach students with disabilities effectively
    • Yes
  • participate as a member of individualized education program teams
    • Yes
  • teach students who are limited English proficient effectively
    • Yes

Provide a description of the evidence your program uses to show that it prepares general education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place.

All general education candidates take 7 credits of special education courses specific to the age range they plan to teach, and all have an additional equivalent of 2 credits embedded in field work and courses that are specific to special needs populations. All candidates are required to take 3 credits of course work related to teaching English language learners.

Does your program prepare special education teachers to:

  • teach students with disabilities effectively
    • Yes
  • participate as a member of individualized education program teams
    • Yes
  • teach students who are limited English proficient effectively
    • Yes

Provide a description of the evidence your program uses to show that it prepares special education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place.

The special education program courses are designed to use scientifically research based strategies for effective interventions with children. The program has extensive field work connected to university courses related to teaching students with disabilities effectively. All students participate in designing effective progress monitoring and subsequent data driven instruction and planning lesson planning as well as individualizing lessons and developing and implementing IEPS. All students learn about formative and summative assessment design and implementation for assessment effective student learning. All students take 3 credits of course work related to English language learners with exceptional learning needs and visit ELL programs.

Section VII Contextual Information

 Please use this space to provide any additional information that describes your teacher preparation program(s). You may also attach information to this report card. The U.S. Department of Education is especially interested in any evaluation plans or interim or final reports that may be available.

The IHE would like to note that there is a discrepancy between the summary pass rate of 74% that is embedded in Section III of this report and the 93.2% rate that we have calculated for AY 2015-16. The Pennsylvania Department of Education has a sliding GPA scale that our students can use for their certification exams. A significant number of students use their excellent GPAs to pass these exams. Our Higher Education liaison at PDE verified via email that PDE does report to Title II the sliding GPA scale that is used to qualify for teacher certification. Our liaison acknowledged the impact it may have on pass rates.

Supporting Files