Teacher Preparation Program Report - Traditional Program 2017

Title II Higher Education Act 2017 Report

Complete Report Card — Academic year 2015-16

Institution Information

Name of Institution: Rockhurst University
Institution/Program Type:Traditional
State: Missouri

Address:1100 Rockhurst Road
Kansas City, MO, 64110

Contact Name: Hilary Harms Logan
Phone: 816-501-3557
Email: hilary.logan@rockhurst.edu


Is your institution a member of an lEA Title II Teacher Quality Partnership (TQP) grant awarded by the U.S.Department of Education?  — 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 www2.ed.gov/programs/tqpartnership/index.html.

Teacher Preparation Programs

Teacher Quality Partnership Grant Member?

Biology 9·12 No
Business 9-12 No
Chemistry 9-12 No
Elementary 1- 6 No
English 9-12 No
French K-12 No
General Science 5-9 No
Language Arts 5-9 No
Mathematics 5-9 No
Mathematics 9-12 No
Mild/Moderate Cross Categorical K-12 No
Physics 9 -12 No
Science 9-12 No
Social Science 5-9 No
Social Science 9-12 No
Spanish K-12 No
Unified Science: Biology 9-12 No
Unified Science: Chemistry 9-12 No
Unified Science: Physics 9-12 No
Total number of teacher preparation programs: 19

Section I.b Admissions

Indicate when students  are formally admitted into your initial teacher certification program:
Sophomore year upon application

Does your initial teacher certification program conditionally admit students?
No

Provide a link  to your website where additional information about admissions requirements can be found:
ww2.rockhurst.edu

Please provide any additional comments about or exceptions to the admissions Information provided above:
Undergraduates typically apply sophomore to junior year; graduates apply at any time.

An applicant to the M.Ed. program might be provisionally accepted because of a content area grade point average slightly below our minimum requirement. After this student's first semester in the program, the advisor reevaluates the student's academic status and quality of work to determine whether the individual should be transitioned from provisional acceptance to full acceptance.

Section 1.b Undergraduate Requirements

Please provide the following information about your teacher preparation program's entry and exit requirements.(§20S(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

Yes

Yes

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

No

Yes

Minimum GPA in professional education coursework

Yes

Yes

Minimum ACT score

No

No

Minimum SAT score

No

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

Yes

No

Interview

No

No

Other

No

No

What is the minimum GPA required for admission into the program?
2.75

What was the median GPA of individuals accepted into the program in academic year 2015-16
3.81

What is the minimum GPA required for completing the program?
2.75

What was the median GPA of individuals completing the program In academic year 2015-16
3.82

Please provide any additional comments about the Information provided above:
Beginning fall 2013 bachelor students accepted into the program must have an overall grade point average of 2.75; content area and education coursework minimum grade point average is 3.0 to be recommended for certification in Missouri.

Section I.b Postgraduate Requirements

Please provide the following information about your teacher preparation program's entry and exit requirements. (§20S(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

Yes

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

No

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 - An interview may be required.

Yes

No

What Is the minimum GPA required for admission into the program?
2.75

What was the median GPA of individuals accepted into the program m in academic year 2015-16
3.41

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?
3.95

Please provide any additional comments about the Information provided above:

Beginning fall 2013, the graduate student must have a minimum content area and education coursework grade point average of 3.0 to be recommended for certification in Missouri.

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: 117 
Unduplicated number of males enrolled in 2015-16: 29 
Unduplicated number of females enrolled in 2015-16: 88 
2015-16 Number enrolled
Ethnicity
Hispanic/Latino of any race:
Race
American Indian or Alaska Native:
Asian:
Black or African American:
Native Hawaiian or Other Pacific Islander:
White: 92 
Two or more races:

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  62 
Average number of clock hours required for student teaching  600 
Average number of clock hours required for mentoring/induction support  0 
Number of full-time equivalent faculty supervising clinical experience during this academic year  3 
Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff)  4 
Number of students in supervised clinical experience during this academic year  31 

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

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   
Teacher Education - Special Education 
Teacher Education - Early Childhood Education   
Teacher Education - Elementary Education  15 
Teacher Education - Junior High/Intermediate/Middle School Education 
Teacher Education - Secondary Education  13 
Teacher Education - Multiple Levels 
Teacher Education - Agriculture   
Teacher Education - Art   
Teacher Education - Business 
Teacher Education - English/Language Arts 
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 
Teacher Education - Music    
Teacher Education - Physical Education and Coaching   
Teacher Education - Reading    
Teacher Education - Science Teacher Education/General Science 
Teacher Education - Social Science  
Teacher Education - Social Studies   
Teacher Education - Technical Education   
Teacher Education - Computer Science   
Teacher Education - Biology 
Teacher Education - Chemistry   
Teacher Education - Drama and Dance   
Teacher Education - French   
Teacher Education - German   
Teacher Education - History 
Teacher Education - Physics   
Teacher Education - Spanish 
Teacher Education - Speech   
Teacher Education - Geography   
Teacher Education - Latin   
Teacher Education - Psychology   
Teacher Education - Earth Science   
Teacher Education - English as a Second Language   
Teacher Education - Bilingual, Multilingual, and Multicultural Education   
Education - Other 
Specify:
 

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   
Teacher Education - Special Education   
Teacher Education - Early Childhood Education   
Teacher Education - Elementary Education 
Teacher Education - Junior High/Intermediate/Middle School Education   
Teacher Education - Secondary Education   
Teacher Education - Agriculture   
Teacher Education - Art   
Teacher Education - Business   
Teacher Education - English/Language Arts 
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 
Teacher Education - Music    
Teacher Education - Physical Education and Coaching   
Teacher Education - Reading    
Teacher Education - Science   
Teacher Education - Social Science    
Teacher Education - Social Studies   
Teacher Education - Technical Education   
Teacher Education - Computer Science   
Teacher Education - Biology   
Teacher Education - Chemistry   
Teacher Education - Drama and Dance   
Teacher Education - French   
Teacher Education - German   
Teacher Education - History 
Teacher Education - Physics   
Teacher Education - Spanish 
Teacher Education - Speech   
Teacher Education - Geography   
Teacher Education - Latin   
Teacher Education - Psychology   
Teacher Education - Earth Science   
Teacher Education - English as a Second Language   
Teacher Education - Bilingual, Multilingual, and Multicultural Education   
Education - Curriculum and Instruction   
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   
Foreign Languages   
Family and Consumer Sciences/Human Sciences   
English Language/Literature   
Philosophy and Religious Studies   
Agriculture   
Communication or Journalism   
Engineering   
Biology   
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:
 

Section I.f Program Completers

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

2015-16: 30

2014-15: 53

2013-14: 70

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?
8

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:

Provide any additional comments, exceptions and explanations below:
Dr. Hicks and the Department of Education will continue to work closely with the Mathematics Department at Rockhurst University to identify and encourage potential mathematics teachers.

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?
8

Provide any additional comments, exceptions and explanations below:

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?
8

Provide any additional comments, exceptions and explanations below:

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?
6

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:

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:
All education faculty will continue to actively recruit and encourage potential science teachers.

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?
5

Provide any additional comments, exceptions and explanations below:

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?
5

Provide any additional comments, exceptions and explanations below:

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?
14

Did your program meet the goal for prospective teachers set in special education 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:

Provide any additional comments, exceptions and explanations below:
Janet Spallo Mitchelson joined the faculty as the Director of Field Experiences in 2015-2016. Janet has extensive background in special education and will work to advise and recruit special education students.

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?
14

Provide any additional comments, exceptions and explanations below:
We have received approval from the Missouri Department of Elementary and Secondary Education to add undergraduate special education certification to our program beginning fall 2017. We anticipate several new undergraduates who will seek this certification.

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?
15

Provide any additional comments, exceptions and explanations below:

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?
No

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

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

Data not reported

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:

Provide any additional comments, exceptions and explanations below:
While we do not provide specific courses for ELL certification, we do include instruction of ELL learners in discussion of differentiated instruction, in our content methods courses, in literacy courses, in our special education coursework, and those that target remedial reading strategies.

Academic year 2016-17

Is your program preparing teachers in instruction of limited English proficient students in 2016-17?
No

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

Provide any additional comments, exceptions and explanations below:
While we do not provide specific courses for ELL certification, we do include instruction of ELL learners in discussion of differentiated instruction, in our content methods courses, in literacy courses, in our special education coursework, and those that target remedial reading strategies.

Academic year 2017-18

Will your program prepare teachers in instruction of limited English proficient students in 2017-18?
No

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

Provide any additional comments, exceptions and explanations below:
While we do not provide specific courses for ELL certification, we do include instruction of ELL learners in discussion of differentiated instruction, in our content methods courses, in literacy courses, in our special education coursework, and those that target remedial reading strategies.

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:
Our full time and adjunct faculty are in close proximity to the area school districts and cognizant of current needs, incorporating these needs into the coursework. The core education courses all Education students complete ensure training in special education, children with disabilities, limited English proficient students, children from low income families, and urban and rural schools.

Section III Assessment Pass Rates

Assessment code - Assessment name

Test Company

Group

Number
taking
tests
Avg.
scaled
score
Number
passing
tests
Pass
rate
(%)
016 -BIOLOGY 
Evaluation Systems group of Pearson 
Other enrolled students 
     
0235 -BIOLOGY: CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All program completers, 2015-16 
     
0235 -BIOLOGY: CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
0235 -BIOLOGY: CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
5235 -BIOLOGY: CONTENT KNOWLEDGE (CBT) 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
5235 -BIOLOGY: CONTENT KNOWLEDGE (CBT) 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
017 -BUSINESS 
Evaluation Systems group of Pearson 
Other enrolled students 
     
0101 -BUSINESS EDUCATION: CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
0101 -BUSINESS EDUCATION: CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
5101 -BUSINESS EDUCATION: CONTENT KNOWLEDGE (CBT) 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
5011 -ELEM ED: CURR. INSTRUCTION AND ASSESSMENT (CBT) 
Educational Testing Service (ETS) 
All program completers, 2015-16 
     
5011 -ELEM ED: CURR. INSTRUCTION AND ASSESSMENT (CBT) 
Educational Testing Service (ETS) 
All program completers, 2014-15 
18  180  18  100 
5011 -ELEM ED: CURR. INSTRUCTION AND ASSESSMENT (CBT) 
Educational Testing Service (ETS) 
All program completers, 2013-14 
28  177  28  100 
0011 -ELEM ED: CURRICULUM INSTRUCTION AND ASSESSMENT 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
0011 -ELEM ED: CURRICULUM INSTRUCTION AND ASSESSMENT 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
007 -ELEMENTARY EDUCATION: ENGLISH LANG. ARTS SUBTEST 
Evaluation Systems group of Pearson 
Other enrolled students 
26  245  26  100 
007 -ELEMENTARY EDUCATION: ENGLISH LANG. ARTS SUBTEST 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
008 -ELEMENTARY EDUCATION: MATHEMATICS SUBTEST 
Evaluation Systems group of Pearson 
Other enrolled students 
26  250  26  100 
008 -ELEMENTARY EDUCATION: MATHEMATICS SUBTEST 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
009 -ELEMENTARY EDUCATION: SCIENCE SUBTEST 
Evaluation Systems group of Pearson 
Other enrolled students 
26  238  24  92 
009 -ELEMENTARY EDUCATION: SCIENCE SUBTEST 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
010 -ELEMENTARY EDUCATION: SOCIAL STUDIES SUBTEST 
Evaluation Systems group of Pearson 
Other enrolled students 
26  246  25  96 
010 -ELEMENTARY EDUCATION: SOCIAL STUDIES SUBTEST 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
020 -ENGLISH 
Evaluation Systems group of Pearson 
Other enrolled students 
13  236  11  85 
020 -ENGLISH 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
5041 -ENGLISH LANG LIT. & COMP: CONTENT KNOWLEDGE (CBT) 
Educational Testing Service (ETS) 
All program completers, 2015-16 
     
5041 -ENGLISH LANG LIT. & COMP: CONTENT KNOWLEDGE (CBT) 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
5041 -ENGLISH LANG LIT. & COMP: CONTENT KNOWLEDGE (CBT) 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
0041 -ENGLISH LANG. LIT. AND COMP. : CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
0041 -ENGLISH LANG. LIT. AND COMP. : CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
5174 -FRENCH: WORLD LANGUAGE CBT 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
5174 -FRENCH: WORLD LANGUAGE CBT 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
023 -MATHEMATICS 
Evaluation Systems group of Pearson 
Other enrolled students 
     
023 -MATHEMATICS 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
5061 -MATHEMATICS: CONTENT KNOWLEDGE (CBT) 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
5061 -MATHEMATICS: CONTENT KNOWLEDGE (CBT) 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
011 -MIDDLE SCHOOL EDUCATION: LANGUAGE ARTS 
Evaluation Systems group of Pearson 
Other enrolled students 
     
013 -MIDDLE SCHOOL EDUCATION: SCIENCE 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
014 -MIDDLE SCHOOL EDUCATION: SOCIAL SCIENCE 
Evaluation Systems group of Pearson 
Other enrolled students 
     
0049 -MIDDLE SCHOOL ENGLISH-LANGUAGE ARTS 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
5049 -MIDDLE SCHOOL ENGLISH-LANGUAGE ARTS (CBT) 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
5049 -MIDDLE SCHOOL ENGLISH-LANGUAGE ARTS (CBT) 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
0069 -MIDDLE SCHOOL MATHEMATICS 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
0439 -MIDDLE SCHOOL SCIENCE 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
0089 -MIDDLE SCHOOL SOCIAL STUDIES 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
050 -MILD/MODERATE CROSS CATEGORICAL SPECIAL EDUCATION 
Evaluation Systems group of Pearson 
Other enrolled students 
     
050 -MILD/MODERATE CROSS CATEGORICAL SPECIAL EDUCATION 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
052 -MILD/MODERATE MIDDLE/SECONDARY: ELA SUBTEST 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
053 -MILD/MODERATE MIDDLE/SECONDARY: MATH SUBTEST 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
054 -MILD/MODERATE MIDDLE/SECONDARY: SCIENCE SUBTEST 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
055 -MILD/MODERATE MIDDLE/SECONDARY: SOC SCI SUBTEST 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
0255 -MISSOURI PRE-SERVICE TEACHER ASSESSMENT NON-VIDEO 
Educational Testing Service (ETS) 
All program completers, 2015-16 
31  43  30  97 
030 -SOCIAL SCIENCE: BEHAVIORAL SCIENCES SUBTEST 
Evaluation Systems group of Pearson 
Other enrolled students 
     
030 -SOCIAL SCIENCE: BEHAVIORAL SCIENCES SUBTEST 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
027 -SOCIAL SCIENCE: ECONOMICS SUBTEST 
Evaluation Systems group of Pearson 
Other enrolled students 
     
027 -SOCIAL SCIENCE: ECONOMICS SUBTEST 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
028 -SOCIAL SCIENCE: GEOGRAPHY SUBTEST 
Evaluation Systems group of Pearson 
Other enrolled students 
     
028 -SOCIAL SCIENCE: GEOGRAPHY SUBTEST 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
029 -SOCIAL SCIENCE: POLITICAL SCIENCE SUBTEST 
Evaluation Systems group of Pearson 
Other enrolled students 
     
029 -SOCIAL SCIENCE: POLITICAL SCIENCE SUBTEST 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
025 -SOCIAL SCIENCE: UNITED STATES HISTORY SUBTEST 
Evaluation Systems group of Pearson 
Other enrolled students 
     
025 -SOCIAL SCIENCE: UNITED STATES HISTORY SUBTEST 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
026 -SOCIAL SCIENCE: WORLD HISTORY SUBTEST 
Evaluation Systems group of Pearson 
Other enrolled students 
     
026 -SOCIAL SCIENCE: WORLD HISTORY SUBTEST 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     
0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
5081 -SOCIAL STUDIES: CONTENT KNOWLEDGE (CBT) 
Educational Testing Service (ETS) 
Other enrolled students 
     
5081 -SOCIAL STUDIES: CONTENT KNOWLEDGE (CBT) 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
5081 -SOCIAL STUDIES: CONTENT KNOWLEDGE (CBT) 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
5195 -SPANISH: WORLD LANGUAGE CBT 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
5195 -SPANISH: WORLD LANGUAGE CBT 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
5543 -SPEC ED: CORE KNOWLEDGE & MILD TO MOD APPL (CBT) 
Educational Testing Service (ETS) 
All program completers, 2014-15 
     
5543 -SPEC ED: CORE KNOWLEDGE & MILD TO MOD APPL (CBT) 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
0543 -SPED: CORE KNOWLEDGE & MILD-MODERATE APPLICATIONS 
Educational Testing Service (ETS) 
All program completers, 2013-14 
     
045 -WORLD LANGUAGES: SPANISH 
Evaluation Systems group of Pearson 
Other enrolled students 
     
045 -WORLD LANGUAGES: SPANISH 
Evaluation Systems group of Pearson 
All program completers, 2015-16 
     

Section III Summary Pass Rates

Group Number
taking
tests
Number
passing
tests
Pass
rate
(%)
All program completers, 2015-16  31  30  97 
All program completers, 2014-15  51  51  100 
All program completers, 2013-14  71  71  100 

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
TEAC

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.

All education students take ED 4030/6030 Technology in Education: Applications and Implications for the purposes described above. All education students are required to successfully develop and defend an electronic portfolio solely through LiveText Software, along with all courses that require use of LiveText software. Integration of technology software and hardware is implemented in most courses. Data collection and analysis is integrated into content methods coursework, literacy instruction, and coursework targeting remedial reading strategies.

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 education students are required to complete the core courses in Foundations of Education, Fundamentals of Literacy Learning, and Technology and Education. These, and the additional required courses, address effective teaching strategies for students with disabilities, including IEP's, and limited English proficiency students. In particular, ED 4450/6450, Foundations of Special Education, extensively discusses these issues.


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.

Instruction in teaching students with disabilities, participating as members of individualized education program teams, and teaching students who are limited English proficient effectively is incorporated throughout the curriculum. Special Education pre-service teachers have seven specific courses that address: Foundations of Special Education, Assessment Strategies in Special Education, Social and Affective Interventions, Counseling Techniques and Family Advocacy in Special Education, Characteristics and Language Development of Students with Exceptionalities, Educational Methods in Mild/Moderate Cross-Categorical Disabilities, and Specialized Instructional Strategies Across the Disciplines for Special Educators.

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.

Supporting Files