External Reporting Requirements for Teacher Licensure
2020 Annual Reporting
|Reporting Measure||Analysis / Comparison / Benchmarking||Assessment Tool / Source and Results|
In AY 18-19, CEHD launched a new unit assessment system approach (please see Section 6. Continuous Improvement). The first phase of this approach was for CEHD’s Accreditation and External Reporting Office (AERO) to provide a list of available multiple measures to each program. Programs selected which measures they would evaluate to assess the health of their program goals. Completer (CAEP 4.3) and Employer (CAEP 4.4) satisfaction results were two measures available for review.
All but one licensure program said yes to receiving the completer and employer satisfaction results data. Many expressed concerns about the low rate of return. Two of the programs did not meet the threshold, therefore could not be provided responses. Responses from other programs had to be aggregated to be able to provide results.
For AY16-17 completers who finished their first year of service, the CEHD aggregated Initial Licensure data suggests that 93% of our graduates are satisfied or very satisfied with their overall experience in CEHD. Over 90% of our graduates believe that their program prepared them well for their profession and 90% believe they are prepared for the realities of their field. The CEHD aggregated Advanced Licensure data suggests that 95% of our graduates are satisfied or very satisfied with their overall experience in CEHD. Over 93% of our graduates believe that their program prepared them well for their profession and 88% believe they are prepared for the realities of their field. This data does inform our programs; however, the challenge to increase the rate of return and benchmark with other EPPs remains ongoing.
For our employer satisfaction, the EPP was successfully able to survey principals who oversaw initial licensure graduates; however the rate of response remains low. Data suggest overall satisfaction with EPP completers; the average for all responses for all 31 program completers was no less than “tend to agree” on all components of the survey. The rating for the ability of “Plans differentiated instruction for a variety of learning needs,” scored 6 individuals at “Tend to Disagree” and “Disagree.” This information will be shared with programs for reflection and response.
Collecting employer satisfaction of advanced licensure graduates presents more challenges since completers may still be in initial licensure positions and therefore difficult for the employer to assess the skills earned in their advanced license programs. AERO is working with programs to gather information through advisory courses or other feedback opportunities for program improvement and growth.
In the Commonwealth of Virginia, there is no clear mechanism for collecting and sharing data across the state education agency, EPPs, and P-12 school divisions. EPPs in Virginia, as in many other states, face difficulty capturing meaningful large-scale data for the accreditation requirements of the Council for the Accreditation of Educator Preparation (CAEP) and program improvement. Stakeholders in Virginia consistently identify CAEP Standard 4: Program Impact as the most challenging standard to meet based on current data practices. P-12 partners express concern over additional data collection and reporting requirements because they face their own financial and infrastructural challenges. EPP representatives find it difficult to track program completers and to access data related to completers’ performance after graduation. Both P-12 partners and EPPs desire to move the state forward in its use of data to improve the quality of the teacher workforce.
Virginia Education Assessment Collaborative (Collaborative)
In spring 2018, several members of Virginia EPPs formed the Virginia Education Assessment Collaborative (Collaborative) in a collaborative effort to create a state-wide system for data collection. In particular, to build a common set of assessment measures, tools, and activities that all Virginia EPPs may use in response to CAEP requirements. By implementing the same tools and data collection system, Virginia EPPs may benchmark using other Virginia EPP data. The Collaborative is currently made up of Virginia EPPs, but is open to P-12 partners. Participation in Collaborative-related activities is voluntary. The is no fee to participate in Collaborative-related activities.
Shortly after the establishment of the Collaborative, the Collaborative reached out to all Virginia EPPs to 1) identify the data they currently collect in support of CAEP Standard 4, 2) describe their data collection processes, and 3) propose strategies for collaborating and improving data collection processes without placing unreasonable demands on their EPPs or the state education agency.
The work of the Collaborative continues into AY19-20. The Collaborative expects to be able to provide data and potential benchmarking opportunities to the piloting EPPs. The work of the Collaborative will assist all Virginia is collecting useful and measurable data for CAEP Standard 4.1, 4.2, 4.3, and 4.4.
|5. Graduation Rates||
Due to the structure of the EPP programs, the most accurate measure is the Title II Licensure completer rate as described below in Outcome Measure #6 “Licensure rate.”
See Licensure Completion
|6. Ability of Completers to Meet Licensure||
Number of completers in advanced programs or programs leading to a degree, endorsement, or some other credential that prepares the holder to serve in P-12 schools (Do not include those completers counted above.): 195
|Title II Data|
|7. Ability of Completers to be hired||Initial and Advanced Programs: Mason’s One Year Out Career Survey collects information about employment status and further education up to one year after obtaining a degree from Mason. This survey is administered to degree recipients once per year in early summer. Results from the 2018 survey show an average of a 16% return rate. Out of those who responded, 100% were employed in their field. An additional three percent indicated that they are not pursuing employment at this time. These results are comparable to the results for completers of the Mason graduate Nursing program, which showed an employment rate of 100% and an average response rate of 16%. The ongoing shortage for educator professionals in Virginia leads to many opportunities for employment of educators in Virginia. It is important also to note that although the EPP is provided with limited employment data from VDOE, we make every effort to gather completer information.||
Mason One Year Out Results:
|8. Student Loan Default Rates and Other Consumer Information||Initial and Advanced Programs: Link to Student Consumer Information:
Average GPA for Program Completers
|Traditional Program||Group||Degree Level||GPA|
|George Mason University (017)||All program completers, 2017-18||Bachelor’s||3.52|
|George Mason University (017)||All program completers, 2017-18||Master’s||3.96|
|George Mason University (017)||All program completers, 2016-17||Bachelor’s||3.48|
|George Mason University (017)||All program completers, 2016-17||Master’s||3.97|
|George Mason University (017)||All program completers, 2015-16||Bachelor’s||3.44|
|George Mason University (017)||All program completers, 2015-16||Master’s||3.97|
Institutional Licensure Pass Rates
|Pass rate (%)|
|George Mason University (017)||All program completers, 2017-18||334||334||100|
|George Mason University (017)||All program completers, 2016-17||337||337||100|
|George Mason University (017)||All program completers, 2015-16||375||375||100|