CAEP Annual Reporting Measures 2021 - 2022

The Presbyterian College Education Department serves as a training grounds for future teachers in the upstate. The Education Department is innovating by adding a degree in Special Education and also working on innovation in tracking teachers in their profession after graduation.  We work to be transformative for our schools and future teachers. We are ranked in South Carolina as having some of the highest Praxis pass-rates for Elementary Education. We take our promises seriously.  Our President, Matt vandenBerg reiterates “…The Promise of PC is essential in today’s higher education marketplace and it is vital that we share that promise in ways that engage different individuals and groups and excite them about what PC has to offer.”

South Carolina map

PC Education Department Alumni in South Carolina Schools

  • 52% in the Upstate
  • 17% in the Midlands
  • 15% in the Lowcountry
  • 34% in Title I Schools

The PC Education Department is committed to making data-driven decisions and all data is logged and extrapolated from Learning Curve Achievement Systems.

We value:

  • collecting and monitoring performance data;
  • review learning outcomes;
  • receive relevant feedback from our completers, employers and other stakeholders; and
  • use innovative systems to monitor the impact our graduates have on P-12 schools and student learning;
  • partnerships with other schools and the community.

Measures for Council for the Accreditation of Educator Preparation CAEP/Spring 2020

Measure 1 (Initial): CAEP Standard 4.1: Completer Effectiveness and Impact on P-12 Learning and Development

MAP Growth is the most trusted and innovative assessment for measuring achievement and growth in K–12 math, reading, language usage, and science. It provides teachers with accurate, and actionable evidence to help target instruction for each student or groups of students regardless of how far above or below they are from their grade level. To calculate MAP assessment scores, NWEA uses the RIT, or Rasch unIT scale. This scale measures the value of a student’s score in relation to his or her scores on previous tests. Each RIT score indicates a point on a continuous scale of learning. South Carolina school districts have been using the Measure of Academic Progress as an assessment administered in the fall, winter and spring.  Growth measures are analyzed and reported as part of the SLO and ADEPT system of teacher evaluation.

South Carolina MAP Aggregate Scores by Grade Level (2021 Laurens 56 District Scores)

English/Language Arts

Grade Number Tested Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations Meets or Exceeds Expectations Approaches Meets or Exceeds Expectations Mean Score Standard Deviation
3 182 35.70% 31.30% 22.50% 10.40% 33% 64.30% 402.60 105.80
4 221 42.10% 19.90% 19% 19% 38% 57.90% 465.70 118.60
5 247 33.60% 34.80% 22.70% 8.90% 31.60% 66.40% 507.80 101.20
6 213 31% 34.30% 18.80% 16% 34.70% 69% 534.10 113.60
7 190 35.30% 33.20% 15.30% 16.30% 31.60% 64.70% 571.80 113.80
8 194 38.70% 26.30% 23.20% 11.90% 35.10% 61.30% 595 112.40

Mathematics

Grade Number Tested Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations Meets or Exceeds Expectations Approaches Meets or Exceeds Expectations Mean Score Standard Deviation
3 183 29.50% 25.10% 31.70% 13.70% 45.40% 70.50% 427.30 104.70
4 221 38.50% 24.40% 20.80% 16.30% 37.10% 61.50% 450.80 101.40
5 247 36% 32% 16.60% 15.40% 32% 64% 504.50 112
6 212 28.80% 28.30% 25% 17.90% 42.90% 71.20% 529.90 111.10
7 186 40.30% 30.10% 12.40% 17.20% 29.60% 59.70% 536.20 104.60
8 198 43.40% 28.80% 12.10% 15.70% 27.80% 56.60% 567.10 110.70

PC Candidates’ Scores by Grade Level/Aggregate Fall  (2021 Laurens 56)

Language Arts

Grade Number Tested Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations Meets or Exceeds Expectations Mean Score Standard Deviation
3 49 16% 18% 34% 28% 6% 231 8.8
4 87 11% 28% 39% 11% 11% 170 10.9
5 0 * * * * * * *
6 0 * * * * * * *
7 0 * * * * * * *
8 48 38% 56% 6% 0% 0% 213 7

PC Candidates’ Scores by Grade Level Aggregate Fall  (2021 Laurens 56)

Mathematics

Grade Number Tested Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations Meets or Exceeds Expectations Mean Score Standard Deviation
3 48 17% 17% 33% 28% 6% 171 11.1
4 87 28% 22% 22% 22% 6% 165 17.1
5 0 * * * * * * *
6 0 * * * * * * *
7 0 * * * * * * *
8 50 22% 33% 28% 11% 6% 164 11.4

PC Candidates’ Scores by Grade Level/Aggregate Winter (2021 Laurens 56)

Language Arts

Grade Number Tested Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations Meets or Exceeds Expectations Mean Score Standard Deviation
3 47 6% 6% 28% 22% 39% 180 14.3
4 82 0% 3% 3% 43% 50% 233 10
5 0 * * * * * * *
6 0 * * * * * * *
7 0 * * * * * * *
8 49 21% 14% 43% 21% 0% 217 16.3

PC Candidates’ Scores by Grade Level Aggregate Winter (2021 Laurens 56)

Mathematics

Grade Number Tested Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations Meets or Exceeds Expectations Mean Score Standard Deviation
3 47 21% 36% 43% 0% 0% 214 11
4 83 11% 28% 39% 11% 11% 170 10.9
5 0 * * * * * * *
6 0 * * * * * * *
7 0 * * * * * * *
8 50 26% 36% 43% 0% 0% 215 11.6

Fall to Winter 2021 Analysis:

Looking at the PC completer’s ability to grow students between the fall and winter MAP administrations, the EPP analyzed the quintiles of students and the ability of the teacher to move students from “Does Not Meet Expectations” to “Meets or Exceeds Expectations.” Beginning with Language Arts 3rd Grade, the students in the fall administration in the “Does Not Meet Expectations” section equaled 16%.  When we look at the same group of students taught by PC completers in the winter, there are only 6% of students in the “Does Not Meet Expectations” section.

The PC completers had other results for the middle 3 sections regarding the quintiles grid.  The students went from 18% Approaches to 6% approaches, 34% meets to 28%, 28% exceeds to 22%, but the overall difference in meets or exceeds went from 6% to 39%. This indicates the teachers are working with the lowest students, and possibly teaching to the middle, but there needs to be more differentiation of instruction for the PC completers to realize significant growth in all of their students.

The Language Arts 4th Grade scores reveal a stronger pattern of growth.  The fall does not meet group was 11%, where in winter there were no students in the lowest quintile.  Looking at the total quintile of meets or exceeds expectations, the students in the fall administration equaled 11%, where the winter administration 43% of students either met or exceeded expectations.

The Language Arts 8th Grade scores also realize a pattern where the students in the lowest quintile were reduced from 38% to 22%.  The students that met or exceeded expectations grow from 6% to 28% and 0 to 11%.

The Mathematics 3rd Grade scores show a reverse trend in growth, with the fall administration of 17% and winter of 21% in the lowest quintile.  The teachers did move the meets expectations group from 33% to 43%. But there was a reverse trend in the highest quintile of 28% to 0 in the highest quintile.  The EPP has revised the mathematics programming for Early Childhood and Elementary.  We now have MATH 203/Math for Elementary Teachers I and MATH 204/Math for Elementary Teachers II so the candidates can properly instruct and grow their students in mathematics.

The Mathematics 4th Grade scores are a little stronger for growth trends.  The fall group in the lowest quintile went from 28% to 11% by the winter administration.  The percentages of students in the “meets” expectations group also grew from 22% to 39%.  There was another growth reversal in the group that “exceeds” expectations.  This group went from 22% in the fall to 11% in winter.

The Mathematics 8th Grade scores also reveal a trend where the middle quintile is the only group growing (28% to 43%).  There needs to be more differentiated instructional opportunities for the “does not meet” and “approaches expectations” students.  There was a negative trend in those quintiles from fall to winter.

Measure 2: CAEP Standard RA4.1/R4.2/R5.3 Satisfaction of Employers and Stakeholder Involvement

2021-2-22 Employer Satisfaction Survey

The Teacher Preparation Program and Experiences at Presbyterian prepared the employee to
Content Knowledge Graduates from Presbyterian College’s Teacher Education Program Early Childhood ML Elem. Sec. Eng. Sec. S.S.
1. have in-depth knowledge and understanding of the fundamentals and concepts of the specific discipline 3.75 4.00 4.00 4.00 3.00
2. know and implement professional organization/national/state curricula and learning standards 3.88 4.00 3.50 3.00 3.00
3. structure content so that it promotes meaningful learning 3.88 3.50 4.00 3.00 4.00
4. understand the interrelationship of curriculum, instruction, and assessment 3.88 3.50 3.50 4.00 4.00
5. communicate with professional competence, orally and in writing 3.63 4.00 4.00 4.00 3.00
Total Mean for content knowledge: 3.80 3.80 3.80 3.60 3.40
Pedagogical Knowledge and Skills Graduates from Presbyterian College’s Teacher Education Program Early Childhood ML Elem. Sec. Eng. Sec. S.S.
6. demonstrate effective long-and short-range planning strategies; using knowledge of diversity within student populations (cultural, ethnic, socioeconomic, gender, and exceptionality) 3.75 4.00 4.00 3.00 4.00
7. use a variety of assessments to inform instructional decision making 3.88 3.50 4.00 3.00 4.00
8. establish and maintain high expectations for all students 3.88 3.50 4.00 3.00 4.00
9. use a variety of appropriate instructional strategies that effectively meet the needs of diverse student populations 3.38 4.00 4.00 3.00 4.00
10.adjust instruction to accommodate the learning differences or needs of all students 3.50 4.00 3.00 4.00 4.00
11. use educational technologies to enhance instruction, assessment, and student performance 3.38 4.00 4.00 3.00 3.00
12. make subject matter meaningful through use of accurate, relevant, and current content from multiple sources 3.88 3.00 4.00 3.00 3.00
13. monitor student learning and adjust practice based on formal and informal assessment strategies 3.63 3.00 4.00 3.00 3.00
14. provide a safe, positive and secure environment that is conducive to learning for all students 3.88 3.00 3.00 3.00 4.00
15. use effective and appropriate classroom management strategies 3.88 3.00 3.00 3.00 4.00
16. effectively communicates with families and communities 3.25 4.00 3.00 4.00 4.00
17. have a positive impact on student learning 3.88 4.00 4.00 4.00 4.00
18. engage in collaborative work with colleagues, other professionals, and members 3.88 4.00 4.00 4.00 4.00
Total Mean for Pedagogical Knowledge and Skills 3.70 3.65 3.69 3.38 3.69
Professional Dispositions Graduates from Presbyterian College’s Teacher Education Program Early Child. ML Elem. Sec. Eng. Sec. S.S.
19. engage in collaborative work with families and the community 3.88 3.50 4.00 4.00 4.00
20. understand professional expectations and behavior and conduct themselves as professionals 4.00 4.00 4.00 4.00 4.00
21. reflect critically and consistently on their practice and seek feedback from others to improve their practice 3.88 3.50 3.50 3.00 4.00
22. demonstrate dispositions that indicate fairness and equity; holding all student to higher levels of learning 3.88 4.00 3.50 4.00 4.00
23. assume a leadership role in the school, district and/or community 3.63 3.00 3.50 3.00 3.00
Total Mean for Professional Dispositions: 3.85 3.60 3.70 3.60 3.80

Stakeholder Involvement

Administrator’s Breakfast Input on Programmatic Ideas/October 6, 2022

N=20

Ideas and Programs Under Review Approved Approved with Revisions Disapproved
·         Teacher Cadet Transfer Credit Hours/ Teaching Fellows 20 0 0
·         2+2 Program and MOU’s 20 0 0
·         Master’s of Arts in Teaching 20 0 0
·         Ell Degree 19 1 0
·         Rubrics & Checklists
  1. H/S Communication Plan
  2. SPA Checklists
 

20

20

 

0

0

 

0

0

Measure 3: R3.3/R3.4 Candidate competency at program completion.

Rate each key element on how well prepared you are to meet each of the following:

Content Knowledge: My teacher preparation experience at Presbyterian College prepared me to Strongly agree

4

Agree

3

Disagree

2

Strongly disagree

1

1. have in-depth knowledge and understanding of the fundamentals and concepts of my specific discipline 85.71 14.28 0 0
1. know and implement professional organization/national/state curricula and learning standards 92.85 7.14 0 0
1. structure content so that it promotes meaningful learning 100 0 0 0
1. understand the interrelationship of curriculum, instruction, and assessment 92.85 0 0 0
1. communicate with professional competence, orally and in writing 85.71 24.28 0 0
Pedagogical Knowledge and Skills: My teacher preparation experience at Presbyterian College prepared me to Strongly agree

4

Agree

3

Disagree

2

Strongly disagree

1

1. demonstrate long and short-range planning strategies; using knowledge of diversity within student populations (cultural, ethnic, socioeconomic, gender, and exceptionality) 92.85 7.14 0 0
1. use a variety of assessments to inform instructional decision making 78.57 21.42 0 0
1. establish and maintain high expectations for all students 100 0 0 0
1. use a variety of appropriate instructional strategies that effectively meet the needs of diverse student populations 85.71 24.28 0 0
1. adjust instruction to accommodate the learning differences or needs of all students 85.71 24.28 0 0
1. use educational technologies to enhance instruction, assessment, and student performance 92.85 7.14 0 0
1. make subject matter meaningful through the use of accurate, relevant and current content from multiple sources 100 0 0 0
1. monitor student learning and adjust practice based on formal and informal assessment strategies 92.85 7.14 0 0
1. provide a safe, positive and secure environment that is conducive to learning for all students 100 0 0 0
1. use effective and appropriate classroom management strategies 92.85 7.14 0 0
1. 2017 100 0 0 0
1. have a positive impact on student learning 100 0 0 0
Professional Dispositions: My teacher preparation experience at Presbyterian College prepared me to Strongly agree

4

Agree

3

Disagree

2

Strongly disagree

1

1. engage in collaborative work with colleagues, other professionals, and members 92.85 7.14 0 0
1. understand professional expectations and behavior 100 0 0 0
1. reflect critically and consistently on my own practice and seek feedback from others to improve my practice 85.71 24.28 0 0
1. respect and value others for their diverse talents, abilities, perspectives, cultures and contributions 100 0 0 0
1. assume a leadership role in the school, district and/or community 71.42 28.57 0 0
Total (N=14)

ADEPT Data/Candidate Competency on State Evaluation

2021-2022 /ADEPT REPORT Provider Results Percentage Statewide Results Percentage
Total # of Graduates Evaluated 15 100% 4010 94.98%
Total Graduates Passing 15 100% 4002 99.08%

Measure 4: Completer employability in Education Positions for Which They Have Prepared/Initial

*Results from a 4 Year Review 2018-2022

Program Placement Rate
Early Childhood 98%
Elementary 97%
Secondary 91%
Middle Level 94%
Special Education *New Program/No Completers Until 2023

Measure 5: Graduation Rates/Initial Level

2018 2019 2020 2021
4 Year Graduation Rate/PC Education Department 89% 88% 89% 92%
4-year Graduation Rate Overall at Presbyterian College 63% 69% 66% 70.3%

Measure 6: Ability of Completers to Meet State Licensing/Certification Requirements/Initial

97% of teacher candidates received passing scores on the Praxis Principles of Learning and Teaching Exam.

92% of initial completers received passing scores on the Praxis II Content Area Exams.

Measure 8: Student Loan Default Rates and other Consumer Information/Initial

Year Default Rate
2016 2.4
2017 3.3
2018 3.9