In the state of Indiana, to be able to recommend students for any form of education license, the School is required to be accredited by the professional association, the Council for the Accreditation of Educator Preparation (CAEP). As a part of CAEP’s ongoing review of the School, it monitors eight (8) Reporting Measures; four (4) Impact measures and four (4) Outcome measures. Data with respect to these measures are presented below.
Of particular importance for examining teacher effectiveness and impact on P12 learners is completer/teacher performance in relation to the state’s teacher evaluation system. The second portion of the RISE teacher evaluation rubric (which results in the data reported) focuses on Effective Instruction, with the other two portions of the evaluation focusing on Purposeful Planning and Teacher Leadership. Effective Instruction includes nine (9) criteria and constitutes roughly 50% of each individual teacher’s score or ranking. Thus, it is extremely difficult to earn a rating of Effective or Highly Effective without demonstrating proficiency in the Effective Instruction band of the RISE instrument. The table below outlines the results reported by the Indiana Department of Education for the EPP at Indiana University East.
| Number (n=) | Effective | Highly Effective | Total | |
|---|---|---|---|---|
| 2014-15 | 86 | 76.7% | 22.1% | 98.8% |
| 2015-16 | 83 | 74.7% | 18.1% | 92.1% |
| 2016-17 | 90 | 74.4% | 21.2% | 95.5% |
| 2017-18 | 77 | 75.3% | 24.3% | 99.6% |
| 2018-19 | 68 | 58.8% | 41.2% | 100% |
| 2019-20 | 61 | 77.0% | 21.3% | 98.3% |
Information about employer satisfaction comes from two sources: the Indiana Department of Education’s principal survey and the EPP-created employer survey. The principal survey results are included in the annual report from the IDOE referenced above. With the exception of one year in which the IDOE made errors in disseminating the survey, the EPP has received the following overall rankings.
| Poor | Fair | Good | Excellent | |
|---|---|---|---|---|
| 2019-20 | 0 | 0 | 8 | 17 |
| 2018-19 | 0 | 0 | 6 | 12 |
| 2017-18 | 0 | 1 | 8 | 17 |
| 2016-17 | 0 | 0 | 6 | 2 |
| 2015-16 | 0 | 1 | 10 | 6 |
| 2014-15 | N/A | N/A | N/A | N/A |
| Total | 0 | 2 | 30 | 37 |
In 2017, the EPP drafted and began implementing an employer satisfaction survey. Because local administrators and cooperating teachers had expressed frustration over the length of surveys or evaluations used in the past, the employer satisfaction survey was intentionally kept shorter than its counterpart, the completer satisfaction survey, in hopes of increasing response rates while still addressing the same concepts/constructs. Results from the EPP-created employer satisfaction survey appear below.
| 2020 | 2019 | 2018 | 2017 | |
|---|---|---|---|---|
| Number of Responses | 61 | 53 | 32 | 10 |
| I believe the SOE effectively prepares teachers with classroom management skills. | 3.32 | 3.47 | 3.24 | 3.20 |
| I believe the SOE effectively prepares teachers with lesson planning skills. | 3.38 | 3.55 | 3.48 | 3.40 |
| I believe the SOE effectively prepares teachers who use a variety of instructional strategies. | 3.40 | 3.57 | 3.42 | 3.40 |
| I believe the SOE effectively prepares teachers to utilize and integrate technology in instruction. | 3.33 | 3.50 | 3.24 | 3.10 |
| I believe the SOE effectively prepares teachers who are knowledgeable about the use of assessment data in instruction. | 3.23 | 3.44 | 3.27 | 3.40 |
| I believe the SOE effectively prepares teachers to communicate with parents/guardians. | 3.18 | 3.21 | 3.21 | 3.10 |
| I believe the SOE effectively prepares teachers who contribute to the work of their department/team/grade level. | 3.38 | 3.58 | 3.55 | 3.50 |
| I believe the SOE effectively prepares teachers who create positive relationships with their students and a classroom climate conducive to learning. | 3.45 | 3.80 | 3.61 | 3.60 |
| I believe the SOE effectively prepares teachers who conduct themselves in ways which evidence high personal standards. | 3.47 | 3.70 | 3.48 | 3.50 |
| I believe the SOE effectively prepares teachers who function effectively in a variety of group roles. | 3.30 | 3.59 | 3.50 | 3.50 |
Information about completer satisfaction comes from two sources: the Indiana Department of Education’s teacher survey and the EPP-created completer satisfaction survey. The teacher survey results are included in the annual report from the IDOE referenced above. The EPP has received the following overall rankings.
| Poor | Fair | Good | Excellent | |
|---|---|---|---|---|
| 2019-20 | 0 | 0 | 4 | 14 |
| 2018-19 | 0 | 1 | 8 | 11 |
| 2017-18 | 0 | 2 | 5 | 22 |
| 2016-17 | 0 | 0 | 2 | 1 |
| 2015-16 | 0 | 0 | 9 | 15 |
| 2014-15 | 0 | 0 | 6 | 9 |
| Total | 0 | 3 | 30 | 58 |
In 2017, the EPP also developed a completer satisfaction survey modeled after the criteria in the RISE teacher evaluation system. To date, the EPP has received 25 responses to the survey with the majority (18 or 72%) coming from secondary education completers. In addition to Likert scale items, the completer satisfaction survey includes six open-ended questions requesting feedback regarding:
- the EPP’s areas of strength
- the EPP’s areas in need of improvement
- future directions for preparing teachers
- the value of the conceptual framework in daily teaching responsibilities
- the value of the conceptual framework in preparing teachers to handle the dispositional aspects of teaching
- the ways in which completers have felt supported by the EPP since completing the program
| 2020 | 2019 | 2018 | |
|---|---|---|---|
| Number of Responses | 5 | 12 | 13 |
| Utilize assessment data to plan | 3.00 | 3.17 | 3.31 |
| Set ambitious and measurable achievement goals | 3.60 | 3.42 | 3.31 |
| Develop standards-based unit plans and assessments | 3.40 | 3.17 | 3.38 |
| Create objective-driven lesson plans and assessments | 3.20 | 3.33 | 3.77 |
| Track student data and analyze progress | 3.40 | 3.17 | 3.15 |
| Develop student understanding and mastery of lesson objectives | 3.20 | 3.17 | 3.54 |
| Demonstrate and clearly communicate content knowledge to students | 3.40 | 3.25 | 3.85 |
| Engage students in academic content | 3.40 | 3.50 | 3.69 |
| Integrate technology in instruction | 3.40 | 3.17 | 3.15 |
| Check for understanding | 3.20 | 3.33 | 3.69 |
| Differentiate instruction | 3.00 | 2.83 | 3.46 |
| Provide accommodations for students with special needs | 3.00 | 3.17 | 3.31 |
| Develop higher level of understanding through rigorous instruction and work | 3.00 | 3.08 | 3.69 |
| Maximize instructional time | 3.00 | 3.25 | 3.62 |
| Create classroom culture of respect and collaboration | 3.00 | 3.58 | 3.77 |
| Arrange the physical environment of the classroom to maximize student success | 3.50 | 3.00 | 3.31 |
| Address behavior/discipline | 2.50 | 2.92 | 3.15 |
| Set high expectations for academic success | 3.00 | 3.18 | 3.46 |
| Contribute to school culture | 3.00 | 3.42 | 3.46 |
| Collaborate with peers | 3.00 | 3.33 | 3.54 |
| Seek professional skills and knowledge | 3.20 | 3.42 | 3.62 |
| Advocate for student success | 3.00 | 3.33 | 3.69 |
| Engage families in student learning | 3.00 | 3.17 | 3.23 |
| Secondary Only: Number of Responses?? | 8 | 10 | |
| Secondary Only: I was effectively prepared to utilize instructional strategies specific to my content area. | 2.00 | 3.00 | 3.40 |
| Secondary Only: I was effectively prepared to utilize instructional strategies to support literacy development as it pertains to my content area | 3.00 | 3.00 | 3.50 |
| Elementary Only: Number of Responses | 4 | 3 | |
| Elementary Only: I was effectively prepared to utilize instructional strategies specific to reading and language arts. | 3.25 | 3.00 | 3.67 |
| Elementary Only: I was effectively prepared to utilize instructional strategies specific to writing. | 3.00 | 3.00 | 3.00 |
| Elementary Only: I was effectively prepared to utilize instructional strategies specific to math. | 2.75 | 3.00 | 3.00 |
| Elementary Only: I was effectively prepared to utilize instructional strategies specific to science. | 2.75 | 2.75 | 2.33 |
| Elementary Only: I was effectively prepared to utilize instructional strategies specific to social studies. | 3.00 | 3.00 | 2.33 |
Outcome Measures
1388 EPP Report of Licensure Requirements
Percentage of Candidates Meeting State Licensure Requirements
| Program Completers | Number Taking Tests | Number Passing Tests | Pass Rate |
|---|---|---|---|
| 2019 - 2020 | 16 | 15 | 94% |
| 2018 - 2019 | 31 | 29 | 94% |
| 2017 - 2018 | 42 | 41 | 98% |
* Based on Federal Title II Report data
Employment Rate for Job Seekers after Graduation:
- 100% in 2019-2020
- 100% in 2018-2019
- 100% in 2017-2018
- 97% in 2016-2017
One of the difficulties that arises when trying to discuss loan default rates has to do with the imprecision with the way our campus collects this information. It is impossible to tell who is a graduate and who did not complete the program. The data below is for students who were coded as Education students who are now in default. Default runs on a three year cycle.
Based on 2018 draft numbers:
- BS in Education was a cohort of 73 students with a draft default rate of 2.7% (2 students)
- MS in Education was a cohort of 7 students with a draft default rate of 28.6% (2 students)
For the last official cycle we have, 2017, the numbers look like this:
- BS in Education was a cohort of 70 students with a default rate of 10.0%
- MS in Education was a cohort of 0 students with a default rate of 0%
This is the most up-to-date data that is available due to the three year cycle.