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College of Education

Annual Reporting Measures

Annual Reporting Measures (CAEP Component 5.4 | A.5.4)

Impact Measures (CAEP Standard 4) Outcome Measures
1. Impact on P-12 learning and development
(Component 4.1)
1. Graduation Rates (initial & advanced levels)
2. Indicators of teaching effectiveness
(Component 4.2)
2. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)
3. Satisfaction of employers and employment milestones
(Component 4.3 | A.4.1)
3. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)
4. Satisfaction of completers
(Component 4.4 | A.4.2)
4. Student loan default rates and other consumer information (initial & advanced levels)

 

Impact on P-12 Learning and Development

In the 2018-19 Academic year, the EPP at UofSC gained access to the newly implemented SCLEAD system that provides P-12 student learning and development data as well indicators of teacher effectiveness data through the Summative ADEPT Formal Evaluation of Classroom-Based Teachers (SAFE-T) results aggregated at the EPP level.

Beginning in 2018-19, all classroom teachers were assessed using the SCTS 4.0 rubric, which replaced the previous ADEPT standards. The SCTS 4.0 rubric is a 4-level rubric, with 4 being the highest score a teacher can receive and 1 being the lowest. The following are the average scores in 2018-19 and 2019-20 of UofSC’s graduates. For the last two years, UofSC completers have demonstrated an impact on P-12 student learning and development above state-level averages within Domain 2 – Instruction.

Domain 2: Instruction 2018-19 2019-20

Standards & Objectives

3.18

3.23

Motivating Students

3.27

3.27

Presenting Instructional Content

3.25

3.25

Lesson Structure & Pacing

3.12

3.18

Activities & Materials

3.19

3.19

Questioning

2.94

2.99

Academic Feedback

3.12

3.08

Grouping Students

3.08

3.08

Teacher Content Knowledge

3.41

3.43

Teacher Knowledge of Students

3.28

3.28

Thinking

3.01

2.99

Problem Solving

3.10

3.06

 

Beginning in 2019-20, UofSC gained access to our graduates’ overall SLO (Student Learning Objective) ratings, which show impact on student learning growth. Out of the 266 graduates that completed SLOs this academic year, UofSC received ratings for 188 of these teachers. Out of these 188, 95% of graduates scored either proficient or exemplary. 

Beginning in 2019-20, UofSC also gained access to our graduates’ Program for Assisting, Developing, and Evaluating Principal Performance (PADEPP) evaluations. These averages show that overall, our graduates’ average performances exceed the state average. 

PADEPP Standards UofSC Results Statewide Results

Total Graduate Average

3.45

3.34

Standard 1: Vision

3.46

3.43

Standard 2: Instructional Leadership

3.42

3.35

Standard 3: Effective Management

3.44

3.34

Standard 4: Climate

3.46

3.47

Standard 5: School/Community Relations

3.39

3.43

Standard 6: Ethical Behavior

3.85

3.82

Standard 7: Interpersonal Skills

3.57

3.47

Standard 8: Staff Development

3.59

3.34

Standard 9: Principal's Professional Development

3.52

3.42

 

Indicators of Teaching Effectiveness

Graduates of UofSC’s initial educator preparation programs that are employed in South Carolina public school districts are evaluated via SAFE-T (the Summative ADEPT Formal Evaluation of Classroom-Based Teachers). Graduates of UofSC’s advanced programs that are employed as administrators are evaluated via PADEPP (Program for Assisting, Developing, and Evaluating Principal Performance).

 

Initial Licensure Programs SAFE-T Results 2016-17 2017-18 2018-19 2019-20

Graduates Evaluated with SAFE-T

259 256 257 266

Graduates Passing with SAFE-T

253 (97.68%)  249 (97.27%) 255 (95.51%) 253 (95.11%)

 

Advanced Programs 2016-17 2017-18 2018-19 2019-20
Graduates Evaluated with PADEPP  22 17 31 33
Graduates Passing with PADEPP   3.49 3.41 3.16 3.45

 

Satisfaction of Employers and Employment Milestones

During AY 2019-2020, focus groups were conducted with partnering school districts to address employer satisfaction with UofSC initial program completers from Academic Years (AYs) 2016-17, 2017-2018, and 2018-2019. In AY 2019-2020; School-level responses include administrators from 52% elementary, 20% middle, 20% high, and 8% other schools. Conclusions from these focus groups regarding the UofSC College of Education teacher education program include:

  • the current education curriculum and content standards are generally preparing graduates for their first jobs and supervisors are happy with teacher preparation,
  • the current education curriculum produces teachers who are strong collaborators with other school-based colleagues and are strong in their instructional & pedagogical content area,
  • the curriculum and undergraduate experiences produce teachers who are excited and eager to start teaching and are creative in the classroom with the content knowledge that is necessary for them to be successful, and
  • the curriculum teaches the importance of state college- and career-ready standards and assessment in evaluating student learning goals.

 

During the AY 2019-2020, employers/school leadership were sent a survey where they reported their satisfaction with the preparedness of UofSC initial program graduates. Responses included 56% elementary, 21% middle, 21% high, and 2% other schools. Conclusions regarding UofSC graduates include:

  • 96% of respondents felt that UofSC graduates were either prepared or very well prepared to meet overall job performance
  • 98% of respondents felt that UofSC graduates were either prepared or very well prepared to perform at the same or better levels than graduates from other institutions
  • 100% of respondents said they would hire another UofSC graduate as an employee based on their experiences with recent graduates

 

Advanced Programs

The School District Employer Satisfaction Focus Groups and Survey protocol for M.Ed. Education Administration graduates was developed in Academic Year 2019-2020, with survey items aligned to CAEP standards component 4.1. Conclusions from pilot focus groups held in Summer 2020 regarding graduates from 2016-17, 2017-18, and 2018-19 include—

  • 100% of employers are satisfied with their employees that are graduates of the program (75% highly satisfied)
  • 75% of employers said that their graduates were promoted from teacher to assistant principal (AP) or AP to principal
  • The program prepared the following leaders:
    • leaders aware of their strengths and areas of growth
    • competent, professional, knowledgeable, and compassionate
    • lifelong learners
    • leaders that take initiative -- have been heavily involved in schools and
    • leadership, even if they do not go onto become assistant principals
  • 100% of participants noted that most of their graduates are continuing their education at UofSC
  • Areas of recommendation are continuing to allow candidates to practice analysis of school data, practicing real life scenarios, how to have tough conversations, and have a work/life balance

The survey was sent to a pilot group of employers in the Summer of 2020. Conclusions from pilot focus groups held in Summer 2020 regarding graduates from 2016-17, 2017-18, and 2018-19 include—

  • 100% of employers agreed that M.Ed. program completers were prepared or very well prepared in the following areas:
    • Lead change efforts to promote school improvement
    • Develop and formulate a school-level ethical leadership platform
    • Use research and data to design and cultivate a supportive, nurturing, and inclusive school culture
    • Use technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction, and assessment practices and results
    • Cultivate collaboration among staff and families in support of student learning and success
    • Observe teaching in a variety of classrooms and provide teaching staff with actionable feedback to support improvement
  • 91% believed that completers were prepared or very well prepared to collaboratively engage and advocate with diverse community members, partners, and other constituencies around shared goals
  • 90% believed that completers were prepared or very well prepared to evaluate causes of inequity and bias and cultivate an environment free of them and one that promotes inclusion
  • 90% believed that completers were prepared or very well prepared to ensure culturally relevant teaching and learning

Pilot employer focus groups and surveys for our Ed.S. Education Administration graduates will take place in the Summer of 2021 as part of our plan in place for Standard A 4.1.

 

Satisfaction of Completers

Initial Programs

The UofSC COE Initial Licensure Programs Exit Survey is administered electronically to candidates three times per academic year (concurrent with candidates’ graduation application process). Of all graduates who completed the Exit Survey in AY 2019-20 --

  • 93% of 2019-20 initial education licensure graduates indicate that their program prepared them for their role as a teacher
  • 92% of 2019-20 initial education licensure graduates indicate the content of their program prepared them to accommodate and modify instruction for students with differing abilities
  • 96% of initial education licensure graduates reported feeling comfortable communicating openly with the professors in the program

The Induction teacher survey was distributed to initial licensure graduates of the college within the last 3 years. The Spring 2020 Induction teacher survey responses represented 10 of the 15 initial licensure areas.

  • 94% of Spring 2020 survey respondents indicated that they ‘agree’ or ‘strongly agree’ that their initial licensure preparation program held high expectations of professionalism for them as a future educator.
  • 92% of 2019-20 initial education licensure graduates indicate that their program prepared them for their role as a teacher.
  • 91% of 2019-20 initial education licensure graduates indicate feeling prepared to teach students with diverse (race, gender, culture, socioeconomic)

 

Advanced Programs

The UofSC Advanced Programs Exit Survey is administered electronically to candidates three times per academic year (concurrent with candidates’ graduation application process). Of all M.Ed. and Ed.S. Education Administration graduates who completed the Exit Survey in AY 2019-20 –

  • 93.7% of respondents endorsed a greater understanding of multiculturalism in their field of study as a result of their degree program
  • 98.8% of respondents stated that their degree program gave them the appropriate knowledge for their field of study
  • 98.8% of respondents said their degree program increased their effectivecommunication skills
  • 98.8% of respondents gained knowledge appropriate to their area of study regarding professional, state, and national standards
  • 98.8% of respondents gained knowledge appropriate to their area of study regarding educational content
  • 91.3% of respondents stated that their degree program prepared them with the skills to use and integrate appropriate technology into their work so that they may enhance learning and/or measure outcome.

 

 

Graduation Rates (Initial and Advanced Levels)

Initial Licensure Programs Graduation Rate 2016-17 2017-18 2018-19 2019-20
Percentage  94% 97% 94% 95%

 

Advanced Programs 2016-17 2017-18 2018-19 2019-20
Percentage  Unavailable  95%  96% 96%

 

Ability of Completers to Meet Licensing (Certification) and any Additional State Requirements: Title II (Initial and Advanced Levels)

Initial Licensure Programs
2016-17 2017-18 2018-19 2019-20
Overall Praxis Exam Summary Pass Rate 87% 93% 94% 93%
Recommended for Licensure* 87% 94% 93% 99%

 

Advanced Programas
2016-17 2017-18 2018-19 2019-20
Educational Administration (5411) Praxis Exam 97% 100% 100% 100%
Recommended for Licensure* 93% 90% 95%

100%

 

* Indicates candidates having completed all program requirements and passing required Praxis exams – in Spring 2020, all graduates were recommended whether Praxis exams were passed or not due to COVID-19 and modified state policies due to the pandemic. Also, please note that all graduates do not seek certification in SC, particularly in the online advanced programs. Therefore, all students are not recommended each year even after passing the required Praxis exam(s).

 

Ability of Completers to Be Hired in Education Positions for Which They Have Prepared

(Initial and Advanced Levels)

Initial Licensure Programs SAFE-T Results
2016-17 2017-18 2018-19 2019-20
Graduates Evaluated with SAFE-T 259 256 257 266
Graduates Passing with SAFE-T 253 (97.68%) 249 (97.27%) 255 (95.51%) 253 (95.11%)

 

Advanced Programs 2016-17 2017-18 2018-19 2019-20
 Graduates Evaluated with PADEPP 22 17 31 33

Graduates’ Averages Evaluated with PADEPP (Pass rates not provided)

3.49 3.41  3.16 3.45

Data obtained from the South Carolina Department of Education for our 2016-17, 2017-18, 2018-19, and 2019-20 completers employed as classroom teachers in SC public schools indicate the ability of our completers to be employed in and meet qualifications of education positions for which they have prepared. Graduates of UofSC’s initial educator preparation programs that are employed in South Carolina public school districts are evaluated via SAFE-T (the Summative ADEPT Formal Evaluation of Classroom-Based Teachers). Graduates of UofSC’s advanced programs that are employed as administrators are evaluated via PADEPP (Program for Assisting, Developing, and Evaluating Principal Performance).

 

Student Loan Default Rates and Other Consumer Information (Initial and Advanced Levels)

The 3-Year Federal Student Loan default rates are reported by institution, but not by college.  Per the US Department of Education, the default rates for the University of South Carolina for the following three years are as follows:

  • FY17—3.3%
  • FY16 – 3.3%
  • FY15 – 2.3%

The student loan default are derived from the US Department of Education (https://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html).

 

Based upon the data reflected in our annual measures, the EPP at UofSC is producing highly qualified candidates who have a positive impact on K-12 student learning.  We expect to obtain additional data as we evaluate the CarolinaTIP program during the 2020-21 academic year, within context of this induction support model.

This information is publicly available on our website and reviewed and discussed annually by constituents within our quality assurance system.  Publicly available data from our peer aspirant institutions and other EPPs in the state are reviewed and discussed for comparative purposes.


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