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EPP Annual Reporting Measures
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Program Impact Measure #1: Completer effectiveness
A-State EPP Growth Report (Initial Programs)
This report provides a summary of the value-added growth scores for the Educator Preparation Provider for three years of Completer Cohorts. A simple value-added model is used to assess student growth relative to the student's individual score history and the student's expectation of growth (predicted score). This model is often called a residual gain model. It reflects the difference between observed achievement and expected (predicted) achievement for each student. A student value-added score of 0 indicates the student met expected growth in achievement. Teacher and Educator Preparation Provider (EPP) VAS are the mean of student growth in each subject: English language arts (ELA), math, and science (if available). An Overall VAS is obtained using a weighted mean of all available subjects. The Arkansas Department of Education transforms mean VAS to ease interpretation of the score. A score of 80 equals the value-added score of 0. A standard deviation of 35 is used to spread the scores around 80 so that school mean scores will typically range from 65 to 95. Mean teacher growth scores typically range from 60 to 100 with most scores falling between 70 and 90. Averaging over higher levels of aggregation results in less variation among the Mean VAS and the values must be interpreted in this narrower range. Confidence intervals are provided to assist interpretation in the detailed sections of this report.
Value-Added Growth Report Analysis
A-State EPP Growth Report 2020-21
A-State EPP Growth Report 2021-22
Novice Teacher Supervisor Survey (Initial Programs)
All novice teachers in the state of Arkansas are observed by their school supervisors and evaluated using the standards for teacher preparation based on the Arkansas Teacher Excellence Support System (TESS), based on Charlotte Danielson Framework for Teaching, 2011. The four domains of teaching are the criteria used to assess the A-State completers’ classroom application of professional knowledge, skills and dispositions measured in this report. The data is collected from supervisors of A-State completers and representing all programs across the EPP who are employed in Arkansas classrooms. For each of the 22 components of teaching performance, supervisors rated the performance using a quantitative four-point Likert-type response format 4 (highly effective), 3 (effective), 2 (progressing), 1 (ineffective) or N/A (not applicable). A mean score is calculated for each of the 22 items on the survey instrument, indicating results for the statewide means and mean scores for supervisors of A-State completers.
Novice Teacher Supervisor Survey Report Analysis 2021
Novice Teacher Supervisor Survey 2021
Novice Teacher Supervisor Survey 2022
Employer Survey (Initial Programs)
The purpose of this questionnaire is to gather feedback from principals and superintendents on the performance of Arkansas State University’s recent graduates of the teacher education program. Recent graduates are defined as beginning teachers who have worked in the respective school district for three or fewer years. Data gathered in the report is one of many sources used to document the quality of programs to prepare teacher candidates, determine application of professional knowledge, dispositions, and skills—aligned with Interstate New Teacher Assessment and Support Consortium (InTASC) and Teacher Excellence Support System (TESS) standards—associated with teacher effectiveness in classrooms. This data informs program revision initiatives to suit the needs of Arkansas schools. Data is collected in even years.
A-State Employer Survey Data Analysis 2020
A-State Employer Survey Report 2020
A-State Employer Survey Report 2022
Novice Teacher Survey (Initial Programs)
Data from the Novice Teacher Surveys are generated by the Arkansas Department of Education (ADE). First-year teachers complete a Novice Teacher Survey at the end of their first year of teaching to identify perceptions of their educator preparation experience based on the four TESS “Framework for Teaching” domains.
A-State Novice Teacher Survey Data Analysis 2020-21
A-State Novice Teacher Report 2020-21
A-State Novice Teacher Report 2021-22
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Program Impact Measure # 2: Satisfaction of employers and stakeholder involvement
Employer Survey (Initial Programs)
The purpose of this questionnaire is to gather feedback from principals and superintendents on the performance of Arkansas State University’s recent graduates of the teacher education program. Recent graduates are defined as beginning teachers who have worked in the respective school district for three or fewer years. Data gathered in the report is one of many sources used to document the quality of programs to prepare teacher candidates, determine application of professional knowledge, dispositions, and skills—aligned with Interstate New Teacher Assessment and Support Consortium (InTASC) and Teacher Excellence Support System (TESS) standards—associated with teacher effectiveness in classrooms. This data informs program revision initiatives to suit the needs of Arkansas schools. Data is collected in even years.
A-State Employer Survey Data Analysis 2020
A-State Employer Survey Report 2020
A-State Employer Survey Report 2022
Novice Teacher Supervisor Survey (Initial Programs)
All novice teachers in the state of Arkansas are observed by their school supervisors and evaluated using the standards for teacher preparation based on the Arkansas Teacher Excellence Support System (TESS), based on Charlotte Danielson Framework for Teaching, 2011. The four domains of teaching are the criteria used to assess the A-State completers’ classroom application of professional knowledge, skills and dispositions measured in this report. The data is collected from supervisors of A-State completers and representing all programs across the EPP who are employed in Arkansas classrooms. For each of the 22 components of teaching performance, supervisors rated the performance using a quantitative four-point Likert-type response format 4 (highly effective), 3 (effective), 2 (progressing), 1 (ineffective) or N/A (not applicable). A mean score is calculated for each of the 22 items on the survey instrument, indicating results for the statewide means and mean scores for supervisors of A-State completers.
Novice Teacher Supervisor Survey Data Analysis 2021
Novice Teacher Supervisor Survey Report 2021
Novice Teacher Supervisor Survey Report 2022
Employer Satisfaction Survey (Advanced Programs)
The Employer Satisfaction Survey is sent in odd years, one year after graduation, to employers of graduates who have obtained positions for which they were prepared. The surveys are administered via Qualtrics in the fall of odd years.
A-State Employer Satisfaction Survey Data Analysis 2021
A-State Employer Satisfaction Survey Report 2021
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Program Impact Measure # 3: Candidate competency at completion
Arkansas State University Status Report (Title II Report) (Initial Programs)
Section 205 of Title II of the Higher Education Act (as amended in 2008) requires educator preparation programs (EPPs) to report data on the assessments used for teacher certification or licensure by the state. These data include the number of test takers, the number who passed, the pass rate, the average scaled score, and the minimum passing score for each assessment. States must report these data for each IHE (Institution of Higher Education - traditional and alternative routes) and non-IHE-based alternative route. For Title II reporting, all traditional EPPs at a single IHE are to be considered a single program. Similarly, all alternative routes at a single IHE (or at a single non-IHE-based program) are to be considered a single program. Each preparation program is required to provide data for candidates who are enrolled or have completed programs of professional teacher preparation. These data are then compared with testing records, and Assessment Pass Rate and Summary Pass Rate reports are generated for preparation providers and the State.
Arkansas State University Title II Report Analysis 2020-21
Arkansas State University Title II Report 2020-21
Arkansas State University Title II Report 2021-22
A-State EPPQR (Initial Programs)
The Arkansas Department of Education (ADE) Division of Elementary and Secondary Education (DESE), supported by the Professional Licensure and Standards Board (PLSB), has adopted an Educator Preparation Provider Quality Report (EPPQR) designed to support and promote teacher preparation programs’ continuous growth and professional learning. The primary purpose of the EPPQR is to facilitate discussion about continuous improvement efforts within teacher training programs. The EPPQR allows the public to view aggregate data for Arkansas EPP candidates and completers.
A-State EPPQR data analysis
edTPA (Initial Programs)
edTPA is a performance-based, subject-specific assessment and support system used by teacher preparation programs throughout the United States to emphasize, measure and support the skills and knowledge that all teachers need from Day 1 in the classroom. For each handbook field, the placement is a Pre-Kindergarten to 12th grade classroom. edTPA is a subject-specific assessment that includes versions for 28 teaching fields. The assessment features a common architecture focused on three tasks: Planning, Instruction, and Assessment. Aspiring teachers must prepare a portfolio of materials during their student teaching clinical experience. edTPA requires aspiring teachers to demonstrate readiness to teach through lesson plans designed to support their students' strengths and needs; engage real students in ambitious learning; analyze whether their students are learning, and adjust their instruction to become more effective. Teacher candidates submit unedited video recordings of themselves at work in a real classroom as part of a portfolio that is scored by highly trained educators. edTPA builds on decades of teacher performance assessment development and research regarding teaching skills and practices that improve student learning.
Educator Disposition Assessment (EDA) (Initial Programs)
The EDA consists of dispositions and related indicators explicitly aligned to CAEP standards, InTASC Standards, and professional dispositional elements found in prominent teacher evaluation instruments. The EDA is a valid and reliable measure of teacher candidate dispositions used to track and monitor candidate dispositional behaviors as they progress through teacher preparation programs.
EDA Mid-point and capstone Data Analysis 2020-21
EPP Intern Exit Survey (Initial Programs)
The main purpose of this assessment survey was to provide a means for continued improvement and development of academic and professional education programs at A-State. This survey was given to gather evidence from teacher candidates to assess the quality of the institution’s teacher education program and to assess teacher candidates’ perceptions about how well they were prepared to teach. Assessment is a continuous process that underlies all excellent programs of teaching and learning. The paramount goal of the A-State EPP is to prepare teacher candidates who will have a positive impact on P-12 students. The objective of this assessment was to help professional education faculty make better evaluative judgments about the effectiveness of its teacher education program.
EPP Survey of Exiting Interns Data Analysis 2020-21
EPP Survey of Exiting Interns Report 2020-21
EPP Survey of Exiting Interns Report 2021-22
Praxis Exams Pass Rates (Initial Programs)
The Praxis tests measure a teacher candidate's knowledge and subject-specific content knowledge needed for teaching. Each Praxis assessment reflects what educators across the United States believe to be important for new teachers. The Praxis® Content Knowledge for Teaching (CKT) tests were developed to measure both types of knowledge. CKT assessment tasks focus on how well you can apply your content knowledge to recognize, understand and respond to the content problems you will encounter in your day-to-day teaching practice. The Praxis® Principles of Learning and Teaching tests assess a new teacher’s knowledge and understanding of educational practices foundational to beginning a career as a professional educator. The test is designed to reflect the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards.
Praxis II Content Data Analysis 2020-21
Praxis II PLT Data Analysis 2020-21
Praxis II Summary Score Report 2020-21
Praxis II Summary Score Report 2021-22
Praxis Exams Pass Rates (Advanced Programs)
The School Leadership Series provides fair and valid assessments for states to use as part of the licensure process for principals, superintendents and school leaders. SLS comprises the School Leaders Licensure Assessment (SLLA), the School Superintendent Assessment (SSA) and the Connecticut Administrator Test. The School Leadership Series (SLS) was developed to support career growth and development within the school or district. These assessments measure the experience and professional judgement as it relates to a school leadership role.
Praxis II Exam Pass Rates Data Analysis 2020-21
Praxis II Summary Score Report 2020-21
Praxis II Summary Score Report 2021-22
Educational Leadership Disposition Assessment (EDLDA) (Advanced Programs)
Education leaders require a unique set of dispositions to be effective in their roles as administrators, coaches, and advocates. The Educational Leadership Disposition Assessment includes leadership dispositions for performance-based growth and development aligned with NELP and CAEP standards. Programs are beginning to utilize EDA/EDLDA. Faculty, adjuncts, and site mentors go through calibration training annually. The Data Assessment Coordinator will be collecting the data from the EDA/EDLADA assessments at each of the three checkpoints. The assessments from checkpoints 2 and 3 will be compared.
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Program Impact Measure # 4: Ability of completers to be hired
Employer Survey (Initial Programs)
The purpose of this questionnaire is to gather feedback from principals and superintendents on the performance of Arkansas State University’s recent graduates of the teacher education program. Recent graduates are defined as beginning teachers who have worked in the respective school district for three or fewer years. Data gathered in the report is one of many sources used to document the quality of programs to prepare teacher candidates, determine application of professional knowledge, dispositions, and skills—aligned with Interstate New Teacher Assessment and Support Consortium (InTASC) and Teacher Excellence Support System (TESS) standards—associated with teacher effectiveness in classrooms. This data informs program revision initiatives to suit the needs of Arkansas schools. Data is collected in even years.
A-State Employer Survey Data Analysis 2020
A-State Employer Survey Report 2020
A-State Employer Survey Report 2022
A-State EPPQR (Initial Programs)
The Arkansas Department of Education (ADE) Division of Elementary and Secondary Education (DESE), supported by the Professional Licensure and Standards Board (PLSB), has adopted an Educator Preparation Provider Quality Report (EPPQR) designed to support and promote teacher preparation programs’ continuous growth and professional learning. The primary purpose of the EPPQR is to facilitate discussion about continuous improvement efforts within teacher training programs. The EPPQR allows the public to view aggregate data for Arkansas EPP candidates and completers.
A-State EPPQR Data Analysis
A-State EPPQR Report 2021
A-State EPPQR Report 2022
Novice Teacher Survey (Initial Programs)
Data from the Novice Teacher Surveys are generated by the Arkansas Department of Education (ADE). First-year teachers complete a Novice Teacher Survey at the end of their first year of teaching to identify perceptions of their educator preparation experience based on the four TESS “Framework for Teaching” domains.
A-State Novice Teacher Survey Data Analysis 2020-21
A-State Novice Teacher Report 2020-21
A-State Novice Teacher Report 2021-22
Employer Satisfaction Survey (Advanced Programs)
The Employer Satisfaction Survey is sent in odd years, one year after graduation, to employers of graduates who have obtained positions for which they were prepared. The surveys are administered via Qualtrics in the fall of odd years.
A-State Employer Survey Data Analysis 2021
A-State Employer Survey Report 2021
Completers Survey (Advanced Programs)
The Completer Satisfaction Survey will be sent annually to employers of all graduates one year after graduation. The surveys will be administered via Qualtrics in April of each year. Completer satisfaction has been gauged through the use of exit surveys which have been administered at the end of the graduate’s program.
A-State Completers Survey Data Analysis 2020-21
A-State Completer Satisfaction Survey Report 2021
A-State Completer Satisfaction Survey Report 2022
