The EPP was able to obtain i-Ready Reading and Math benchmark data from one county tied to 12 recent program completers that are currently teaching in grades 1-5. These data represent beginning and middle of year assessments, and also reflect changes in school schedules and structure due to the COVID-19 pandemic. The county went fully remote in March 2020 and did not permit new instruction to occur after transitioning to digital delivery due to inequities of reliable internet access across the state. Due to these circumstances, reliability and validity of the data cannot be assumed as an accurate representation of completer impact in regular circumstances.
i-Ready Math data reflect an average of 21% of students in classrooms of EPP completers scored “On or Above Grade Level” on these benchmarks with a range of 6%-44%. Data reflects an average of 41% of students in classrooms of EPP completers scored “One Grade Level Below” with a range of 20%-91%. “Two or More Grade Levels Below” represented an average of 31% of students with the range being 0%-60%. On average, 7% of students did not complete the assessment, ranging from 0% to 24% across classrooms.
i-Ready Reading data reflects an average of 21% of students scored “On or Below Grade Level” with a range of 0%-44%. Data indicate an average of 34% of students scored “One Grade Level Below” with the range being 11%-82%. “Two or More Grade Levels Below” represented 30% of students with a range of 0%-67%, with 14% of students not completing the assessment with a range of 0%-46%.
The EPP Observation Form (Standard 4.2) includes 10 competencies with completers rated by employers on each competency as Distinguished (4), Proficient (3), Basic (2), or Unsatisfactory (1). The form collectively includes competencies across all four of the West Virginia Professional Teaching Standards (WVPTS), the four InTASC categories, and is also aligned to CAEP standards. Mentors or school administrators completed the Observation Form for 29 EPP completers representative of 9 content areas. The overall mean was 3.12 on all competencies, ranging from 2.9 to 3.38. The only outlier was one Unsatisfactory score on “Plans, prepares, and implements standards-based learning experiences that make the content matter meaningful for students.” The competency with the lowest average score (2.9) was “Demonstrates knowledge of the content and its inter-relatedness within and across disciplines” and the competency,” while the competency with the highest average score (3.38) was “Creates a positive, supportive environment that manages student behavior and emphasizes the importance of learning.” The competencies at the lowest range and the highest range indicate our EPP completers manage and facilitate a positive learning environment, but need intentional opportunities in identifying and designing cross-disciplinary connections.
The Network for Excellence in Teaching (NExT) is a partnership that developed a set of common surveys to assess how EPPs prepare new teachers. The NExT Supervisor Survey collected information on supervisor evaluations of new teacher performance in five separate sections (Instructional Practice, Diverse Learners, Learning Environment, Professionalism, and Program Recommendation) with multiple competencies within each section. The supervisor rated each competency on the survey via a Likert scale: Agree (4), Tend to Agree (3), Tend to Disagree (2), or Disagree (1). The overall mean ratings for each of the competencies in the five sections ranged from 3.17 to 3.83. The majority of EPP supervisor ratings (Agree/Tend to Agree) indicate supervisors believe Fairmont State University prepared new teachers to accomplish the competencies of teaching related to Instructional Practice, Diverse Learners, Learning Environment, and Professionalism. However, due to the limited number of supervisor evaluations (n=7), these data are limited and must be considered in combination with other employer data.
The competencies within the EPP Employer Survey (Standard 4.3) are explicitly aligned to CAEP, InTASC, and the WVPTS and reflect the shared values and beliefs of the EPP. The survey includes four separate sections that match the four WVPTS: Curriculum and Planning, Learner and the Learning Environment, Teaching, and Professional Responsibilities for Self-Renewal, School, and Community. Each competency has a stem, which reads “The recent FSU graduates in my building are well prepared to...” The employer rated each competency on the survey via a Likert scale: Strongly Agree (4), Agree (3), Disagree (2), or Strongly Disagree (1). The CAEP Coordinator and CAEP team members distributed an Employee Survey to school administrators in four local school districts where one or more of our program completers are employed. Nine administrators from three of the four school districts completed the survey. The overall mean for the four WVPTS sections was 3.61, ranging from 3.42 to 3.86. Overall survey ratings indicate employers are satisfied with the EPP graduates’ preparation for their assigned responsibilities in working with K-12 students.
The EPP Graduate Survey includes four separate sections that match the four WVPTS for the Employer Survey. The competencies are aligned/tagged to CAEP standards, InTASC categories, and the WVPTS. Each competency has a stem, which reads: “My educator preparation program prepared me to.” The graduate rates each competency on the survey via a Likert scale: Strongly Agree (4), Agree (3), Disagree (2), or Strongly Disagree (1); 29 graduates currently teaching in elementary and secondary classrooms in four local school districts completed the Graduate Survey. The overall mean for the first three WVPTS sections was 3.30 with the rating ranging from 3.14 to 3.43 (all above the Proficient level). Overall, survey ratings indicate graduates perceive their preparation as relevant to the responsibilities they confront on the job, and their preparation was effective.
The EPP systematically tracks cohorts from entry to completion. Our current data tracked teacher candidates from the Fall 2017 cohort through the Spring 2020 cohort (3 academic years). According to the model schedule, teacher candidates should have completed the requirements to apply for formal admission into the EPP by the first semester of their sophomore year. These requirements are: satisfactory completion of EDUC 2200: Introduction to Education and EDUC 2201: Instructional technology, maintain a minimum 2.75 Cumulative and Field GPA, satisfactorily complete the Early Field Experience, and pass the Praxis I Core tests. Candidates who have reached these criteria are required to submit an Admissions Portfolio (previously known as the Developmental Portfolio) for review by EPP faculty to be considered for formal admission.
The Fall 2017 and Spring 2018 cohorts are the only cohorts currently being tracked that do not have any teacher candidates still enrolled. These cohorts reflect a 74.6% completion rate for candidates who complete in ≤6 semesters and an 89.54% overall completion rate. Data reflects that the Fall 2017 to Spring 2020 cohorts currently have a 94.4% retention rate when the number of candidates who have graduated is added to the number of candidates currently enrolled.
The EPP tracks the number of completers of initial and advanced programs as defined by CAEP through our Certification Officer and the Office of Institutional Effectiveness and Strategic Operations. Initial certification numbers represent all candidates completing the undergraduate education programs, with the advanced programs including candidates completing the M.Ed. in Reading and the M.Ed. in Special Education. The M.Ed. and Certification-only programs in Educational Leadership are new and do not currently have completers. We anticipate the first completers of those programs to be included in the 2022 CAEP Annual Report.
The EPP PDS Office systematically tracks the number of completers hired after they complete their respective program. The PDS office regularly checks the PDS County Board of Education meeting agendas and personnel directories to identify the location of hired completers and communicates with completers who provided the EPP with contact information. Current data reflect completers from Spring 2017- Spring 2020. Data reflects that 72% -100% of candidates who completed during these semesters have been employed in Education. It is worth noting that the lowest percentage is reflected for Spring 2020 completers, but that is also the semester that school systems moved to virtual instruction due to Covid-19. The two semesters with the highest percentage rate (100% in Fall 2018 and 95% in Spring 2019) are the semesters that the EPP knows the status of all completers.
Fairmont State University’s Cohort Default Rate is 12.5%. The Department of Education does not break the default rate down between graduate and undergraduate. The rate is determined by the number of students who go into default for a specific time period divided by the number of students who went into repayment for the same time period. The cohort default rate is a 3-year default rate; therefore, the rate reflects the students who went into repayment three years prior to the rate being released. Our current rate is based on students who went into repayment and defaulted during the 2017 year.
Consumer information covers many things (FERPA, CLERY ACT, Financial Aid, Cost of Attendance, Refund Policy, Withdraw information, Facilities and Services available for Students with Disabilities, Textbook information, Net Price Calculator, Diversity, etc.). These are federally required of the institution in order to remain eligible for Title IV aid. You can find the information and or links to the information on the following webpage: