The UAB School of Education or Educator Preparation Program (EPP) seeks to gather, analyze and share data for program candidates and completers on outcomes measuring impact P-12 learning and teacher effectiveness. Multiple measures based on a combination of proprietary and EPP-created assessments produce candidate and completer data analyzed for evaluating program effectiveness. Analysis findings result in development of actionable goals for continuous program improvement. The EPP values the iterative assessment process, input on data from a variety of stakeholders, and a commitment to advancing P-12 student achievement in the State of Alabama. The following documents and links reflect the EPP’s current status regarding such impact.
1. Impact of P-12 learning and development. (CAEP Component 4.1)
The Alabama State Department of Education (ALSDE) is implementing a new statewide assessment (grades 2-8) to measure P-12 student achievement. This assessment will be administered in the 2019/2020 academic year. In addition to testing, the ALSDE is working to link teachers with student achievement data, allowing access for all EPP’s to measure completer impact on P-12 learning and teacher effectiveness. The goal is to provide access to the P-12 learner data at the completion of the 2020/2021 academic year.
Data Measuring Completer Impact on P-12 Learning and Development
| Assessment, Description, & Use | InTASC Standards Measured | CAEP Standards Measured | Validity, Reliability, & Administration Information | Link for Data Results |
|---|---|---|---|---|
|
CPAST Observation of Teaching to Measure Completer’s Effectiveness and Impact on P-12 Learning & Development |
1.2, 1.3, 2.5, 3.6, 3.7, 3.8, 4.9, 4.10 | 1.1, 1.2, 1.5, 4.1, 4.2, 5.4 | Summary of CPAST Evidences of Reliability & Validity
Sample Assessment & Evaluation |
Spring 2020 Coming Soon Fall 2020 Spring 2021 Fall 2021 Timeline for Completion: Continuous Improvement Goals—Spring 2020 Final Data Published on Website—Fall 2020 |
|
Completer Sample/Analysis of Impact on Learning Sample of Impact Data with Completer Analysis & Self-Reflection |
1.1, 1.2, 1.3 4.9 | 1.1, 1.2, 4.1, 5.4 |
Administration, Development, Survey Content Validity, & Survey Data Quality—Coming Soon (See Timeline) Completer Sample/Analysis of Student Learning Timeline for Completion: Collect & Analyze-Spring 2020 Improvement Goals-Spring 2020 Content Validity-Summer 2020 |
Spring 2020 Coming Soon Fall 2020 Spring 2021 Fall 2021 Timeline for Completion: Continuous Improvement Goals—Spring 2020 Final Data Published on Website—Fall 2020 |
2. Indicators of teaching effectiveness. (CAEP Component 4.2)
The ALSDE does not provide data for determining completer’s teaching effectiveness. The chart provided identifies the EPP’s efforts to collect data to measure the indicators of teaching effectiveness for program candidates and completers.
Data Measuring Completer Teaching Effectiveness
| Assessment, Description, & Use | InTASC Standards Measured | CAEP Standards Measured | Validity, Reliability, & Administration Information | Link for Data Results |
|---|---|---|---|---|
|
CPAST Observation of Teaching to Measure Completer’s Effectiveness and Impact on P-12 Learning & Development |
1.2, 1.3, 2.5, 3.6, 3.7, 3.8, 4.9, 4.10 | 1.1, 1.2, 1.5, 4.1, 4.2, 5.4 | CPAST Reliability/Validity |
Spring 2020 Coming Soon Fall 2020 Spring 2021 Fall 2021 Timeline for Completion: Continuous Improvement Goals—Spring 2020 Final Data Published on Website—Fall 2020 |
|
Tripod Student Survey Survey Administered to P-12 Students in Completer’s Classroom |
1.1, 1.2, 1.3, 2.4, 2.5, 3.6, 3.7, 3.8 | 1.1, 1.2, 4.2, 5.4 |
Spring 2020 Coming Soon Fall 2020 Spring 2021 Fall 2021 Timeline for Completion: Continuous Improvement Goals—Spring 2020 Final Data Published on Website—Fall 2020 |
3. Satisfaction of employers and employment milestones. (CAEP Components 4.3 & A.4.1.)
The newly developed ALSDE (Alabama State Department of Education) New Teacher Employer Survey asks principals and other school administrators to evaluate EPP completers who are in their first year of employment. This data provided by ALACTE is being used in combination with an EPP developed survey directly linked to InTASC and CAEP standards. The chart provided below describes the multiple measures used for both initial and advanced programs for program evaluation.
Data Measuring Employer Satisfaction
| Assessment, Description, & Use | InTASC Standards Measured | CAEP Standards Measured | Validity, Reliability, & Administration Information | Link for Data Results |
|---|---|---|---|---|
|
ALSDE Employer Survey Survey Administered to Employers of EPP Completers with 1-3 Years Teaching Experience |
1.1, 1.2, 1.3, 2.4, 2.5, 3.6, 3.7, 3.8, 4.9, 4.10 | 1.1, 1.2, 1.4, 4.3, 5.4 |
2019/2020 Results 2020/2021 Results Timeline for Completion: |
|
|
EPP Employer Satisfaction Survey EPP Developed Survey Administered to Employers of EPP Completers with 1-3 Years Teaching Experience |
1.1, 1.2, 1.3, 1.4, 1.5, 2.4, 2.5, 3.6, 3.7, 3.8, 4.9, 4.10 | 1.1, 1.2, 1.3, 1.4, 1.5, 3.3, 4.3, 5.4 |
Spring 2020 Coming Soon Fall 2020 Spring 2021 Fall 2021 Timeline for Completion: Continuous Improvement Goals—Spring 2020 Final Data Published on Website—Fall 2020 |
4. Satisfaction of completers. (CAEP Components 4.4 & A.4.2)
As part of the ALACTE survey, completers in UAB School of Education programs were asked to rate their satisfaction with various aspects of their preparation. The content of this survey paralleled the content of the survey of employers (principals). The completer results are provided in the links above. Results demonstrate that 90% or more of first year completers (at the end of their first year of teaching) agree or strongly agree that their program at UAB prepared them in each of 21 INTASC standards. The ratings of UAB completers is parallel to that of completers of other Educator Preparation Programs for the State of Alabama.
Data Measuring Completer Satisfaction
| Assessment, Description, & Use | InTASC Standards Measured | CAEP Standards Measured | Validity, Reliability, & Administration Information | Link for Data Results |
|---|---|---|---|---|
|
ALSDE Completer Survey Survey Administered to Completers of EPP in their first year of teaching |
1.1, 1.2, 1.3, 2.4, 2.5, 3.6, 3.7, 3.8, 4.9, 4.10 | 1.1, 1.2, 1.4, 4.3, 5.4 |
2019/2020 Results 2020/2021 Results Timeline for Completion: |
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|
UAB Alumni Survey Alumni Survey Administered to EPP Graduates |
1.1, 1.2, 1.3, 2.4, 2.5, 3.6, 3.7, 3.8 | 1.1, 1.2, 4.3, 5.4 |
2018/2019 Alumni Survey Results 2018/2019 Alumni Survey Results Report
2019/2020 Results 2020/2021 Results Timeline for Completion: |
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EPP Completer Satisfaction Survey EPP Developed Survey Administered to Completers |
Spring 2020 Coming Soon Fall 2020 Spring 2021 Fall 2021 Timeline for Completion: |
5. Graduation Rates
| AY 2019-2020 | Admitted and Enrolled | Completed |
|---|---|---|
| Initial Certifications | Coming soon | Coming soon |
| Advanced Certifications | Coming soon | Coming soon |
| AY 2018-2019 | Admitted and Enrolled | Completed |
| Initial Certifications | 144 | |
| Advanced Certifications | 165 | |
| AY 2017-2018 | Admitted and Enrolled | Completed |
| Initial Certifications | 197 | 173 |
| Advanced Certifications | 119 | 176 |
| AY 2016-2017 | Admitted and Enrolled | Completed |
| Initial Certifications | 294 | 163 |
| Advanced Certifications | 250 | 171 |
| AY 2015-2016 | Admitted and Enrolled | Completed |
| Initial Certifications | 274 | 97 |
| Advanced Certifications | 219 | 259 |
1. Students in Candidacy during academic year (Summer, Fall & Spring).
2. All graduates recommended for certification through ALDSE during the academic year.
6. Ability of completers to meet licensing(certification) and any additional state requirements
Teacher Preparation candidates are required to meet all licensure requirements to graduate. The Alabama State Department of Education requires that students pass the Praxis content area tests as part of their licensure requirements. Our pass rates are below.
| PRAXIS PASS RATES | ||||||
|---|---|---|---|---|---|---|
| University of Alabama at Birmingham | Statewide | |||||
| Number Taking Assessment | Number Passing Assessment | Institutional Pass Rate | Number Taking Assessment | Number Passing Assessment | Statewide Pass Rate | |
| AY 2019-2020 | ||||||
| Traditional Completers | Coming soon | |||||
| Alternative Completers | Coming soon | |||||
| AY 2018-2019 | ||||||
| Traditional Completers | Coming soon | |||||
| Alternative Completers | Coming soon | |||||
| AY 2017-2018 | 100% | |||||
| Traditional Completers | 94 | 94 | 100 | 1820 | 1811 | |
| Alternative Completers | 93 | 93 | 100 | 430 | 428 | |
| AY 2016-2017 | 99% | |||||
| Traditional Completers | 54 | 54 | 100 | 1761 | 1740 | |
| Alternative Completers | 68 | 57 | 99 | 381 | 379 | |
| AY 2015-2016 | ||||||
| Traditional Completers | 68 | 68 | 100 | 1721 | 1710 | 99% |
| Alternative Completers | 74 | 74 | 100 | 427 | 426 | 100% |
- Subject Area Pass Rates for Traditional Programs, 2017-2018
- Subject Area Pass Rates for Alternative Programs, 2017-2018
7. Ability of completers to be hired in education positions for which they have prepared.
The UAB School of Education has received data from the Alabama Department of Education regarding completers since 2015 who are employed in Alabama Public Schools. Our data indicate that approximately 83% of completers since 2015 are working in public schools in Alabama.
AY 2020/2021 Employment Milestones Data—Coming Soon! AY 2019/2020 Employment Milestones Data—Coming Soon!
Student loan default rates and other consumer information.
Information concerning consumer information regarding completers of UAB School of Education preparation. At this time UAB does not provide data on Default Rates differentiated by School or program. Information available from federal sources regarding default rates and other consumer information is available here.
