Findings in the 2020 Institutional Report Card include the following:

When compared to the state average of graduates from other schools of education, K-12 employers perceived that a larger proportion of UAB-trained teachers had a greater understanding of how learners grow and develop. UAB-trained teachers also scored at the Teacher Leader level more than twice as often as graduates of other schools across the state. In sum, the UAB School of Education last year not only produced a stronger pool of teachers than other Alabama institutions, but UAB also produced more teacher leaders.

Employers perceived UAB School of Education graduates were more successful at:

• Managing the learning environment: 80 percent of UAB SOE students were perceived to be at the Effective Teacher level or above, while only 62 percent of the graduates at other institutions across the state were rated at the Effective Teacher level or above.
• Connecting concepts, perspectives from varied disciplines and interdisciplinary themes to real-world problems and issues: 75 percent of UAB SOE graduates were at the Effective Teacher level or above, while the state average for other schools of education was at 54 percent. UAB SOE students also were perceived as being slightly more effective in this area as well.
• UAB SOE grads were perceived to perform at the Teacher Leader level at almost twice the average of institutions across the state.

1. Impact of P-12 learning and development. (CAEP Component 4.1)

The UAB School of Education has provided data from the Candidate Preservice Assessment of Student Teaching (CPAST). Data from 2018-2019 indicate that candidate scores ranged from 2.10 (data guided instruction) to 2.89 (professional content and behavior). Data for fall 2019-2020 indicate that candidate scores ranged from 2.04 (data guided instruction) to 2.88 (professional content and behavior).

2. Indicators of teaching effectiveness. (CAEP Component 4.2)

The ALSDE does not provide data for determining completer’s teaching effectiveness. The EPP’s efforts to collect data to measure the indicators of teaching effectiveness for program completers include the following:

Student Tripod Survey data for spring 2020 and spring 2021 will be provided in the EPP’s CAEP Self-Study Report, which is due to CAEP by April 30, 2021. Learn more about the Tripod Student Survey.

3. Satisfaction of employers and employment milestones. (CAEP Components 4.3 & A.4.1.)

The Alabama Association of Colleges for Teacher Education members developed a survey to be administered to employers of first-year teachers who graduated from the UAB School of Education during the 2017, 2018, and 2019 school year and who completed the Alabama State Board of Education-approved undergraduate program or alternative master’s degree program leading their first or initial Professional Educator Certificate. The employer data provided above in the 2018, 2019, and 2020 Institutional Report Card shows the percentage of employers who rated their first-year teachers as teacher leader, effective teacher, emerging teacher, or ineffective teacher.

4. Satisfaction of completers. (CAEP Components 4.4 & A.4.2)

The Alabama Association of Colleges for Teacher Education members developed a survey to be administered to first-year teachers who graduated from the UAB School of Education during the 2017, 2018, and 2019 school year and completed the Alabama State Board of Education-approved undergraduate program or alternative master’s degree program leading their first or initial Professional Educator Certificate. The data provided above in the 2018, 2019, and 2020 Institutional Report Card includes a summary of survey categories and the percentage of first-year teachers who strongly agreed, agreed, disagreed, or strongly disagreed that their program prepared them to teach successfully.

5. Graduation Rates

1. Students in Candidacy during academic year (Summer, Fall & Spring).
2. All graduates recommended for certification through ALSDE 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 2017-2018

Praxis Pass Rates 2016-2017

Praxis Pass Rates 2015-2016

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.

8. 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 as per below and on the National Center for Education Statistics College Navigator.

Scholarship information is published on the UAB School of Education Website: Scholarship Information. Information on undergraduate cost of attendance is posted at: Office of Student Financial Aid Website. Graduate cost of attendance is posted to Graduate Cost of Attendance.

Three-Year Official Cohort Default Rates

9. Nationally Recognized Programs

• Music Education: National Association for Schools of Music (Class B and Class AA)
• Visual Arts: National Association of Schools of Art and Design (Class B)
• English for Speakers of Other Languages: National Association of Teachers of English to Speakers of Other Languages (Class A)
• School Counselor: Council for Accreditation of Counseling and Related Educational Programs (Class A)

NCATE Reviewed/Approved Programs

Bachelor’s Degrees (Class B): Biology; Chemistry; Dual Early Child & Elementary Education Program; English Language Arts; General Science; General Social Science; Mathematics; Middle School Mathematics; Music; Physical Education; Physics; Visual Arts

Alternative Master’s Degrees (Class A): Biology; Chemistry; Collaborative Teacher K-6 and 6-12; Dual Early Child & Elementary Education Program; Early Childhood Special Education; English as a Second Language; Spanish/French & ESL; English Language Arts; French; General Science; General Social Science; History; Mathematics; Music; Physical Education; Physics; Spanish; Visual Arts; Visual Impairments;

Traditional Master’s Degrees (Class A): Biology; Chemistry; Collaborative Teacher K-6 and 6-12; Early Childhood; Early Childhood Special Education; Elementary Education; English as a Second Language; Spanish/French & ESL; English Language Arts; French; General Science; General Social Science; History; Instructional Leadership; Mathematics; Music; Physical Education; Physics; Reading Specialist; School Counseling; School Psychometry (Certification Only); Spanish; Visual Arts; Visual Impairments

Ed. Specialist’s Degrees (Class AA): Biology; Chemistry; Collaborative Teacher K-6 and 6-12; Early Childhood; Elementary Education; English as a Second Language; English Language Arts; General Science; General Social Science; History; Instructional Leadership; Mathematics; Physical Education; Physics; Teacher Leader; Visual Impairments