Niagara University College of Education College Performance Benchmarks

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1 Includes 392 Includes 331 Includes 330 Niagara University College of Education College Performance Benchmarks 1. Enrollment NCATE ACCREDITED Enrollment: College of Education and Programs ( ) AQS The 2014 enrollment in programs offered in the College of Education is 1,193 (2014, fall census). Enrollment in the College of Education includes undergraduate (23%,) postbaccalaureate studies in Ontario (28%) and graduate/advanced studies (49%). 2. Program Demand Program Enrollment: Initial Teacher Education 2014 (N=458) Special Education, % TESOL 13% B-2 B-6 & % Supply and demand data continue to demonstrate a strong need for teachers in special education, math, science, and TESOL. These programs remain under enrolled; however, increases have been noted in TESOL and secondary special education. Special Education,1-6 26% 5-12 & %

2 3. Service Learning Service Learning Hours Completed by Education Candidates: Program N Hours Campus-based teacher education 369 9,470 candidates B.P.S. teacher education candidates (Ontario) 145 Total 514 hours 11,729 hours 21,199 hours Education candidates contributed 21,199 hours of service learning in the community. Candidates rated their participation in a community-based program as part of their course and their contributions to the welfare of the community higher than the Carnegie and NSSE peers (NSSE, 2013). 4. Title II Reporting: Pass Rates on New York State Certification Examinations Institutional Pass rates: New York State Certification Examinations ( ) Examinations Liberal Arts and Sciences Test (LAST) Assessment of Teaching Skills Written (ATS-W) Educating All Students - EAS Academic Literacy Skills Test - ALST edtpa Elementary edtpa Math Multi-Subject Mathematics 100% (n=57) Elem Pass Rate Niagara 99% (n=81) 90% (n=61) 92% (n=60) 96% (n=32) 100% (n=11) 94% (n=95) 100% (n=16) 100% (n=30) Sec Pass rates on the edtpa (New York State certification examinations) are 96% for the Elementary, 100% for the Secondary Math, 100% for the Assessment of Teaching Skills for elementary and 100% for the Assessment of Teaching Skills for secondary education. *CST data are reported for those examinations in which 10 or more candidates were program completers during the reporting year. Students w/ Disabilities 98% (n=40) Literacy 100% (n=23) Educational Leadership 82% (n=55)

3 5. Employment and Follow-up Surveys (Alumni and Employer) One year Follow-Up of s: Employment and Education Survey (Class of 2013) Indicators Employed (Full/Part-time): Employed in Area Related To Major: Continuing Education: Salary Range Reported % of Respondents Class of % 84% 93% 87% 92% 92% 70% (enrolled) 0% (enrolled) 3% (enrolled) $25,000 - $29,999 $30,000 - $34,000 $35,000-$39,999 *Response rates: undergraduate 58% (n=46); 20% (n=40), & graduate 42% (n=93). One year after completion, 89% of undergraduate alumni, 84% of B.P.S. alumni and 93% of graduate alumni report being employed with 87% and 92%, respectively, reporting employment related to their degree. Seventy percent (70%) of the undergraduate alumni reported continuing in graduate school. Follow Up Assessments: Alumni & Alumni Class of 2013 Question Topics Undergrad N=41 Response Rate=58% N=88 Response Rate=42% Knowledge of the subject matter Working with diverse learners and communities Using a variety of instructional (or administrative) strategies to enhance performance Motivating and managing the learning environment (school leaders-building a vision) In one-year follow-up studies, candidates rate their skills above 4 on all indicators (scale of 1-5, with 4 being knowledgeable); with the highest ratings on willingness to continue professional growth and self-assessment, collaboration, knowledge of subject matter, and using a variety of instructional strategies to enhance performance. Creating interactive learning (and/or organizational) environments, including the use of technology Making an impact on student learning using formal and informal assessment strategies Engaging in continuous professional growth and self-assessment (reflective practice) Collaboration with colleagues, parents, community

4 6. Qualifications: Entry into Program Intake Qualifications Programs GPA Critical Content & Knowledge GRE ATSW CST Literacy Instruction ECSEM Special Education TESOL School Counseling 3.03 Mental Health Counseling /147/4.5 School Psychology /203/4.3 Qualifications (Dispositions) Disposition Exceptional Outstanding Good Average At the graduate level, candidates meet or exceed the criteria for entry into the program. Incoming qualifications are determined through a) graduate examinations, or certification assessment in content and pedagogy, b) GPA from the baccalaureate degree, and c) the assessment of professional dispositions. Professional Commitment 73% 20% 7% 0% Professional Relationships Critical Thinking & Reflective Practice Leadership 69% 26% 5% 0% 63% 28% 9% 0% 59% 27% 11% 4%

5 7. Qualifications: Entry into Program Mean Scores for High School Average and Combined SAT: Teacher Education Qualifications Incoming Education admits Mean: High School GPA 90 SAT Combined 1029 Incoming University admits The high school GPA of candidates in teacher education continued to be consistent with that of the general university; however, SAT scores were slightly higher at the University level. 8. Student Retention Retention Rate of Education Students: Freshman to Sophomore Percent Retained In Major 81% At University 93% The retention rate of undergraduate education students at the university (freshmen to sophomore, ) is 93%; retention of undergraduate education students in their major is 81%. 9. Graduation Rates 64% 63% 62% 61% 60% 59% 58% Average 4 Year Graduation Rates 2005 to 2010 Cohorts 64% 60% The average four-year graduation rate for undergraduate candidates in education was 64% (cohorts from 2005 to 2010). The University four-year graduation rate for the same cohorts was 60%. College of Education Niagara University

6 10. Impact on Student Learning and Teaching Practice Elementary Education (Task 3 Literacy) Secondary Education (Task 3 Math) Impact Student Learning: edtpa Test Takers 2014 N Niagara University Average Statewide Average Niagara University teacher candidates outperformed the State on the assessment of student learning (edtpa, Task 3). Indicators of the impact on student learning include a) analysis of student learning patterns for whole class, groups, and individuals, b) providing feedback on individual student work samples to guide future learning, c) providing opportunities for students to use feedback, d) analyzing students academic language use in content learning, and e) using assessment to inform future instruction. Impact on Teaching Practice: Student Learning and Teacher Quality Partnership - TESOL Performance Measure Students of Targeted Teachers Passing Core Courses ELA MATH SCIENCE SOCIAL STUDIES 100% (39/39) 89% (174/196) 97% (29/30) 92% (111/121) 97% (38/39) 88% (173/196) 90% (27/30) 88% (107/121) Increase in passing grades in ELA New York State assessments * 37% Increase in passing scores on Math New York State assessments * 43% Teachers Reporting Increased Knowledge N=19 Increases are noted in student learning (Math and ELA state assessments) among students in participating classrooms of the Teacher Leader Quality Partnership grant and in high level performance in teaching content among the participating teachers. Instructional Support 100% 95% Cultural Support 100% 95% Social-Emotional Support 100% 80% * NYS Assessments served as a baseline due to a change in test content and format.

7 11. Consumer Information 3-year student loan default rate Average Cost of Attendance: