ACADEMIC AFFAIRS COUNCIL AGENDA ITEM: 6.B DATE: February 9, 2006 ******************************************************************************* SUBJECT: 2004-05 Teacher Education Enrollment Report The 2004-05 Teacher Education Enrollment Report was presented to the Education Discipline Council in October 2005 but was not forwarded to AAC and on to COPS and BOR because inconsistent E- coding and the inclusion of trend data over three academic years revealed inordinate discrepancies in coding and reporting of admitted teacher education students. The initial plan was to try and correct the data including updating E-codes in frozen Colleague files. However, it has not yet been determined whether or not the data for the current and possibly previous teacher education enrollment reports will be corrected. Instead of delaying this report further, the 2002-03 and 2003-04 data has been removed and only the data for AY 2004-05 has been provided, thus, camouflaging the majority of the discrepancies. The AY 2004-05 enrollment counts of admitted teacher education students, both undergraduate and graduate, are still inaccurate for some majors/programs. Any students who were not E-coded during AY are not/will not be included in the enrollment counts unless/until the frozen files for Fall 2004, Spring 2005, and Summer 2005 are corrected. Given the inaccuracies, AAC needs to discuss if the 2004-05 Teacher Education Enrollment Report should be forwarded to COPS and the BOR or if it should be held until the inaccuracies can be corrected. Last year s combined 2002-03 and 2003-04 reports were presented to COPS and the BOR in May 2005 before all of the inaccuracies were discovered, but if any future reports need historical or trend data from those academic years, those frozen files will also need correcting. The teacher education enrollment report is based on reporting by teacher education programs to which undergraduate or graduate students have been formally admitted. Degree-seeking baccalaureate students typically gain formal admission at the end of their sophomore year while admission to graduate education programs occurs as early as provisional admittance to a graduate program. The Executive Summary in Attachment I and Teacher Education Enrollment Tables in Attachment II provide details on the number and percentage of enrolled students admitted at the baccalaureate and graduate program levels as well as for specific majors and/or degree programs. *************************************************************************** RECOMMENDED ACTION Discussion.
TEACHER EDUCATION MAJOR ENROLLMENT REPORT 2004-05 SOUTH DAKOTA BOARD OF REGENTS Executive Summary For the academic year: o 2,072 degree seeking students were admitted to both baccalaureate and graduate level teacher education programs. (Table 1) o 1,346 (65%) of these students were admitted into baccalaureate level teacher education programs. o 726 (35%) of these students were admitted into graduate level teacher education programs. The number and percentage of enrolled students admitted to baccalaureate level teacher education programs at each university for is as follows: (percentages of the total 1,346 undergraduate students across the system) BHSU 246 (18.28%) DSU 176 (13.08%) NSU 234 (17.38%) SDSU 466 (34.62%) USD 224 (16.64%) Baccalaureate teacher education programs with the largest number of enrolled undergraduate students admitted for were as follows: Elementary Education 564 K-12/K-8 Special Education 171 Early Childhood Education 170 Physical Education 91 Music Education 87 o DSU s composite elementary education and special education majors (El Ed & Spec Learn/Behave Prob major) are included in both the elementary education and special education counts because they earn initial certification in both areas. o DSU s Second Wind Elementary Education majors are also included in the elementary education count because they are SDSU Coop students earning a second degree and/or certification at DSU; BHSU s non-degree seeking students pursuing elementary education are also included in the elementary education count (Table 6). o BHSU s Composite Early Childhood/Special Education majors are included in the early childhood education count but not in the K-12/K-8 special education count. See Tables 2 and 3 for all baccalaureate teacher education programs. Page 2
The number and percentage of enrolled students admitted to graduate programs for K-12 educators at each of the universities in is as follows: (percentages of total 726 graduate students across the system) BHSU 76 (10.47%) DSU 22 ( 3.03%) NSU 2 ( 0. 28%) SDSU 172 (23.69%) USD 454 (62.53%) Graduate teacher education programs with the largest number of enrolled graduate students admitted in the academic year were as follows: 2004-05 School Counseling and School Psychology 192 Counseling/Human Resource Development (SDSU) 84 Educational Psychology and Counseling (USD) 47 Counseling & Psychology in Education (USD) 59 Guidance and Counseling (NSU ) 2 Educational Administration 162 SDSU 52 USD 110 Curriculum & Instruction 146 BHSU 76 SDSU 20 USD 50 Instructional Technology 99 Computer Education & Technology (DSU) 22 Technology for Education and Training (USD) 77 See Tables 4 and 5 for all graduate teacher education programs. Page 3
Self-Declared vs. Admitted to Teacher Education This report does not include freshmen and sophomores who have declared a major/degree but who have not been formally accepted into an undergraduate teacher education program. Students who have been admitted to a teacher education program have met all of the necessary requirements and completed prerequisite course work. Most of these undergraduate students will be juniors and seniors. Graduate students who are enrolled in graduate programs but who have not gained at least provisional admission to the program are not included in this report. Secondary Education Unduplicated enrollment counts across all three terms (academic year of fall, spring, and summer) for each major are rolled together at the degree level (for example all English majors with either Bachelor of Science in Education or Bachelor of Arts degrees). Within the Regental system, there are three approaches to programs (major/degree combinations) that prepare students to teach at the secondary level. Discipline Major with B.A. or B.S. Degree: In this approach, future secondary teachers are viewed as majors in the teaching discipline. Students complete a discipline major (Biology, English, History, etc.), the requirements for either the Bachelor of Arts or Bachelor of Science degree, and courses required for state teaching certification. This approach is used by South Dakota State University. Discipline Major with B.S.Ed. Degree: A second approach also sees students preparing to teach at the secondary level as majors in the discipline. These students, though, complete the requirements for a teaching baccalaureate degree, The Bachelor of Science of Education, instead of the B.A. or B.S. Combined Discipline and Education Major: The third approach sees students preparing to teach at the secondary level as having a distinct major that combines discipline courses and teacher preparation courses. These majors, including Biology Education, English Education, and History Education are assigned Education CIP codes in subseries 13.13 Teacher Education, Specific Academic and Vocational Programs. This approach is used by Dakota State University and the University of South Dakota for secondary teacher education programs in all teaching disciplines. It also is used by Black Hills State University for Business Education. Reporting Education Degrees Conferred Degrees conferred are reported in the Integrated Postsecondary Education Data System (IPEDS) survey according to the CIP code of the student s major. The IPEDS data are used in the Board s Fact Book. Majors with series 13. Education Codes appear in the Education portion of the Fact Book s degrees conferred table. Almost all of the BHSU, NSU, and SDSU graduates eligible for a secondary teaching certificate are reported as graduates with a major in an academic discipline and not as degrees in Education. Thus, the Fact Book does not provide complete information on the number of degrees conferred with preparation to teach at the secondary level. Page 4
List of Tables Table #1 Total Enrollment in Education Majors by Degree Level Table #1 indicates the total unduplicated number of students admitted to teacher education programs and enrolled in education majors. Each student is only counted once even if the student has more than one major. Table #2 Enrollments in Education Majors Offered at Baccalaureate Level Table #2 indicates the number of baccalaureate students admitted to teacher education programs enrolled by major. Since counts are provided for each major, a student will be counted more than once if the student has more than one major. Table #3 Education Majors with Three or More Students Admitted Annually Table #3 ranks student enrollments in undergraduate education majors by unduplicated annual enrollments which are combined for each university offering the specified major. Table #4 Enrollments in Education Majors Offered at Graduate/Professional Level Table #4 indicates the number of graduate students admitted to teacher education programs enrolled by major. Since counts are provided for each major, a student will be counted more than once if the student has more than one major. Table #5 Education Majors with Three or More Students Admitted Annually Table #5 ranks student enrollments in graduate education majors by unduplicated annual enrollments which are combined for each university offering the specified major. Table #6 Enrollment in Certificate and Non-Degree Programs Table #6 provides information on those students admitted to teacher education programs who enrolled in certificates and other non-degree curricular programs that lead to increased teacher knowledge. Page 5