Texas Tech University
Certification Report
2007-2008
Office of Student Services
Certification Office
Contact Person:
Dr. Pam Tipton
University Certification Officer
pam.tipton@ttu.edu
742-1998 ext. 451
College of Education
P.O. Box 41071
Lubbock, TX 79409-1071
http://www.educ.ttu.edu/
Table of Contents
Part I: Certification Data ______________________________________________________ 4
Table 1: Certificates by Type __________________________________________________ 4
Table 2: Certificates by Type and Level _________________________________________ 4
Table 3: Standard Certificates by Level and Degree ________________________________ 5
Table 4: Certificates by Gender, Ethnicity, and Degree _____________________________ 5
Table 5: Certificates by Gender and Ethnicity Five Year Data _________________________ 6
Table 6: Certificate Type and Level Five Year Data ________________________________ 6
Table 7: Supplemental Certificates _____________________________________________ 7
Table 8: Professional Certificates _______________________________________________ 7
Table 9: Certification Candidates by College ______________________________________ 7
Table 10: Certificates by Teaching or Professional Field _____________________________ 8
Part II: Program Completer Data _______________________________________________ 9
Table 11: Completers by Gender, Ethnicity and Degree _____________________________ 9
Table 12: Program Completers by Teaching or Professional Field ____________________ 10
Part III: Certification Test Data _______________________________________________ 12
Table 13: Candidates Taking Certification Tests by Gender and Ethnicity ______________ 12
Table 14: Certification Tests Passed by Gender and Ethnicity _______________________ 12
Table 15a: Certification Test Initial Pass Rates ___________________________________ 13
Table 15b: Certification Test Initial Pass Rates ___________________________________ 13
Table 15c: Initial Pass Rate by Certification Field ________________________________ 13
Table 16a: Certification Tests Final Pass Rates ___________________________________ 16
Table 16b: Certification Test Final Pass Rates by Year _____________________________ 16
Table 16c: Final Pass Rate by Certification Field __________________________________ 16
Table 17: Certification Tests Final Pass Rates ____________________________________ 19
Table 18: Elementary Generalist Exam Data by Domain ____________________________ 20
Table 19a: Elementary PPR Summary Data by Domain ____________________________ 23
Table 19b: Middle Level PPR Summary Data by Domain ___________________________ 25
2
Table 19c: Secondary/All Level PPR Summary Data by Domain _____________________ 26
Table 20: Content Area Domain Scores _________________________________________ 28
Table 21: ePortfolio Dispositions ______________________________________________ 29
Table 22a: ePortfolio Data Secondary __________________________________________ 30
Table 22b: ePortfolio Data Middle _____________________________________________ 30
Table 22c: ePortfolio Data Elementary _________________________________________ 31
Table 23: Student Teaching Evaluation Summary _________________________________ 32
Part IV: NCATE Data _______________________________________________________ 34
NCATE Table 2: Initial Programs and their Review Status __________________________ 34
NCATE Table 3: Advanced Programs and their Review Status _______________________ 36
NCATE Table 4: Pass Rates on Content Tests by Certificate ITP _____________________ 37
NCATE Table 5: Pass Rates on Content Tests by Certificate Other Personnel ___________ 38
NCATE Table 6: Transition Point Assessments ___________________________________ 39
NCATE Table 9: Candidate and EC-12 Student Demographics ______________________ 43
Part V: Admission and Active Data ____________________________________________ 44
Table 24: Candidates Admitted to Educator Preparation Programs ____________________ 44
Table 25: Candidates in Educator Preparation Programs ____________________________ 46
Part VI: Other State Reports __________________________________________________ 48
Table 26: Legislative Budget Board Performance Measure __________________________ 48
Table 27: 2006-2007 Title II Report ___________________________________________ 49
Part VII: Historical Overview _________________________________________________ 52
Part VIII: Glossary of Terms__________________________________________________ 53
3
Part I: Certification Data
The following charts reflect information about Texas Tech students who were certified through
the State Board for Education Certification (SBEC) during the period 9/1/06 through 8/31/07.
Data from previous years were carried forward from earlier certification reports. All data, unless
otherwise specified, are from SBEC.
Table 1: Certificates by Type 1
Type
2003-2004
2004-2005
2005-2006
2006-2007
Initial and Supplemental
544
539
641
625
Professional
58
60
63
69
Probationary
61
51
43
23
Initial/Supplemental
Probationary Extension
1
5
3
5
Professional Probationary
2
2
0
Total
664
657
752
722
1
Some candidates received multiple certificates during one year. Individuals receiving
more than one certificate are included in each category.
Table 2: Certificates by Type and Level
2007-2008
Certificate Type
Standard
Probationary Probationary
Certificate Level 1
Extension
All Level, EC-12**
142
11
1
EC-4
255
6
Middle (4-8)
56
7
1
Secondary
145
28
2
Supplemental*
28
17
Professional
62
6
Special Education*
30
23
Vocational*
42
2
Total
760
74
4
1
Some data are in multiple categories (i.e., Vocational is included in
Secondary; Special Education is included in All Level; EC-4/ESL is
included in both Elementary and Supplemental; EC-4/Special education is
included in both the EC-4 and the EC-12 categories
4
2007-2008
596
62
68
4
6
736
Table 3: Standard Certificates by Level and Degree
2007-2008
Certificate Level
Bachelor
Post Baccalaureate
Total
All Level 1
109
33
142
EC-4 1
187
255
68
Middle (4-8)
43
13
56
Secondary
98
47
145
Additional 2
13
67
80
Total
450
228
678
1
UndergraduateEC-4 and EC-12 Special Education are included in both the EC-4
and All Level categories,
2
EC-4/ESL and EC-4/Bilingual are included in both EC-4 and Additional categories.
Table 4: Certificates by Gender, Ethnicity, and Degree
2007-2008
African American
Asian
Hispanic
Native American
Other/unknown
White
Female
6
7
68
1
13
419
Male
2
0
20
1
3
118
Total
9
7
88
2
16
537
Bachelor
Post Baccalaureate
Additional 1
331
121
54
95
36
12
426
157
66
Total 2
514
144
658
1
Professional, supplemental, etc. are also included in bachelor and
post-baccalaureate data
2
Some individuals received multiple certificates
5
Table 5: Certificates by Gender and Ethnicity 1
Five Year Data
Female
African American
Hispanic
White
Other
Total
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
11
44
406
13
474
4
41
442
10
497
10
70
459
22
561
10
48
466
15
539
6
68
419
20
514
Male
African American
9
4
2
10
2
Hispanic
24
9
23
20
20
White
129
96
111
120
118
Other
3
5
8
5
3
165
114
144
155
144
Total
1
Note, 2006-07 and previous data were not disaggregated to include Native American
and Asian. To be consistent, Table 5 places these ethnic groups into “other.”
Table 6: Certificate Type and Level
Five Year Data
Type and Level
Probationary
All Level
EC-4
Middle
Secondary
Administration
Supplemental
Sub Total
2003-2004
11
9
+ 1 (old plan)
2
38
-61
2004-2005
2005-2006
2006-2007
7
10
4
5
2
41
2
5
26
2
23
0
56
48
23
2007-2008
11
6
7
28
6
17
74
Standard
EC-4*
222**
226
229
281
255
Middle
53
66
65
74
56
Secondary
193
166
177
132
145
All Level*
66
83
138
148
142
Vocational*
41*
37*
37*
25*
42*
Special Ed.*
15*
25*
60*
24*
30*
Endorsements &
6
28
10
32
7
Supplementals
Professional
58
61
63
69
62
Sub Total
544
551
641
625
688
Total
643
668
752
717
762
*Included in other certificate levels (i.e., Vocational is included in Secondary; Special Education is
included in All Level)
** Includes19 from old EC-6 plan
6
Table 7: Supplemental Certificates
2007-2008
Certificate
Bilingual Education
English as a Second Language
Generic Special Education
Visually Impaired
Total
7
6
5
10
Table 8: Professional Certificates
2003-2004
2004-2005
School Counselor
10
11
Educational Diagnostician
8
11
Master Reading Teacher
0
1
Master Technology Teacher
-1
Principal
28
28
Reading Specialist
1
1
Superintendent
10
6
Total
57
59
* Received both Master Reading Teacher and Reading Specialist
2005-2006
11
13
4
0
21
2
12
63
2006-2007
9
15
1*
1
30
2
11
69
2007-2008
8
16
2
1
25
2
6
60
Table 9: Certification Candidates by College
2003-2004
Education
71
Arts & Sciences
72
Agriculture & Natural Resources
22
Human Sciences
153
Graduate
278
Mass Communications
*
Visual and Performing Arts
42
Total
638
*Pre-College of Mass Communication
2004-2005
73
63
19
156
261
*
39
611
7
2005-2006
79
76
29
122
296
*
35
637
2006-2007
106
89
18
144
299
1
38
695
2007-2008
78
88
26
166
235
1
65
658
Table 10: Certificates by Teaching or Professional Field
Certificate Description
Agriculture Production / Agricultural Sciences and Production
Art (All level or Secondary)
Bilingual Generalist EC-4 (Spanish)
Bilingual Supplemental
Chemistry
Computer Science (Secondary)
Dance (8-12)
Deaf and Hard of Hearing (EC-12)
Educational Diagnostician
English/Language Arts/Reading (8-12)
English as a Second Language Supplemental
English Language Arts and Reading (4-8)*
English Language Arts and Reading/Social Studies (4-8)
Family and Consumer Science
FACS – Hospitality, Nutrition, and Food Sciences
FACS - Human Development and Family Studies (8-12)
French (Secondary)
Generalist EC-4
German (Secondary)
Health Education (All Level or Secondary)
History (8-12)
Journalism (8-12)
Latin (Secondary)
Life Sciences (8-12)
Master Reading Teacher
Master Technology Teacher
Mathematics (4-8)*
Mathematics (8-12)
Mathematics/Physics (8-12)
Mathematics/Science (4-8)
Music (All level)
Physical Education (EC-12)
Physical Science (8-12)
Principal
Professional Reading Specialist
School Counselor
Science (4-8)*
Science Composite (8-12)
Social Studies (4-8)*
Social Studies (8-12)
Spanish (Secondary)
Special Education
Special Education Endorsement
Speech Communications (Secondary)
Superintendent
Technology Applications
Theatre Arts (Secondary)
Visually Impaired
Total (some candidates certified in multiple fields)
8
Number Certified in Field
25
18
7
2
4
16
27
7
8
22
13
2
1
258
2
29
2
5
1
2
16
1
18
47
45
23
2
8
3
8
4
3
5
22
5
6
2
6
8
647
Part II: Program Completer Data
Program “completers” are persons who, during the academic year, finished meeting
all requirements of a certification program excluding the tests (may or may not have
passed some or all the tests). The following data reflects program completers during
2007-2008, whether or not the candidates completed the certification requirements by
passing the exams and applying for a teaching certificate.
Table 11: Completers by Gender, Ethnicity and Degree 1
2007-2008
Ethnicity and Degree
African American
Asian
Hispanic
Native American
Other
White
Female
6
7
67
1
17
440
Male
2
23
1
5
122
Total
8
7
90
2
22
562
332
138
68
107
33
13
439
171
81
Total
538
153
1
These data represent the total number of persons
completing programs of certification.
691
Bachelors
Post Bac
Additional (Professional,
Supplemental, etc.)
9
Table 12: Program Completers by Teaching or Professional Field
Certificate Description
Agriculture Production
Art (All level)
Bilingual Generalist EC-4 (Spanish)
Bilingual Supplemental
Chemistry
Computer Science (Secondary)
Dance (Secondary)
Deaf and Hard of Hearing
Educational Diagnostician
English (Secondary)
English as a Second Language
English Language Arts & Reading (Middle)
English Language Arts & Reading/Social Studies(Middle)
Family and Consumer Science – Composite
Family and Consumer Science – Hosp, Nut/ Food Science
Family and Consumer Science - HDFS
French (Secondary)
Generalist EC-4
German (Secondary)
Health Education (All Level)
History (Secondary)
Journalism (Secondary)
Latin (Secondary)
Life Sciences (Secondary)
Master Reading Teacher
Master Technology Teacher
Mathematics (Middle)
Mathematics (Secondary)
Mathematics/Science (Middle)
Music (All level or Secondary)
Physical Education (All level or Secondary)
Physical Science (Secondary)
Principal
Reading Specialist
School Counselor
Science (Middle)
Science Composite (Secondary)
Social Studies (Middle)
Social Studies Composite (Secondary)
Spanish (Secondary)
Special Education
Speech Communications (Secondary)
Superintendent
10
2005-06
Total (U, PB)
30 (29, 1)
15 (13, 2)
4 (3, 1)
4 (0, 4)
0
0
1 (1, 0)
13 (0, 13)
33 (13 , 20)
6 (3, 3)
7 (2, 5)
26 (23, 3)
8 (4, 4)
2006-07
Total (U, PB)
27 (26, 1)
12 (10, 2)
4 (4, 0)
1 (1, 0)
1 (1,0)
0
3 (1, 2)
18 (0, 18)
13 (0, 13)
32 (23, 9)
10 (9, 1)
39(34, 5)*
30 (30, 0)
9 (6, 3)
2 (0, 2)
227 (139, 88)
1 (0, 1)
3 (0, 3)
26 (15, 11)
4 (1, 3)
1 (0, 1)
6 (0, 6)
4 (0, 4)
0
16 (13, 3)
23 (9, 14)
9 (7, 2)
23 (21, 2)
49 (27 , 22)
0
21 (0, 21)
2 (0, 2)
11 (0, 11)
5 (4, 1)
8 (6, 2)
3 (2, 1)
11 (2, 9)
16 (8, 8)
26 (18, 8)
3 (1, 2)
12 (0, 12)
1 (1, 0)
272 ( 177, 95)
1 (0, 1)
6 (2, 4)
36 (21, 15)
1 (1, 0)
0
5 (0, 5)
0
1 (0, 1)
36 (33, 3)*
12 (3, 9)
27 (25, 2)
28 (27, 1)
67 (43, 24)
0
28 (0, 28)
1 (0, 1)
8 (0, 8)
30 (27, 3)*
4 (2, 2)
37 (35, 2)*
5 (1, 4)
4 (1, 3)
26 (18 , 8)
5 (2, 3)
10 (0, 10)
2007-08
Total (U, PB)
23 (18, 5)
19 (17, 2)
0
8 (8,0)
0
0
0
13 (0, 13)
20 (0, 20)
20 (0, 20)
9 ( 8, 1)
34 (26, 8)*
24 (20, 4)
15 (9, 6)
3 (3, 0)
1 (0, 1)
0
253 (182, 71)
0
1 (1, 0
37 (26, 11)
3 (2, 1)
0
3 (0, 3)
1 (0, 1)
1 (0, 1)
26 (20, 5)*
18 (12, 6)
22 (19, 3)
44 (42, 2)
51 (40, 11)
0
24 (0, 24)
1 (0, 1)
4 (0, 4)
26 (22, 4)
12 (8, 4)
27 (22, 5)*
3 (2, 1)
7 (5, 2)
21 (15, 6)
4 (1, 3)
4 (0, 4)
Technology Applications
3 (0, 3)
6 (0, 6)
2 (0, 2)
Theatre Arts (Secondary)
1 (1, 0)
4 (3, 1)
8 (4, 4)
Visually Impaired
16 (0, 16)
5 (0, 5)
17 (0, 17)
Total 2
649 (340, 309)* 710( 417, 293)* 733 (477, 256)*
1 The program completer data includes undergraduate count (U), PostBac count (PB),
and Total number of completers in each field
2 Some students finished the program with multiple certification areas; i.e. a student may seek a standard
certificate in two fields.
11
Part III: Certification Test Data
Information provided includes the number of Texas Tech students who passed the state-required
tests for certification during the period 9/1/07 through 12/31/08. The Accountability System for
Educator Preparation Programs (ASEP) uses initial pass rates (tests taken through December
following the academic year of completion) and final pass rates (tests taken through December of
the second year following the academic year of completion) to determine program approval. The
source for pass rates information is the State Board for Educator Certification (SBEC).
Note: Effective Spring 2007, if the pass rate (initial 70% or final 80%) of the candidates within a
certification field (of at least 10 completers) is low performing for three consecutive years, the
entity may no longer admit persons for preparation in that field (TAC Rule 229.4)
Table 13: Candidates Taking Certification Tests by Gender and Ethnicity
Ethnicity and Gender
African American
Hispanic
Other/Not Specified
White
Female
Male
Total
9/1/038/31/04
5
55
20
393
9/1/048/31/05
19
124
37
652
9/1/05 –
8/31/06
22
122
53
664
9/1/06 –
8/31/07
30
120
31
725
9/1/07 –
8/31/08
19
139
27
674
365
105
473
639
193
832
641
220
861
701
205
906
649
210
859
Table 14: Certification Tests Passed by Gender and Ethnicity
Ethnicity and Gender
African American
Hispanic
Other/Not Specified
White
Female
Male
Total
9/1/038/31/04
28
144
48
864
9/1/048/31/05
13
145
56
983
9/1/05 –
8/31/06
26
143
66
1047
9/1/06 –
8/31/07
30
161
47
1159
1
9/1/07 –
8/31/08
21
237
45
1131
826
987
1003
1134
1137
258
210
279
263
297
1084
1197
1282
1397
1434
1
Duplicated headcounts in Table 14; a candidate (identified in Table 13) may take and pass
multiple tests(i.e., both the academic content and the pedagogy exams identified in Table 14.
12
Table 15a: Certification Test Initial Pass Rates
2008 (9/2007 – 12/2008)
Period
All
Female
Initial (9/1/200712/31/2008)
97%(675)
African
American
Male
97%(533) 93%(141)
100%(8)
Hispanic
Other
93%(80) 97%(19)
White
97%(568)
Table 15b: Certification Test Initial Pass Rates
Year
2007-2008
2006-2007
2005-2006
2004-2005
2003-2004
2002-2003
2001-2002
2000-2001
1999-2000
Initial Pass
Rate
97%
96%
96%
93%
97%
95%
92%
90%
91%
Number of
Test Takers
675
679
621
610
473
397
586
453
500
Table 15c: Initial Pass Rate by Certification Field 1
Certification Field
2005
Completers
2006
Completers
Agricultural Sciences and Technology (6-12)
2007
Completers
2008
Completers
100% (3)
100% (17)
All-Level Art (ExCET)
100% (13)
100% (12)
100% (10)
100% (3)
All-Level Music (ExCET)
92.9% (28)
100% (6)
50% (2)
100% (1)
90% (30)
100% (2)
All-Level Physical Education (ExCET)
100% (1)
Art EC-12 (TExES)
93.3% (15)
Bilingual Education Spanish Supplemental (4-8)
Bilingual Education Spanish Supplemental (EC-4)
(includes TOPT) 2
100% (1)
0% (1)
100% (1)
100% (5)
100% (5)
Chemistry 8-12
100% (1)
Dance (8-12)
Deaf and Hard of Hearing (EC-12)
ESL Generalist (EC-4)
100% (8)
33.3% (3)
13
100% (1)
100% (3)
100% (3)
100% (12)
100% (7)
100% (10)
100% (1)
Certification Field
2005
Completers
ESL Supplemental
100% (5)
Educational Diagnostician (ExCET)
100% (3)
Educational Diagnostician (EC-12)
100% (11)
Eng. Lang. Arts and Reading/Social Studies (4-8)
2006
Completers
100% (5)
2007
Completers
2008
Completers
80% (5)
66.7% (3)
100% (2)
100% (3)
92.3% (13)
100% (12)
100% (16)
100% (27)
96% (25)
93.3% (30)
95.8% (24)
English Language Arts and Reading (4-8)
100% (4)
100% (6)
100% (8)
95.8% (24)
English Language Arts and Reading (8-12)
97% (33)
100% (30)
96.3% (27)
93.3% (30)
Family and consumer Sciences 6-12
Generalist (EC-4)
100% (1)
96.9% (229)
Health All-Level (EC-12)
History (TExES 8-12)
83.3% (24)
Journalism (8-12)
Life Science (8-12)
100% (3)
Master Reading Teacher
100% (1)
Master Technology Teacher
100% (2)
98.6% (221)
98.9% (274) 99.2% (252)
50% (2)
100% (5)
100% (1)
88.5% (26)
87.1% (31)
80.6% (36)
100% (2)
100% (1)
100% (3)
100% (6)
100% (5)
100% (3)
100% (1)
Mathematics (4-8)
95.2% (21)
100% (13)
100% (8)
100% (5)
Mathematics (8-12)
95.5% (22)
87.5% (24)
100% (10)
100% (17)
88.9% (9)
91.7% (24)
86.4% (22)
100% (2)
93.8% (16)
100% (25)
100% (44)
93.7% (539)
95.1% (531)
100% (44)
98.3% (59)
84.7% (111)
89.9% (158)
Pedagogy and Professional Responsibility EC-12
89.8% (59)
94.6% (92)
Pedagogy and Professional Responsibility EC-4
95.2% (146)
97.8% (223)
Physical Education TExES (EC-12)
100% (5)
100% (44)
98.4% (64)
97.7% (44)
Principal
96% (25)
95% (20)
92.9% (28)
100% (23)
Reading Specialist
100% (1)
100% (2)
School Counselor
100% (13)
100% (9)
100% (7)
100% (4)
Science (4-8)
100% (3)
100% (3)
66.7% (3)
75% (4)
Science (8-12)
71.4% (7)
87.5% (8)
100% (4)
87.5% (8)
Secondary French (ExCET) (includes TOPT)
100% (2)
100% (4)
0% (2)
Mathematics/Science (4-8)
Music All Level (TExES)
Total Pedagogy Tests 3
Pedagogy and Professional Responsibility 4-8
Pedagogy and Professional Responsibility 8-12
14
96% (606) 96.9% (588)
98.7% (78)
98.4% (63)
92.4% (132) 95.3% (150)
95.1% (123)
94.5% 127)
99.3% (276) 98.8% (248)
100% (2)
Certification Field
2005
Completers
Secondary German (ExCET)
Secondary Spanish (ExCET including TOPT)
Spanish Oral Proficiency
2006
Completers
100% (1)
2007
Completers
100% (1)
82.2% (17)
84.4% (32)
100% (9)
70.6% (17)
63.6% (11)
69.2% (13)
100% (9)
57.1% (7)
Spanish (Secondary) ExCET
Secondary Speech Communications (ExCET)
2008
Completers
80% (10)
66.7% (6)
100% (3)
100% (1)
Social Studies (TExES 4-8)
84.6% (13)
100% (3)
80% (5)
100% (4)
Social Studies (TExES 8-12)
95.7% (7)
90% (10)
100% (4)
83.3% (6)
Special Education Certificate (TExES EC-12)
92% (25)
100% (25)
100% (26)
94.7% (19)
Special Education Supplemental (TExES)
100% (1)
Superintendent
100% (5)
Technology Applications (EC-12)
Visually Handicapped (ExCET)
100% (18)
Visually Impaired (includes Braille) (TExES)
100% (2)
91.7% (12)
90% (10)
100% (3)
100% (2)
100% (5)
100% (2)
95.7% (23)
100% (2)
1
100% (1)
100% (5)
100% (17)
Initial pass rates of completers, percentage passed (number)
The Texas Oral Proficiency Test (TOPT) is one of the required exams for the Spanish and French certification
field.
3
The PPR exam is one of the required exams for every initial certification field.
2
15
Table 16a: Certification Tests Final Pass Rates
9/06-12/08
Period
Final (9/1/200612/31/2008)
African
American
All
Female
Male
98% (690)
98% (538)
95% (151)
Hispanic
100% (21)
92% (76)
Other
White
96% (13)
98% ( 580)
Table 16b: Certification Test Final Pass Rates by Year
Year
2007-2008
2006-2007
2005-2006
2004-2005
2003-2004
2002-2003
2001-2002
2000-2001
Final Pass
Rate
98%
97%
95%
97%
96%
95%
93%
95%
Number of
Test Takers
690
621
620
519
399
589
465
505
Table 16c: Final Pass Rate by Certification Field
Certification Field
2004
Completers
1
2005
2006
2007
Completers Completers Completers
Agricultural Sciences and Technology 6-12
87.5% (8)
All-level Art (ExCET)
90.9% (11)
100% (13)
100% (9)
100% (10)
Music All Level (ExCET)
100% (20)
92.9% (28)
100% (2)
50%(2)
Bilingual Education Spanish Supplemental (4-8)
(includes TOPT) 2
100% (2)
0% (1)
Bilingual Education Spanish Supplemental (EC-4)
100% (1)
50% (2)
69.2% (13)
100% (1)
Art EC-12 (TExES)
Bilingual Generalist Spanish (EC-4)
75% (4)
100% (1)
100% (5)
Braille (TExES)
100% (1)
100% (2)
Braille (ExCET)
100% (9)
100% (2)
Chemistry
100% (1)
Dance (ExCET)
100% (1)
Dance 8-12
100% (1)
100% (1)
16
100% (3)
Certification Field
2004
Completers
2005
2006
2007
Completers Completers Completers
Deaf and Hard of Hearing (TExES)
100% (2)
100% (10)
Educational Diagnostician (ExCET)
100% (3)
100% (3)
100% (1)
100% (3)
Educational Diagnostician (EC-12)
87.5% (8)
100% (11)
100% (9)
100% (12)
ESL Generalist certificate (EC-4)
100% (1)
66.7% (3)
ESL Supplemental
66.7% (3)
100% (5)
100% (4)
80% (5)
Eng. Lang. Arts and Reading/Social Studies (4-8)
100% (11)
100% (27)
95.7% (23)
93.3% (30)
English Language Arts and Reading (4-8)
100% (9)
100% (4)
100% (4)
100% (8)
English Language Arts and Reading (8-12)
100% (27)
97% (33)
100% (25)
100% (30)
100% (1)
Family and Consumer Sciences - Composite
100% (1)
French (Secondary)
100% (2)
French Oral Proficiency
Generalist (EC-4)
99% (200) 98.3%(229)
German (Secondary)
100% (1)
100% (1)
Health Education (TExES)
History (TExES 8-12)
86.7% (15)
84% (25)
Journalism (TExES)
Latin (ExCET)
100% (1)
Life Science (8-12)
100% (6)
100% (3)
Master Reading Teacher
100% (2)
100% (1)
Master Technology Teacher (EC-12)
100% (1)
0% (1)
100% (2)
0% (1)
98.1% (206) 99.3% 275)
100% (1)
100% (1)
50% (2)
100% (5)
66.7% (24)
96.8% (31)
100% (2)
100% (1)
100% (1)
83.3% (6)
100% (5)
95.2% (21) 92.3% (13)
100% (8)
100% (2)
Mathematics (4-8)
96.2% (26)
Mathematics (8-12)
80% (10)
Mathematics/Science (4-8)
95.5% (22)
0% (1)
Music 8-12 (ExCET)
100% (6)
100% (1)
Music All Level (TExES)
100% (1)
100% (2)
81.8% (22)
90.9% (11)
75% (8)
95.8%(24)
86.7% (15)
100% (25)
Total Pedagogy 3
97.9% (614)
Pedagogy and Professional Responsibility 4-8
81.2% (16)
Pedagogy and Professional Responsibility 8-12
88.6% (44) 92.3% (156) 83.2% (143) 95.6% (135)
Pedagogy and Professional Responsibility EC-12
82.4% (17)
Pedagogy and Professional Responsibility EC-4
89.7% (68) 95.8% (239) 97.2% (211) 99.3% (614)
Physical Science (8-12)
17
100% (64)
94% (83)
100% (50)
97.5% (79)
86.1% (79) 96.7% (122)
Certification Field
2004
Completers
Physical Education All Level (ExCET)
100% (24)
Physical Education TExES (EC-12)
Principal
100% (29)
Reading Specialist
2005
2006
2007
Completers Completers Completers
90.3% (31)
100% (5)
97.5% (40)
98.5% (65)
100% (24)
81.8% (22)
92.6% (27)
100% (1)
100% (1)
100% (1)
School Counselor
100% (4)
100% (13)
100% (8)
100% (8)
Science (4-8)
100% (2)
100% (3)
50% (2)
66.7% (3)
Science (8-12)
85.7% (7)
71.4% (7)
83.3% (6)
100% (4)
Social Studies (TExES 4-8)
100% (4)
84.6% (13)
100% (3)
80% (4)
Social Studies (TExES 8-12)
100% (6)
85.7% (7)
100% (7)
100% (4)
84.2% (19)
100% (17)
87.5% (16)
100% (5)
50% (6)
69.2% (13)
80% (20)
100% (5)
100% (10)
92% (25)
95.5% (22)
100% (26)
Special Education Supplemental (TExES)
100% (1)
100% (1)
Speech Communications (ExCET)
100% (1)
100% (6)
Spanish (ExCET)
Spanish Oral Proficiency
Special Education (TExES EC-12)
Speech (TExES)
Superintendent
85.7% (7)
100% (5)
Technology Applications (EC-12)
Theatre Arts 8-12 (ExCET)
100% (1)
100% (2)
100% (2)
100% (1)
100% (1)
100% (4)
91.7% (12)
90% (10)
100% (2)
100% (5)
100% (1)
Theatre EC-12 (TExES)
100% (4)
Visually Handicapped
100% (10)
Visually Impaired (TExES)
100% (18)
90% (10)
100% (3)
1
Final pass rates of completers, percentage passed (number)
2
The Texas Oral Proficiency Test (TOPT) is one of the required exams for the Spanish and French certification
field.
3
The PPR exam is one of the required exams for every initial certification field.
18
Table 17: Certification Tests Final Pass Rates
All
Female
Male
African American
Hispanic
Other
White
Completion
Year 2004
96% (401)
97% (318)
92% (80)
76% (9)
86% (34)
100% (16)
98% (342)
Completion
Year 2005
97% (521)
98% (385)
94% (133)
91% (6)
96% (60)
95% (21)
98% (434)
19
Completion
Year 2006
95% (620)
97% (491)
90% (123)
88% (9)
89% (56)
92% (26)
97% (529)
Completion
Year 2007
97%(621)
98%(496)
92%(125)
100%(11)
93%(78)
73%(9)
98%(523)
Completion
Year 2008
98% (690)
98% (538)
95% (151)
100%(21)
92% (76)
96% (13)
98% (580)
Table 18: Elementary Generalist Exam Data by Domain
TExES 101: EC-4 Generalist
Domain 1: English Language Arts and Reading
Domain 2: Mathematics
Domain 3: Social studies
Domain 4: Science
Domain 5: Fine arts, health, and physical education
BY YEAR
Domain 3
Social
Studies
Overall
Domain 2
Math
2002-2003
254.94
254.62
259.89
252.38
248.30
256.07
2003-2004
252.92
253.01
256.31
242.47
246.01
261.70
2004-2005
256.68
256.82
261.66
247.74
250.29
262.63
2005-2006
258.54
260.97
260.44
248.47
251.29
262.84
2006-2007
259.64
260.02
263.01
250.75
255.31
263.12
2007-2008
256.96
257.31
260.84
249.03
250.77
261.73
Summary Data
20
Domain 4
Science
Domain 5
Fine Arts
Hlth,PE
Domain 1
ELAR
BY SPECIALIZATION
2002-2008 Summary
Overall
241.04
Domain 1
ELAR
252.72
Domain 2
Math
241.44
Domain 3
Social
Studies
212.72
Domain 4
Science
232.04
Domain 5
Fine Arts
Hlth,PE
237.96
EC-4/Early Childhood
257.04
257.40
260.68
249.29
250.99
261.74
EC-4/ESL
253.24
254.33
257.71
243.19
249.33
259.52
EC-4/Special Education
260.49
257.73
268.35
255.88
252.17
267.28
Summary Data
EC-4/Bilingual
21
BY
CLASSIFICATION
Summary Data
PostBac
Undergraduate
Overall
254.83
Domain 1
255.04
Domain 2
256.09
Domain 3
249.02
Domain 4
247.95
Domain 5
261.51
259.32
259.64
264.86
250.21
253.81
262.82
22
Table 19a: Elementary PPR Summary Data by Domain
TExES 100, 110 130, 160: Pedagogy and Professional Responsibilities
Domain 1: Designing instruction and assessment to promote student learning
Domain 2: Creating a positive, productive classroom environment
Domain 3: Implementing effective, responsive instruction and assessment
Domain 4: Fulfilling professional roles and responsibilities
BY SPECIALIZATION
Summary Data
Overall
243.81
Domain 1
245.62
Domain 2
252.59
Domain 3
235.24
Domain 4
248.35
EC-4/Early Childhood
258.10
262.91
264.65
250.33
257.50
EC-4/ESL
245.16
252.38
250.19
237.62
247.73
EC-4/Special Education
258.57
261.60
266.05
248.16
263.11
EC-6 old
247.00
249.50
248.00
235.36
259.71
EC-4/Bilingual
23
BY
CLASSIFICATION
Summary Data
PostBac
Undergraduate
Overall
255.46
Domain 1
258.55
Domain 2
261.11
Domain 3
249.00
Domain 4
256.44
258.92
264.46
266.09
250.52
257.72
24
Table 19b: Middle Level PPR Summary Data by Domain
PPR 4-8
Year (N)
Domain 1
Domain 2
Domain 3
Domain 4
Total
Planning Inst/Assmt
Clsm Mngmt
Delv Inst/Assmt
Prf Roles
2002-2003 (64)
259.52
267.13
260.13
249.88
261.08
2003-2004 (74)
254.23
257.19
252.32
248.42
258.80
2004-2005 (86)
261.57
262.13
264.26
258.66
262.79
2005-2006 (63)
263.30
266.76
259.56
261.03
263.11
2006-2007 (88)
263.08
268.42
263.18
258.66
262.08
2007-2008 (62)
262.92
262.53
259.87
263.65
262.92
25
Table 19c: Secondary/All Level PPR Summary Data by Domain
PPR 8-12
Domain 1
Domain 2
Domain 3
Domain 4
Total
Planning Inst/Assmt
Clsm Mngmt
Delv Inst/Assmt
Prf Roles
2005-2006
248.47
247.14
250.34
247.02
250.81
2006-2007
249.07
247.91
250.92
249.97
249.87
2007-2008
255.16
254.80
256.48
254.94
253.28
Year (N)
Secondary-All Level PPR Results by Program Level
PostBac Program
PB Secondary PPR
Total Average
Domain 1
Domain 2
Domain 3
Domain 4
05-06 Data Summary
251.70
251.67
251.29
251.81
251.53
06-07 Data Summary
248.70
247.44
252.32
248.50
250.38
07-08 Data Summary
254.56
255.47
255.37
255.90
250.53
Undergraduate Program
UG Secondary PPR
Total Average
Domain 1
Domain 2
Domain 3
Domain 4
05-06 Data Summary
246.50
244.37
249.77
244.11
250.37
06-07 Data Summary
249.28
248.13
250.42
250.60
249.74
07-08 Data Summary
255.37
254.57
256.86
254.61
254.23
26
27
Table 20: Content Area Domain Scores
Addressing Pedagogical Content Knowledge
TExES Content Area
Examination
Domain Description
113: English Language Arts
and Reading/Social Studies
4-8
Domain 2: Reading Comprehension,
Written Language, Study and Inquiry
Domain 4: Social Studies Foundations,
Skills, and Instruction
Domain 6: Mathematical Learning,
Instruction, and Assessment
Domain 11: Science Learning,
Instruction, and Assessment
Domain 6: Mathematical Learning,
Instruction, and Assessment
Domain 5: Science Learning, Instruction,
and Assessment
Domain 2: Reading Comprehension,
Written Language, Study and Inquiry
Domain 2: Social Studies Foundations,
Skills, and Instruction
Domain 1: Integrated Language Arts,
Diverse Learners, and the Study of
English
Domain 6: Social Studies Foundations,
Skills, Research, and Instruction
Domain 3: Foundations, Skills, Research,
and Instruction
Domain 6: Mathematical Learning,
Instruction, and Assessment
Domain 10: Science Learning,
Instruction, and Assessment
Domain 6: Science Learning, Instruction,
and Assessment
Domain 3: Video Technology and
Multimedia (integrates pedagogy)
Domain 4: Webmastering (integrates
pedagogy)
Domain 2: ESL Instruction and
Assessment
Domain 3: Speech Education
114: Mathematics/Science
4-8
115: Mathematics 4-8
116: Science 4-8
117: English Language Arts
and Reading 4-8
118: Social Studies 4-8
131: English Language Arts
and Reading 8-12
132: Social Studies 8-12
133: History 8-12
135: Math 8-12
136: Science 8-12
138: Life Science 8-12
149: Technology
Applications
154: ESL Supplemental
155: Speech 8-12
156: Journalism 8-12
157: Health Education EC12
158: Physical Education
172 Agriculture Education
Domain 4: Journalism in the School
Community
Domain 5: The School Health Education
Program
Domain 3: The Physical Education
Program
Domain 1: Foundation of Agricultural
Education
28
2004-2005
Completer
Mean Score
(N)
N=0
2005-2006
2006-2007
Completer
Completer
Mean Score
Mean Score
(N)
(N)
251.93
251.67
(N=43)
253.63
(27)
250.55
(N=51)
238.91
240.96
(46)
230.44 (N=15) 258.75
(12)
264 (N=3)
236.25
(N=4)
246.15 (N=10) 265.78
(N=9)
249.75 (N=23) 253.43
(N=7)
249.33 (N=5) 243.29
(N=34)
240.83
(6)
247
(8)
262.44
(9)
259.33
(3)
256.23
(39)
236.4 (N=23)
236.09
(N=11)
236.57
(N=58)
227.96
(N=25)
222.65
(N=17)
233.80
(N=10)
251.29
253.57
(7)
234.53
(76)
229.58
(31)
231.05
(21)
249.8
(5)
257.6
251.43
(N=7)
N=0
261.25
(N=16)
266.56 (N=12) 259.14
(N=7)
N=0
243.20
(N=5)
252.9 (N=17) 263.33
(N=3)
N=0
252.96
(N=71)
N=0
268.80
(N=4)
256.47
(15)
257.6
(15)
268.2
(5)
223.0
(5)
255.0
(2)
251.33
(51)
267.8
(25)
264.77 (N=7)
N=0
258.67 (N=4)
N=0
N=0
TExES Content Area
Examination
2004-2005
Completer
Mean Score
(N)
N=0
Domain Description
177: Music EC-12
Domain 5: Music Education
178: Art EC-12
179: Dance 8-12
Domain 4: Art Instruction and
Assessment
Domain 4: Dance Education
180: Theatre EC-12
Domain 5: Theatre Education
181: Deaf and Hard of
Hearing EC-12
182: Visually Impaired EC12
ExCET 005: Art
Domain 4: Understanding the
Professional Environment
Domain 4: Professional Knowledge
N=0
83.4 (pass
score: )
N=13
66.4 (N=6)
ExCET 047: Spanish 6-12
Domain 5: Art Instruction and
Assessment
Domain 5: Language and Culture
ExCET 048: French 6-12
Domain 5: Language and Culture
ExCET 049: German
Domain 5: Language and Culture
ExCET 050: Latin 6-12
Domain 4: Culture and Language
Education
2005-2006
2006-2007
Completer
Completer
Mean Score
Mean Score
(N)
(N)
249.71
246.17
(N=48)
(46)
268.67
(18)
268.67
257.0
(N=3)
(5)
264.13
(N=21)
253.49
(N=10)
270
(N=9)
76.23
(N=13)
82.0
(N=13)
67.00
(N=2)
65.60
(N=2)
N=0
N=0
N=0
254.0
(19)
267.73
(15)
261.92
(13)
74.75
(12)
Table 21: ePortfolio Dispositions
Disposition
Competency
Fall
2005
Spring
2006
Fall
2006
Spring
2007
Fall
2007
Spring
2008
Fall
2008
N=118
Advocacy for All Students
3.68 1
3.84
3.70
3.79
3.84
3.91
3.84
Classroom climate fostering learning, equity and excellence (5)
3.8
3.84
3.84
3.85
3.74
3.94
3.90
Monitors performance and provides quality feedback for all
students (10)
3.8
3.8
3.79
3.81
3.74
3.87
3.89
Instructional planning considers student diversity (2)
N=118
Professional Demeanor
Interacts with professional community and participates in
professional activities (12)
3.88
3.92
Adheres to legal and ethical requirements (13)
3.84
3.84
3.90
3.87
3.94
3.86
3.80
3.73
3.73
3.55
3.72
3.87
N=118
Think Critically and Reflectively
Reflection
1
3.96
4-point scale
29
3.92
3.85
3.84
3.98
3.93
3.89
Table 22a: ePortfolio Data
Learning Outcomes for Secondary Programs
Fall
2005
Outcome Measured
Spring
2006
N=43
N=80
2 Domain 1: Plan Instruction and assessment to promote
student learning
3.81
3.96
3 Domain 2: Create a positive, safe and productive
classroom environment
3.83
4.00
4 Domain 3: Implement effective and responsive
instruction and assessment
3.87
3.95
5 Domain 4: Fulfill professional roles and responsibilities
3.92
3.98
6 Competency 2: Instructional planning considers student
diversity
3.64
3.95
6 Competency 5: Classroom climate fostering learning,
equity and excellence
3.80
4.00
6 Competency 10: Monitors performance and provides
quality feedback for all students
3.84
3.93
7 Domain 1 Assignment 3 Effective use of technology to
plan, organize and deliver instruction
3.93
4.00
Fall Spring Fall Spring Fall
2006 2007 2007 2008 2009
N=40
N=110 N=68 N=88 N=46
3.82
3.77 3.86 3.69
3.91
3.83
3.81 3.84 3.90
3.87
3.87
3.77 3.78 3.88
3.96
3.82
3.76 3.81 3.86
3.77
3.71
3.79 3.88 3.89
3.82
3.83
3.83 3.84 3.90
3.87
3.83
3.80 3.79 3.95
4.00
3.95
3.75 3.83 3.84
4.00
Table 22b: ePortfolio Data
Learning Outcomes for Middle Programs
Spring
2006
Outcome Measured
Spring Spring
2007 2008
N=38
N=68
N=49
2 Domain 1: Plan Instruction and assessment to promote student learning
3.98
3.85
3.82
3 Domain 2: Create a positive, safe and productive classroom environment
3.82
3.98
3.82
4 Domain 3: Implement effective and responsive instruction and assessment
3.95
3.85
3.81
5 Domain 4: Fulfill professional roles and responsibilities
3.93
3.92
3.84
6 Competency 2: Instructional planning considers student diversity
3.68
3.81
3.80
6 Competency 5: Classroom climate fostering learning, equity and excellence
3.86
3.98
3.83
6 Competency 10: Monitors performance and provides quality feedback for all
students
3.64
3.84
3.78
7 Domain 1 Assignment 3 Effective use of technology to plan, organize and
deliver instruction
4.0
3.84
3.92
30
Table 22c: ePortfolio Data
Learning Outcomes for Elementary Programs
Fall
2005
Outcome Measured
N=84
Spring
2006
N=114 N=106 N=157 N=126 N=166 N=64
2 Domain 1: Plan Instruction and assessment to promote
student learning
3.87
3.79
3 Domain 2: Create a positive, safe and productive
classroom environment
3.95
3.83
4 Domain 3: Implement effective and responsive
instruction and assessment
3.88
3.73
5 Domain 4: Fulfill professional roles and responsibilities
3.92
3.80
6 Competency 2: Instructional planning considers student
diversity
3.88
3.83
6 Competency 5: Classroom climate fostering learning,
equity and excellence
3.95
3.83
6 Competency 10: Monitors performance and provides
quality feedback for all students
3.88
3.64
7 Domain 1&3 Assignment 3 Effective use of technology
to plan, organize and deliver instruction (Competency 9)
3.87
3.80
31
Fall Spring Fall Spring Fall
2006 2007 2007 2008 2008
3.79
3.86
3.90
3.92
3.86
3.84
3.81
3.85
3.96
3.93
3.88
3.84
3.81
3.88
3.82
3.86
3.79
3.84
3.80
3.84
3.68
3.76
3.84
3.92
3.88
3.84
3.81
3.85
3.96
3.93
3.76
3.80
3.76
3.88
3.83
3.75
3.84
3.92
3.92
3.81
Table 23: Student Teaching Evaluation Summary
Spring 2008
Results of Both Supervisors and Cooperating Teachers (4.0 scale)
Elem
(390)
Domain 1: D E S I G N I N G I N S T R U C T I O N A N D A S S E S S M E N T T O P R O M O T E
3.57
STUDENT LEARNING
1Selects learner-centered and developmentally appropriate instructional content
3.67
2 (a) Uses diversity in the classroom and the community to enrich all students’ learning
3.45
experiences
2 (b) Plans and adapts lessons to address students’ varied backgrounds, skills, interests,
3.53
and learning needs, including the needs of English language learners and students with
disabilities
3 (a) Exhibits strong working knowledge of subject matter and central themes/concepts
3.64
of the discipline
3 b) Plans instruction so that activities progress in a logical sequence and support
3.63
instructional goals (TEKS/TAKS)
4 Stimulates reflection, critical thinking and inquiry among students
3.50
Domain 2: C R E A T I N G A P O S I T I V E , P R O D U C T I V E C L A S S R O O M
3.76
ENVIRONMENT
5 Establishes a classroom environment of courtesy and respect that is safe, nurturing,
3.80
inclusive, and productive
6(a) Organizes activities, applies procedures, and manages time in ways that promote
3.64
student learning, appropriate behavior, and ethical work habits in the classroom
6(b) Establishes and maintains positive rapport with students
3.85
Domain 3: I M P L E M E N T I N G E F F E C T I V E , R E S P O N S I V E I N S T R U C T I O N A N D
3.59
ASSESSMENT
7(a) Demonstrates clear and accurate oral and written communication in the teaching and 3.67
learning processes and uses language that is appropriate to students’ ages, interests, and
backgrounds
7(b) Exhibits effective communication and interpersonal skills to enhance student
3.69
understanding
8(a) Applies instructional strategies to successfully and actively engage students in the
3.58
learning process and to promote critical thinking and problem solving
8(b) Remediates or enriches as a result of ongoing assessment and reflection
3.53
9 Incorporates the effective use of technology to plan, organize, deliver, and evaluate
3.50
instruction
10 Monitors student performance and achievement with appropriate and varied
3.60
assessments
Domain 4: F U L F I L L I N G P R O F E S S I O N A L R O L E S A N D R E S P O N S I B I L I T I E S
3.84
Mid
(117)
3.46
Sec
(165)
3.38
All
(672)
3.50
3.62
3.36
3.48
3.23
3.61
3.38
3.30
3.22
3.41
3.56
3.55
3.60
3.60
3.49
3.59
3.32
3.58
3.28
3.57
3.41
3.68
3.66
3.58
3.72
3.40
3.47
3.55
3.67
3.45
3.65
3.37
3.77
3.51
3.56
3.44
3.59
3.50
3.40
3.59
3.40
3.31
3.48
3.35
3.44
3.28
3.38
3.44
3.46
3.46
3.42
3.53
3.70
3.68
3.78
11 Develops positive, productive relationships with students, parents, staff and other
professionals
12(a) Exhibits standards of professional dress and demeanor
12(b) Engages in reflection/self-assessment to identify strengths and challenges, improve
teaching performance, and achieve professional goals
12(c) Models punctuality, reliability, and dependability
3.78
3.63
3.71
3.74
3.90
3.79
3.71
3.57
3.72
3.53
3.82
3.69
3.84
3.68
3.65
3.77
13(a) Complies with all school and university policies, operating procedures, and legal
requirements
13(b) Models ethical behavior and professionalism on a daily basis with staff, students
and colleagues
3.90
3.76
3.74
3.84
3.86
3.87
3.75
3.83
32
Fall 2007
Results of Both Supervisors and Cooperating Teachers (4.0 scale)
Elem
(219)
Domain 1: D E S I G N I N G I N S T R U C T I O N A N D A S S E S S M E N T T O P R O M O T E
3.60
STUDENT LEARNING
1Selects learner-centered and developmentally appropriate instructional content
3.68
2 (a) Uses diversity in the classroom and the community to enrich all students’
3.56
learning experiences
2 (b) Plans and adapts lessons to address students’ varied backgrounds, skills,
3.51
interests, and learning needs, including the needs of English language learners and
students with disabilities
3 (a) Exhibits strong working knowledge of subject matter and central
3.64
themes/concepts of the discipline
3 b) Plans instruction so that activities progress in a logical sequence and support
3.69
instructional goals (TEKS/TAKS)
4 Stimulates reflection, critical thinking and inquiry among students
3.53
Domain 2: C R E A T I N G A P O S I T I V E , P R O D U C T I V E C L A S S R O O M
3.72
ENVIRONMENT
5 Establishes a classroom environment of courtesy and respect that is safe, nurturing, 3.73
inclusive, and productive
6(a) Organizes activities, applies procedures, and manages time in ways that
3.59
promote student learning, appropriate behavior, and ethical work habits in the
classroom
6(b) Establishes and maintains positive rapport with students
3.84
Domain 3: I M P L E M E N T I N G E F F E C T I V E , R E S P O N S I V E I N S T R U C T I O N
3.58
AND ASSESSMENT
7(a) Demonstrates clear and accurate oral and written communication in the
3.64
teaching and learning processes and uses language that is appropriate to students’
ages, interests, and backgrounds
7(b) Exhibits effective communication and interpersonal skills to enhance student
3.68
understanding
8(a) Applies instructional strategies to successfully and actively engage students in
3.61
the learning process and to promote critical thinking and problem solving
8(b) Remediates or enriches as a result of ongoing assessment and reflection
3.47
9 Incorporates the effective use of technology to plan, organize, deliver, and
3.50
evaluate instruction
10 Monitors student performance and achievement with appropriate and varied
3.61
assessments
Domain 4: F U L F I L L I N G P R O F E S S I O N A L R O L E S A N D R E S P O N S I B I L I T I E S 3.84
11 Develops positive, productive relationships with students, parents, staff and other 3.82
professionals
12(a) Exhibits standards of professional dress and demeanor
3.84
12(b) Engages in reflection/self-assessment to identify strengths and challenges,
3.73
improve teaching performance, and achieve professional goals
12(c) Models punctuality, reliability, and dependability
3.84
13(a) Complies with all school and university policies, operating procedures, and
3.91
legal requirements
13(b) Models ethical behavior and professionalism on a daily basis with staff,
3.90
students and colleagues
33
Mid
(13)
3.24
Sec
(141)
3.48
All
(373)
3.54
3.62
2.92
3.55
3.37
3.62
3.46
2.92
3.40
3.45
3.31
3.61
3.62
3.48
3.52
3.62
3.23
3.38
3.42
3.61
3.48
3.67
3.54
3.67
3.70
3.08
3.49
3.53
3.54
3.37
3.66
3.44
3.76
3.52
3.46
3.54
3.60
3.38
3.54
3.62
3.23
3.42
3.52
3.38
3.31
3.32
3.37
3.41
3.44
3.6
3.48
3.55
3.63
3.54
3.68
3.61
3.77
3.73
3.69
3.46
3.75
3.63
3.80
3.69
3.69
3.69
3.63
3.74
3.75
3.84
3.69
3.70
3.82
Part IV: NCATE Data
The following several tables are among those required for the National Council for Accreditation of Teacher Education (NCATE).
They are numbered following the NCATE format.
NCATE Table 2: Initial Programs and their Review Status
Program Name and Level
Agriculture
Art (All level)
Bilingual Generalist EC-4 (Spanish)
Bilingual Supplemental (Spanish)
Computer Science (Secondary)
Dance (Secondary)
Deaf and Hard of Hearing EC-12
English (Secondary)
English as a Second Language
English Language Arts and Reading
(Middle)
English Language Arts /Reading/Social
Studies (Middle)
Family and Consumer Science - Composite
Family and Consumer Science –
Hospitality/Nutrition/Food Science
French (Secondary)
Generalist EC-4
Award
Level
(Bachelor’s
or PostBac)
Agency
Reviewing
Programs 1
Program
Report
Submitted for
Review
State
Approval
Status
National
Recognition
Status by
NCATE
Administrative
Home College 2
(B, PB)
(B, PB)
No. of
Candidates
Enrolled (or)
Admitted
Fall 2008
Total (B, PB)
30 (27, 3)
21 (19, 2)
-NASAD
No
No
Approved
Approved
AS&NR
V&PA
(B, PB)
(B, PB)
(B, PB)
(B, PB)
12 (12, 0)
3 (2, 1)
1 (0, 1)
4 (3, 1)
NA in 2006
NA in 2006
No Sts.
NASD
No
No
No
No
Approved
Approved
Approved
Approved
(PB only)
(B, PB)
(B, PB)
(B, PB)
23 (0, 23)
63 (35, 28)
119 (97, 22)
4 (3, 1)
CEC
NCTE
NMSA
Yes
Yes
no
Yes
Approved
Approved
Approved
Approved
-Recognized by
NAS
NA in 2006
NA in 2006
-Recognized by
NASC
Recognized
Not Recognized
NA in 2006
Not Recognized
(B, PB)
57 (54, 3)
NMSA
Yes
Approved
Not Recognized
COE
(B, PB)
(B, PB)
20 (14, 6)
6 (6, 0)
AAFCS
AAFCS
No
No
Approved
Approved
Recognized
Recognized
HS
HS
(B, PB)
(B, PB)
1 ( 0, 1)
520 (406, 114)
ACTFL
NAEYC
(B only)
Yes
Yes
(B only)
Approved
Approved
Not Recognized
Recognized
A&S
HS & COE
COE
COE
ENGR
V&PA
COE
A&S
COE
COE
Program Name and Level
German (Secondary)
Health Education (All Level)
History (Secondary)
Journalism (Secondary)
Life Sciences (Secondary)
Mathematics (Middle)
Mathematics (Secondary)
Mathematics/Physics (Secondary)
Mathematics/Science (Middle)
Award
Level
(Bachelor’s
or PostBac)
(B, PB)
(B, PB)
(B, PB)
(B, PB)
(B, PB)
(B, PB)
(B, PB)
(B, PB)
(B, PB)
(B, PB)
No. of
Candidates
Enrolled (or)
Admitted
Fall 2008
Total (B, PB)
0
2 (2, 0)
46 ( 35, 11)
2 (1, 1)
8 (0, 8)
23 (19, 4)
30 (21, 9)
1 (1, 0)
43 (43,0)
78 (71, 7)
Agency
Reviewing
Programs 1
Program
Report
Submitted for
Review
State
Approval
Status
ACTFL
AAHE
NCSS
NA in 2006
NSTA
NMSA
NCTM
NO STS.
NMSA
NASM
Yes
Yes
No
No
Yes
Yes
Yes
No
Yes
Yes
Approved
Approved
Approved
Approved
Approved
Approved
Approved
Approved
Approved
Approved
National
Recognition
Status by
NCATE
Administrative
Home College 2
Not Recognized
A&S
Not Recognized
A&S
Not Recognized
A&S
NA in 2006
A&S
Not Recognized
A&S
Not Recognized
COE
Conditions
A&S
-A&S
Not Recognized
COE
Recognized by
V&PA
Music (All level)
NASM
Physical Education (All Level)
(B, PB)
64 ( 57, 7)
NASPE
Yes
Approved
Not Recognized
A&S
Physical Science (Secondary)
(B, PB)
1 (0, 1)
NSTA
Yes
Approved
Not Recognized
A&S
Science (Middle)
(B, PB)
8 (6, 2)
NMSA
Yes
Approved
Not Recognized
COE
Science Composite (Secondary)
(B, PB)
20 (17, 3)
NSTA
Yes
Approved
Not Recognized
A&S, COE
Social Studies (Middle)
(B, PB)
15 (14, 1)
NMSA
Yes
Approved
Not Recognized
COE
Social Studies Composite (Secondary)
(B, PB)
13 (10, 3)
NCSS
Yes
Approved
Not Recognized
A&S
Spanish (Secondary)
(B, PB)
14 (9, 5)
ACTFL
Yes
Approved
Not Recognized
A&S
Special Education EC-12
(B, PB)
67 (61, 6)
CEC
Yes
Approved
Recognized
COE
Speech Communications (Secondary)
(B, PB)
5 (4, 1)
NA in 2006
No
Approved
NA in 2006
MC
Technology Applications EC-12
(PB only)
5 (0, 5)
ISTE
Yes
Approved
Recognized
COE
(B, PB)
8 (6, 2)
NAST
No
Approved
Recognized by
V&PA
Theatre Arts EC-12
NAST
1
The associations reviewing programs are mostly the Specialized Professional Associations (SPA’s). However, some programs have been reviewed by other
accrediting bodies as follows:
AER
Association for the Education and Rehabilitation of the Blind and Visually Impaired
AAFCS
American Association of Family and Consumer Sciences
CACREP
Council for Accreditation of Counseling and Related Educational Programs
NASAD
National Association of Schools of Art and Design
NZSD
National Association of Schools of Dance
35
NASM
National Association of Schools of Music
NAST
National Association of Schools of Theatre
AAAE
American Assoc for Agricultural Education
In addition, some programs are not covered by either a SPA or another accrediting body. In those cases “NA” for “Not Applicable” is indicated.
2
Administrative Home Colleges
AS&N Agricultural Sciences and Natural Resources
ENGR Engineering
V&PA Visual & Performing Arts
A&S
Arts and Sciences
HS Human Sciences
COE
College of Education
MS Mass Communications
NCATE Table 3: Advanced Programs and their Review Status
Award Level
Program Name and Level
Ed. Leadership Principal
Ed. Leadership Superintendent
Master Reading Teacher
Master Technology Teacher
Reading Specialist
School Counselor
Master’s
Master’s
PostBac
Master’s
Master’s
Master’s
No. of Candidates
Enrolled (or)
Admitted
Fall 2008
43
7
3
4
3
23
Agency
Reviewing
Programs 1
ELCC
ELCC
IRA
ISTE
IRA
CACREP
Program
Report
Submitted for
Review
Yes
Yes
Yes
Yes
Yes
Yes
State
Approval
Status
Approved
Approved
Approved
Approved
Approved
Approved
National
Recognition
Status by
NCATE
Not Recognized
Not Recognized
Not Recognized
Not Recognized
Not Recognized
Recognized by
CACREP
Recognized
Recognized
Administrative
Home College 2
COE
COE
COE
COE
COE
COE
Educational Diagnostician
Master’s
38
CEC
Yes
Approved
COE
Orientation and Mobility
Master’s
14
CEC and
Yes
Approved
COE
(National certification only)
AER
Teacher of Children with Visual
Master’s
60
CEC
Yes
Approved
Recognized
COE
Impairments
1
The associations reviewing programs are mostly the Specialized Professional Associations (SPA’s). However, some programs have been reviewed by other
accrediting bodies as follows:
AER
Association for the Education and Rehabilitation of the Blind and Visually Impaired
CACREP
Council for Accreditation of Counseling and Related Educational Programs
2 Administrative Home College COE: College of Education
36
NCATE Table 4: Pass Rates on Content Tests by Certificate
Initial Teacher Preparation 1
9/1/2006 – 12/31/2007 (ASEP 2007 Initial Data) 2
% TTU Takers
Passing at
Test Takers
Certification Description
State Cut
State-Wide
Score (240)
Agricultural Science & Technology 6-12
3
100%
91.8% (159)
Art All-Level (ExCET)
10
100%
80.4% (624)
Art EC-12 TExES
0
-94.6% (241)
Bilingual Spanish Supplemental 4-8
1
100%
62.8% (277)
Bilingual Spanish Supplemental EC-4
4
100%
59.8% (2204)
Chemistry 8-12
1
100%
85.9% (170)
Dance 8-12
3
100%
80.4% (148 )
Deaf and Hard of Hearing EC-12
10
100%
91.9% (99 )
ESL Generalist EC-4
1
100%
91.4% (1295 )
ESL Supplemental
5
80%
90% (9171 )
English Language Arts and Reading 4-8
8
100%
92% (1909 )
English Language Arts and Reading 8-12
29
96.6%
81.9% (2480 )
English Lang. Arts and Reading/Social Studies 4-8
30
93.3%
90.2% (594 )
Family and Consumer Sciences Composite
1
100%
Not available
French (secondary)
1
0%
75.9% (137 )
Generalist EC-4
274
98.9%
81.6% (15,888 )
German (secondary)
1
100%
77.8% (45 )
Health Education EC-12
5
100%
93.3% (986 )
History 8-12
31
87.1%
59.3% (950 )
Journalism 8-12
1
100%
71.9% (178 )
Latin
0
-63.2% (19 )
Life Science 8-12
5
100%
50.6% (907 )
Mathematics 4-8
8
100%
64.3% (2062 )
Mathematics 8-12
11
90.9%
50.8% (2022 )
Mathematics/Physics 8-12
0
-80% (65 )
Mathematics/Science 4-8
24
91.7%
75.8% (396 )
Music All Level (ExCET expired)
2
100%
Music All Level (TExES)
25
100%
78.3% (988 )
Physical Education EC-12
65
98.5%
52.7% (2561 )
Science 4-8
3
66.7%
58.6% (1466 )
Science 8-12
4
100%
50.9% (1298 )
Social Studies 4-8
5
80%
73.2% (1199 )
Social Studies 8-12
4
100%
67.3% (2134 )
Spanish (Secondary)
5
100%
84.8% (1251 )
Spanish Oral Proficiency
4
100%
92% (4116 )
Special Education EC-12
26
100%
76.9% (6148 )
Speech Communications (TExES expired)
1
100%
Speech Communication EC-12
4
100%
97.4% (609 )
Technology Applications EC-12
5
100%
76.5% (380 )
Theatre EC-12
4
100%
84.5% (374 )
1
State Board for Educator Certification View Pass Rates Assessment System for Educator Preparation
(ASEP) Report by Certificate
2
All examinations are TExES unless specified as earlier ExCET
Number of
TTU
Test Takers
NCATE Table 5: Pass Rates on Content Tests by Certificate
Other School Personnel 1
9/1/2006-12/31/2007 (ASEP 2007 Initial Data) 2
Number of
Test Takers
% Passing
TTU Test
State-Wide
for TTU
Takers
Bilingual Supplemental 4-8
1
100%
62.8% (159)
Bilingual Supplemental EC-4
4
100%
59.8% (2204)
Educational Diagnostician (ExCET)
3
100%
Educational Diagnostician EC-12
12
100%
87.5% (9171)
ESL Supplemental
5
80%
90% (9171)
Master Reading Teacher
0
-72.9% (181)
Master Technology Teacher EC-12
0
-80% (30)
Principal
28
100%
74.3% (3754)
Reading Specialist
1
100%
99.5% (200)
School Counselor
8
100%
93.6% (1119)
Special Education Supplemental
2
100%
88.8% (507)
Superintendent
10
90%
74.5% (380)
1
State Board for Educator Certification View Pass Rates
Assessment System for Educator Preparation (ASEP) Report by Certificate
2
All examinations are TExES unless specified as earlier ExCET
Certification Description
38
NCATE Table 6: Transition Point Assessments 1
Admission to Program
Entry to clinical
practice
Initial Teacher Preparation Programs: Bachelors Degree and Post-baccalaureate
Bilingual Education EC-6
GPA Overall (2.7) & in
GPA overall (2.7),
Elementary Education EC-6
content fields (2.7)
content fields (2.7),
English as a Second Language EC-6 Evidence of basic skills
and in education
Math/Science EC-6
(Texas Higher Education
courses (2.7)
Special Education EC-12
Assessment, Accuplacer,
Successful
SAT, or ACT scores)
completion of
Completion of general
specified education
education core curriculum coursework
(including field
experiences)
English/Lang. Arts/Soc. Studies 4-8
Math/Science 4-8
Multidisciplinary Science
Secondary Education 8-12
GPA Overall (2.5) & in
content fields (2.5)
Evidence of basic skills
(Texas Higher Education
Assessment, Accuplacer,
SAT, or ACT scores)
Completion of general
education core curriculum
Advanced Teaching Programs: Master’s Degree
Master Reading Teacher
Hold a valid Texas
Teaching Certificate
2 years of teaching
experience in TEA
accredited schools
Master Technology Teacher
Accepted into the EDIT
master’s program and
have teaching experience
Exit from clinical
practice
Successful
completion of
student teaching
assessed against
competencies by:
informal daily
observations, use of
clinical observation,
midterm, and final
assessment forms
Program completion
After program
completion
Successful completion of
Capstone Course
Successful creation of a
professional portfolio
Successful completion of
required coursework,
including the achievement
of student learning
outcomes
Passing the appropriate
TExES (licensure) exams
Successful completion of
Capstone Course,
Successful creation of a
professional portfolio,
Successful completion of
required coursework,
including the achievement
of student learning
outcomes,
Passing the appropriate
TExES (licensure) exams
Candidate end-ofprogram survey,
Follow-up
surveys of
graduates and
employers,
Focus groups with
local employers &
graduates
Candidate end-ofprogram survey,
Follow-up
surveys of
graduates and
employers
Candidate end-ofprogram survey,
Follow-up
surveys of grads.
& employers
GPA overall (2.5),
content fields(2.5),
and in education
courses (2.5)
Successful
completion of
specified education
coursework
(including field
experiences)
Successful
completion of
student teaching
assessed against
competencies by:
informal daily
observations, use of
clinical observation,
midterm and final
assessment forms
Teaching
experience
Two years of
teaching experience
Successful completion of
the required program of
study,
Passing the appropriate
TExES (licensure) exam
Teaching
experience
Two years of
teaching experience
Success completion of the
required program of study,
Passing the appropriate
TExES (licensure) exam
Candidate end-ofprogram survey
Follow-up
surveys of
Graduates &
employers
Focus groups with
local employers &
graduates
Admission to Program
Hold a master’s degree
Hold a valid Texas
Teaching Certificate
2 years of teaching
experience in TEA
accredited schools
Advanced Programs for Other School Professionals
Counselor Certification
Graduate School
application documents:
application form, fee,
official transcripts, and
residence questionnaire
COE documents (specific
to program): usually
application cover sheet,
recommendation form or
reference letters, resume´,
letter of application;
writing samples, GRE
scores, teaching
experience
Educational Diagnostician
Graduate School
application documents:
application form, fee,
official transcripts, and
residence questionnaire
COE documents (specific
to program): usually
application cover sheet,
recommendation form,
letter of application;
writing samples, GRE
scores
Reading Specialist
Entry to clinical
practice
Teaching
experience
Exit from clinical
practice
Two years of
teaching experience
Successfully
completed all
coursework
Initial Practicum:
Taking or have
taken EDSP 5301
Final Internship:
Completed all
coursework except
EDSP 5094
40
Program completion
Success completion of the
required program of study,
Passing the appropriate
TExES (licensure) exam
After program
completion
Candidate end-ofprogram survey,
Follow-up
surveys of
graduates &
employers
Satisfactory
completion of a
professional
portfolio,
Satisfactory
recommendations
from the university
and site-based
supervisors based on
assessment form
Pass both the TExES and
master’s comprehensive
exams
Minimum of two years
teaching experience for
certification
Candidate end of
program survey,
Alumni and
employer
survey/focus
groups
Exit exam based on
CEC competencies
Pass the TExES exam,
Two years teaching
experience,
Analysis of student learning
outcomes (see separate
student learning outcomes
matrix)
Exit survey at end
of program, focus
groups with
alumni and
employers
Admission to Program
Principal Certification
Special Education Certification
Deaf and Hard of Hearing
Deafblindness
Orientation Mobility
Teacher of Students with Visual
Impairments
Graduate School
application documents:
application form, fee,
official transcripts, and
residence questionnaire,
COE documents:
application cover sheet,
recommendation form or
reference letters, resume,
letter of application;
writing samples, GRE
scores
Graduate School
application documents:
application form, official
transcripts, and residence
questionnaire, COE
documents: application
cover sheet,
recommendation form or
reference letters, resume´,
letter of application;
writing samples, GRE
scores
Entry to clinical
practice
Successfully
completed all
coursework
Exit from clinical
practice
Successfully
completed a
professional
portfolio
Satisfactory
recommendations
from the university
and site-based
supervisors based
on assessment form
Successfully
completed all
coursework
Successfully
completed a
professional
portfolio,
Satisfactory
recommendations
from the university
and site-based
supervisors based
on assessment form
41
Program completion
Pass the principal TExES
examination
Master’s Comprehensive
Examination,
Analysis of student learning
outcomes (see separate
student learning outcomes
matrix),
Minimum of two years
teaching experience for
certification
Master’s Comprehensive
Exam
Analysis of student learning
outcomes (see separate
student learning outcomes
matrix)
After program
completion
Candidate end of
program survey,
Alumni
survey/focus
groups
Candidate end of
program survey,
Alumni
survey/focus
group
Admission to Program
Superintendent Certification
Entry to clinical
practice
Successfully
completed all
coursework
Self assessment of
leadership
dispositions
Exit from clinical
practice
Assessment of
leadership
dispositions
Satisfactory
recommendations
from the university
and site supervisors
Program completion
Graduate School
Pass the superintendent
application documents:
TExES examination,
application form, fee,
Analysis of student learning
official transcripts, and
outcomes (see separate
residence questionnaire
student learning outcomes
COE documents:
matrix)
application cover sheet,
reference letters, resume´,
letter of application;
writing samples, Texas
principal certification
(with associated teaching
experience)
1
Transition point assessment criteria established by faculty guided by state requirements and professional association guidelines
42
After program
completion
Candidate end of
program survey
(being
developed),
Informal but
regular program
faculty discussion
about success of
past year
candidates,
Alumni
survey/focus
group
NCATE Table 9: Candidate and EC-12 Student Demographics
Fall 2008 1
Ethnicity
American Indian or
Alaska Native
Asian , Native Hawaiian
or Other Pacific Islander
Black or African
American
Hispanic or Latino
White
Two or more races
Race/ethnicity unknown
Total
TTU Candidates in
Initial Teacher
Preparation Programs
N
7
%
0.60%
11
0.94%
39
169
925
NA 3
23
1174
3.32%
14.40%
78.79%
NA
1.96%
100.01%
TTU Candidates
in Advanced
Preparation
Programs
N
%
1
0.55%
1
0.55%
6
3.31%
28
15.47%
137
75.69%
NA
NA
8
4.42%
181
99.99%
Female
Male
Total
N
200
%
0.70%
EC-12
Students
Education
Region 17 2
%
0.3%
841
2.96%
1.0%
4.0%
1165
4.10%
7.0%
13.3%
3668
20882.
NA
1666
28422
12.91%
73.47%
NA
5.86%
100%
42.7%
49.1%
NA
0.0%
100.1%
35.8%
45.5%
NA
1.0%
100%
NA
NA
NA
NA
NA
NA
All Students at TTU
936
79.73%
155
85.64%
12700
44.68%
238
20.27%
26
14.36%
15675
55.15%
1174
100%
181
100%
28422
99.83%
1
Candidate data from Certification Office Index File, TTU data from IRIM Data Warehouse,
EC-12 data from the state’s Academic Excellence Indicator System
2
Graduating seniors only in EC-12 settings (Class of 2007)
3
NA: Data Not Available
43
EC-12 Students
State of Texas 2
%
0.4%
Part V: Admission and Active Data
Table 24: Candidates Admitted to Educator Preparation Programs
by Teaching or Professional Field 1
Certificate Description
Agriculture Production
Art (All level or Secondary)
Bilingual Generalist EC-4 (Spanish)
Bilingual Supplemental (Spanish)
Chemistry
Computer Science (Secondary)
Dance (Secondary)
Educational Diagnostician
English (Secondary)
English as a Second Language
English Language Arts and Reading (Middle)**
English Language Arts and Reading/Social Studies
(Middle)
Family and Consumer Science --Composite
Family and Consumer Science – Hosp/Nutrition/Food
Science
Family and Consumer Science – Hum Dev & FS
French (Secondary)
Generalist EC-4
German
Health Education (Secondary)
History (Secondary)
Journalism (Secondary)
Latin (Secondary)
Life Sciences (Secondary)
Master Reading Teacher
Master Technology Teacher
Mathematics (Middle)**
Mathematics (Secondary)
Mathematics/Physics 8-12
Mathematics/Science (Middle) **
Music (All level or Secondary)
Physical Education (All level or Secondary)
Physical Science (Secondary)
Principal
Reading Specialist
School Counselor
Science (Middle) **
Science Composite (Secondary)
Social Studies (Middle)**
Admitted
2005-06
Total (U, PB) 2
29 (28 , 1 )
16 (14 , 2 )
24 (22 , 2 )
5 (0 , 5)
Admitted
2006-07
Total (U, PB)
28 (25, 3)
17 (13, 4)
10 (9, 1)
5 (3, 2)
0
1(0,1)
8 (0 , 8 )
65 (37 , 28 )
18 (16 , 2 )
16 (11 , 5 )
39 (34 , 5 )
0
5 (3, 2)
20 (0, 20)
41 (30, 11)
40 (38, 2)
17 (14, 3)
15 (14, 1)
15 (14, 1)
4 (2, 2)
1 (0, 1)
1 (1, 0)
25 (0, 25)
51 (29, 22)
116 (88, 28)
2 (2, 0)
55 (53, 2)
11 (9 , 2 )
1 (1 , 0 )
15 (10, 5)
3 (3, 0)
20 (9, 11)
7 (7, 0)
3 (1 , 2 )
361 (201 , 160 )
0
345 (240, 105)
1 (0, 1)
5 (1, 4)
53 (35, 18)
3 (1, 2)
1 (1, 0)
9 (0, 9)
6 (0, 6)
1 (0, 1)
21 (15, 6)
25 (15, 10)
1 (0, 1)
17 (13, 4)
35 (33, 2)
69 (58, 11)
0
25 (0, 25)
0
9 (0, 9)
21 (15, 6)
12 (9, 3)
17 (15, 2)
2 (1 , 1 )
61 (36 , 25 )
6 (3 , 3 )
1 (0 , 1 )
13 (3 , 10 )
7 (0 , 7 )
0
53 (48 , 5 )
25 (13 , 12 )
42 (39 , 3 )
34 (33 , 1 )
93 (65 , 28 )
2 (2 , 0 )
34 (0 , 34 )
3 (0 , 3 )
4 (0 , 4 )
47 (44 , 3 )
16 (10 , 6 )
45 (42 , 3 )
Admitted
2007-08
Total (U, PB)
25 (22, 3)
16 (15, 1)
1 (0, 1)
0
450(325, 124)
0
2 (0, 2)
40 (27, 13)
2 (1, 1)
0
10 (0, 10)
0
1
16 (11, 5)
29 (20, 9)
1 (1, 0)
52 (43, 8)
51 (43, 8)
2 (0, 2)
20 (0, 20)
0
8 (0, 8)
7 (6, 1)
18 (15, 3)
19 (14, 5)
Admitted
2005-06
Total (U, PB) 2
24 (14 , 10 )
11 (5 , 6 )
37 (17 , 20 )
8(0,8)
6(0,6)
Certificate Description
Social Studies Composite (Secondary)
Spanish (Secondary)
Special Education
Speech Communications (Secondary)
Superintendent
Technology Applications
Theatre Arts
Visually Impaired
5 (1 , 4 )
31 ( 0 , 31 )
Admitted
2006-07
Total (U, PB)
6 (3, 3)
14 (6, 8)
54 (36, 17)
3 (2, 1)
6 (0,6)
5 (0, 5)
8 (3, 5)
23 (0, 23)
Admitted
2007-08
Total (U, PB)
14 (9, 5)
10 (7, 3)
68 (60, 8)
6 ( 3, 3)
8 (0, 8)
5 (0, 5)
9 (5, 4)
67 (0, 67)
Subtotal Elementary Initial
450 (326, 124)
Subtotal Middle Level Initial
108 (95, 13)
Subtotal Secondary Initial
242 (153, 89)
Subtotal All Level Initial
149 (65, 84)
Subtotal Supplemental
131 (102, 29)
Subtotal Professional
62
987 (564 , 423 )
Total Certification Areas
882 (520 , 362)
1289 (848, 441)
1
Duplicates are included; a candidate might have applied in multiple fields and then decided
to pursue only one field upon acceptance or EC-4/Special Education are counted as elementary
and all-level, for example.
2
T: Total, U: undergraduate, PB: post-baccalaureate
45
Table 25: Candidates in Educator Preparation Programs
by Teaching or Professional Field 1
Certificate Description
Agriculture Production
Art (All level or Secondary)
Bilingual Generalist EC-4 (Spanish)
Bilingual Supplemental (Spanish)
Computer Science (Secondary)
Dance (Secondary)
Deaf Education
Educational Diagnostician
English (Secondary)
English as a Second Language
English Language Arts and Reading (Middle)
English Language Arts /R/Soc St (Middle)
Family and Consumer Science --Composite
Family and Consumer Science –
Hosp/Nutrition/Food Science
French (Secondary)
Generalist EC-4
German (Secondary)
Health Education (all level)
History (Secondary)
Journalism (Secondary)
Latin (Secondary)
Life Sciences (Secondary)
Master Reading Teacher
Master Technology Teacher
Mathematics (Middle)
Mathematics (Secondary)
Mathematics/Physics (Secondary)
Mathematics/Science (Middle)
Music (All level)
Orientation and Mobility (national cert)
Physical Education (All level or Secondary)
Physical Science (Secondary)
Principal
Reading Specialist
School Counselor
Science (Middle)
Science Composite (Secondary)
Social Studies (Middle)
Social Studies Composite (Secondary)
Spanish (Secondary)
Special Education
Speech Communications (Secondary)
Superintendent
Technology Applications
Theatre Arts
Visually Impaired
Fall 2005
Total (U, PB)2
45 (43, 2)
25 (23, 2)
20 (13, 7)
10 (2, 8)
1 (0, 1)
4 (3, 1)
1 (0, 1)
16 (0, 16)
81 (49, 32)
26 (11, 15)
18 (9, 9)
77 (65, 12)
19 (8, 11)
1 (1, 0)
Fall 2006
Fall 2007
Total (U, PB) Total (U, PB)
34 (30 , 4)
35 (29, 6)
26 (24 , 2)
30 (23, 7)
20 (17 , 3)
19 (15, 4)
6 (1 , 5)
6 (2, 4)
0
0
4 (3, 1)
8 (5, 3)
23 (0 , 23)
31 (0, 31)
24 (0 , 24)
35 (0, 35)
61 (46 , 15)
61 (38, 23)
50 (42, 8)
46 (42, 4)
21 (11 , 10)
18 (10, 8)
67 ( 61 , 6)
60 (52, 8)
14 (8 , 6)
13 (13, 0)
3 (3 , 0)
4 (4, 0)
Fall 2008
Total (U, PB)
30 (27, 3)
21 (19, 2)
12 (12, 0)
3 (2, 1)
1 (0, 1)
4 (3, 1)
23 (0, 23)
38 (0, 38)
63 (35, 28)
119 (97, 22)
4 (3, 1)
57 (54, 3)
20 (14, 6)
6 (6, 0)
5 (1, 4)
1 (1 , 0)
2 (1, 1)
516 (337, 179) 556 (393,163) 502( 371,131)
1 (0, 1)
1 (0, 1)
1 (0, 1)
13 (7, 6)
10 (2 , 8)
4 (2, 2)
81 ( 46, 35)
73 (44 , 29)
66 (41 , 25)
8 (2, 6)
5 (3 , 2)
4 (1, 3)
3 (1, 2)
0
0
15 (2, 13)
14 (1 , 13)
8 (0, 8)
0
7 (0 , 7)
4 (0, 4)
0
0
2 (0, 2)
31 (27, 4)
19 (12 , 7)
13 (6, 7)
54 (29, 25)
31 (12 , 19)
37 (22, 15)
1 (0, 1)
48 (43, 5)
66 (62 , 4)
49 ( 43, 6)
57 (53, 4)
71 (67 , 4)
88 (83, 5)
-15 (0 , 15)
17 (0, 17)
116 (78, 38)
103 (78 , 25)
81 (61, 20)
3 (1, 2)
0
1 (0, 1)
38 (0, 38)
61 (0 , 61)
59 (0, 59)
5 (0, 5)
4 (0 , 4)
2 (0, 2)
24 (0, 24)
11 (0 , 11)
25 (0, 25)
9 (6, 3)
7 (5 , 2)
6 (5,1)
20 (15, 5)
13 (10 , 3)
20 (12, 8)
18 (14, 4)
17 (13 , 4)
14 (9, 5)
27 (12, 15)
15 (7 , 8)
16 (8, 8)
32 (13, 19)
15 (7 , 8)
18 (7, 11)
79 (42, 37)
64 (40 , 24)
55 (37, 18)
14 (5, 9)
12 (6 , 6)
7 (2, 5)
11 (0, 11)
8 (0 , 8)
3 (0, 3)
15 (0, 15)
11 (0 , 11)
9 (0, 9)
4 (2, 2)
11 (6 , 5)
11 (4, 7)
84 (0, 84)
31 (0 , 31)
56 (0, 56)
1 ( 0, 1)
520 (406, 114)
0
2 (2, 0)
46 ( 35, 11)
2 (1, 1)
0
8 (0, 8)
3 (0, 3)
4 (0, 4)
23 (19, 4)
30 (21, 9)
1 (1, 0)
43 (43, 0)
78 (71, 7)
14 (0, 14)
64 ( 57, 7)
1 (0, 1)
43 (0, 43)
3 (0, 3)
23 (0, 23)
8 (6, 2)
20 (17, 3)
15 (14, 1)
13 (10, 3)
14 (9, 5)
67 (61, 6)
5 (4, 1)
7 (0, 7)
5 (0, 5)
8 (6, 2)
60 (0, 60)
46
Certificate Description
Fall 2005
Total (U, PB)2
Fall 2006
Total (U, PB)
536
(350, 186)
201
Subtotal Middle Level Initial
(164, 37)
473
Subtotal Secondary Initial
(282, 191)
182
Subtotal All Level Initial
(44, 138)
Subtotal Supplemental
36 (13,23)
Subtotal Professional
94
1566
Total Certification Areas
(870, 696)
1
Note: Some candidates are active in more than one program
2
T: Total, U: undergraduate, PB: post-baccalaureate
Subtotal Elementary Initial
47
576
(410, 166)
197
(164, 33)
282
(173, 109)
350
(217, 133)
56 (43, 13)
115
1454
(895 , 559)
Fall 2007
Total (U, PB)
Fall 2008
Total (U, PB)
504
(386, 118)
155
(125, 30)
301
(182, 119)
381
(234, 147)
52 (44, 8)
95
1417
(839, 578)
532
(418,114)
150
(139,11)
270
(185, 85)
328
(216,112)
122 (99, 23)
118
1520
(1057, 463)
Part VI: Other State Reports
Table 26: Legislative Budget Board (LBB) Performance Measure
Educator preparation programs at public colleges and universities are required to report certification rates
of teacher education graduates to the Legislative Budget Board (LBB). The certification rate required by
the LBB is based upon the percentage of an institution’s undergraduate teacher education program
graduates who become certified to teach no later than the end of the fiscal year following the year
of graduation from the program. This measure is used to provide an indicator of the effectiveness of an
undergraduate teacher-education program’s production of certified educators.
Number of Teacher Education
Graduates
Number of Graduates
Certified At the End of the
Next Fiscal Year
LBB Certification Rate
Not certified, but
recommended:
Not recommended, but tested
Not recommended or tested
2005
2006
2007
2008
334
365
339
416
289
314
296
369
86.5%
8 (2.4%)
86.0%
11 (3%)
87.3%
9 (2.7%)
88.7%
9 (2.2%)
26 (8.4%)
9 (2.7%)
24 (6.6%)
16 (4.4%)
22 (6.5%)
12 (3.5%)
28 (6.7%)
10 (2.4%)
48
Table 27: 2006-2007 Title II Report
October 15, 2008
HEA - Title II
2006-2007 Academic Year
Institution Name
Institution Code
State
Number of Program Completers
Submitted
Number of Program Completers
found, matched,
and used in passing rate
Calculations1
Type of Assessment2
Texas Tech University
152501
Texas
616
616
Number
Taking
Assessment3
Number
Passing
Assessment4
Institutional
Pass Rate
Number
Taking
Assessment3
Statewide
Number
Passing
Assessment4
Statewide
Pass Rate
Aggregate - Basic Skills
616
616
100%
12959
12959
100%
Aggregate - Professional
Knowledge
607
587
97%
12615
12149
96%
Aggregate - Academic Content
Areas (Math, English, Biology)
578
556
96%
11539
11017
95%
150
144
96%
Aggregate - Other Content Areas
(Career/Technical Education,
Health Educations, etc.)
Aggregate - Teaching Special
Populations (Special Education,
ELS, etc.)
Aggregate - Performance
Assessments
Summary Totals and Pass Rates5
7
44
42
95%
3314
3103
94%
616
582
94%
12959
12216
94%
1
The number of program completers found, matched and used in the passing rate calculation will not equal the sum of the column
labeled "Number Taking Assessment" since a completer can take more than one assessment.
2
The State of Texas did not require the assessments within an aggregate where data cells are blank.
3
Number of completers who took one or more tests in a category and within their area of
specialization.
4
Number who passed all tests they took in a category and within their area of specialization.
5
Summary Totals and Pass Rate: Number of completers who successfully completed one or more tests across all categories used
by the state for licensure and the total pass rate.
49
Table 28: ASEP Annual Performance Report
Applied/Accepted/Retained in Program
Applied to Program 2007-2008
5
2
7
Other/
no answer
9
21
30
Asian/
Pacific
Island
68
37
104
Native
American
388
202
590
Black
134
69
203
Hispanic
White
345
204
549
Male
479
273
752
Female
Total
Classification
Undergraduate
PostBac
Total
6
4
10
3
7
10
Accepted to Program 2007-2008
Classification
Total
Female
Male
White
Hispanic
Black
Native
American
Asian/
Pacific Island
Other /
no answer
Undergraduate
PostBac
Total
UG % of
applied
PB % of
applied
Total % of
applied
435
265
700
90.8%
314
198
502
91.0%
121
67
188
90.3%
353
196
549
91.0%
61
37
98
89.7%
7
19
26
77.8%
5
2
7
100.0%
6
4
10
100.0%
3
7
10
100.0%
97.1%
97.1%
97.1%
97.0%
100.0%
90.5%
100.0%
100.0%
100.0%
93.1%
91.4%
92.6%
93.1%
94.2%
86.7%
100.0%
100.0%
100.0%
50
Started Program 2007-2008
Classificaion
Total
Female
Male
White
Hispanic
Black
Native
American
Astian/
Pacific
Island
Other /
no answer
Undergraduate
PostBac
Total
UG % of
applied
UG % of
accepted
PB % of
applied
PB % of
accepted
Total % of
applied
Total % of
accepted
375
212
587
78.3%
274
160
434
79.4%
101
52
153
75.4%
303
157
460
78.1%
53
32
85
77.9%
6
14
20
66.7%
5
1
6
100.0%
5
3
8
83.3%
3
5
8
100.0%
86.2%
87.3%
83.5%
85.8%
86.9%
85.7%
100.0%
83.3%
100.0%
77.7%
78.4%
75.4%
77.7%
86.5%
66.7%
50.0%
75.0%
71.4%
80.0%
80.8%
77.6%
80.1%
86.5%
73.7%
50.0%
75.0%
71.4%
78.1%
79.1%
75.4%
78.0%
81.7%
66.7%
85.7%
80.0%
80.0%
83.9%
86.5%
81.4%
83.8%
86.7%
76.9%
85.7%
80.0%
80.0%
Retained in Program 2007-2008
Other /
no answer
Asian/
Pacific Island
Native
American
Black
370
195
565
77.2%
272
150
422
78.8%
98
45
143
73.1%
298
147
445
76.8%
53
26
79
77.9%
6
13
19
66.7%
5
1
6
100.0%
5
3
8
83.3%
3
5
8
100.0%
85.1%
86.6%
81.0%
84.4%
86.9%
85.7%
100.0%
83.3%
100.0%
98.7%
99.3%
97.0%
98.3%
100.0%
100.0%
100.0%
100.0%
100.0%
71.4%
73.5%
65.2%
72.8%
70.3%
61.9%
50.0%
75.0%
71.4%
73.6%
75.8%
67.2%
75.0%
70.3%
68.4%
50.0%
75.0%
700.0%
92.0%
93.8%
86.5%
93.6%
81.3%
92.9%
100.0%
100.0%
100.0%
75.1%
76.9%
70.4%
75.4%
76.0%
63.3%
85.7%
80.0%
80.0%
80.7%
84.1%
76.1%
81.1%
80.6%
73.1%
85.7%
80.0%
80.0%
96.3%
97.2%
93.5%
96.7%
92.9%
95.0%
100.0%
100.0%
100.0%
51
Hispanic
Female
White
Total
Male
Classification
Undergraduate
PostBac
Total
UG % of
applied
UG % of
accepted
UG % of
started
PB % of
applied
PB % of
accepted
PB % of
started
Total % of
applied
Total % of
accepted
Total % of
started
Part VII: Historical Overview





Texas Technological College created by legislation
(Education coursework was housed in Liberal Arts)
Teacher education program initiated
NCATE accreditation received
College of Education formed
Education restructured as a college as Texas Tech becomes a university
GPA for program admission raised from 2.25 to 2.50
State basic skills examination required
State certification examination required
Alternative certification initiated
(Individuals allowed to be certified outside a university-based program.)
GPA for program admission raised from 2.50 To 2.70
for elementary and early childhood programs
House Bill 2185 in effect
(Allowed certified individuals to add endorsements, teaching fields,
specializations, or change levels without going through a university.)
Undergraduate enrollment management initiated
District Permits Authorized
Revised Rules Authorizing Candidates to take Examinations
Educator preparation standards changed by the state



Largest Number Recommended for Certification (1972-73)
Smallest Number Recommended for Certification (1987-88)
Current Year Recommended for Certification (2007-08)










1
1923
1958
1963
1967
1969
1980
1981
1985
1986
1990
1990
1992
1995
2001 1
1955
1972
1984
1987
1995
2000
2002 2
2007 3
1467
538
694
SBEC TAC 230.5c specifying that program “completers” must be authorized by their program to take the
certification test(s). Rule into effect 9/1/01. Teacher preparation programs were then held accountable (through the
ASEP report) for certification results of their program completers.
2
SBEC implemented standards-based certification programs in lieu of credit-hour based programs; TExES exams
replaced ExCET exams (phased in over several years)
3
EC-4 program changed to EC-6
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Part VIII: Glossary of Terms
Accreditation: Official recognition that an entity or institution meets required standards. Texas
Tech University’s teacher preparation program is accredited by both the Texas State Board for
Educator Certification (SBEC) and the National Council for Accreditation of Teacher Education
(NCATE).
ASEP: Texas has a legislated Accountability System for Educator Preparation (ASEP) system
that rates educator preparation programs as Accredited, Accredited-Preliminary, and AccreditedUnder Review since 2002 under Texas Administrative Code 229.3. Initially the ASEP ratings
were based on how program completers performed on the state certification exams in seven
demographic groups (All students, Female, Male, African American, Hispanic, Other and
White). The completers must have a minimum of 70% initial pass rate or an 80% final pass rate
for each group. Beginning Spring 2007, the ASEP system began monitoring certification fields
within an educator preparation system under Texas Administrative Code 229.4. If the pass rate
(70% initial or 80% final) of the candidates within a certification field of at least 10 completers is
low performing for three consecutive years, the entity may no longer admit candidates for
preparation in that field.
Basic Skills: "the ability to read, write and speak in English, and to use mathematics at a level
necessary to function at work and in society in general" -- The Basic Skills Agency
Bilingual Education: The use of two or more languages for instruction. In the United States,
students in most bilingual classes or programs are those who have not acquired full use of the
English language, so they are taught academic content in their native language (usually Spanish)
while continuing to learn English.
Candidate: a participant in an educator preparation program
Cohort: a group of candidates with the expectation of beginning and completing their program
on the same timeline
Critical Shortage Areas: Certification fields that are difficult to fill including math, science,
bilingual, special education, English as a Second Language, foreign languages and technology
(as defined by TEA)
EPP: Educator Preparation Programs
English as a Second Language (ESL): Teaching English to non-English-speaking or limitedEnglish-proficient (LEP) students to help them learn and succeed in Schools. ESOL (English for
Speakers of Other Languages) has generally the same meaning as ESL
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Field-based experiences: experiences in which the primary activity of a candidate for
certification is the performance of professional educator activities while interacting with prekindergarten-Grade 12 students and teachers and university faculty/staff members in a schoolrelated setting. The professional activities include more than observation within a classroom.
The interaction with students, teachers, and university personnel must be ongoing and relevant.
Intern: a candidate with a bachelor’s degree, formally accepted into an educator preparation
program that is employed in a supervised educational experience leading to standard
certification. At Texas Tech, the intern must have completed all courses except for Internship
and Capstone and have passed the content area certification exam.
Pedagogy: The art and science of teaching; especially the conscious use of particular
instructional methods.
Post baccalaureate (Post Bac): Individuals with a bachelor’s degree who are taking additional
hours for teacher certification but not enrolled in a degree seeking program
Probationary Certificate: a type of credential, valid for one calendar year, issued to an
individual who is enrolled in an educator preparation program, employed as an educator, and is
serving in a supervised internship to satisfy the field experience requirements of the certificate.
The holder of a Probationary Certificate must be employed by an accredited Texas public or
private school in a position appropriate for the certificate sought.
Professional: A certification program that requires or leads to a master’s degree; e.g.,
superintendent, principal, school counselor, educational diagnostician, reading specialist
Standard Certificate: The official educator license issued by the Texas State Board for
Educator Certification (SBEC); must be renewed every five years to remain valid. The Standard
Certificate replaced the lifetime Provisional and Professional Certificates in 1999.
SCH: University semester credit hour; 1 semester hour = 15 clock hours
TEKS: Texas Essential Knowledge and Skills; the state curriculum in Texas
TExES: Texas Examination of Educator Standards. TAC 230.5(b) requires every person
seeking educator certification in Texas to perform satisfactorily on comprehensive examinations.
The purpose of these examinations is to ensure that each educator has the prerequisite content
and professional knowledge necessary for an entry-level position in Texas public schools
THEA: Texas Higher Education Assessment, used to assess basic skills in math, reading and
writing
TOPT: Texas Oral Proficiency Test, used to assess a candidate’s ability to speak Spanish or
French.
Undergraduate: a student enrolled in a college or university seeking a baccalaureate degree
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