Business & Marketing Education 2009-10 Page 1 of 7
Business & Marketing Education – Initial Preparation
Annual Program Report
Academic Year 2009-10
October 13, 2010
1. Continuous Assessment Results
a. Admission Data
Table 1 provides the average admission test scores and admission grade point average (GPA) of
Business & Marketing Education candidates approved by the Professional Education Council
(PEC) for admission into initial teacher preparation programs during this academic year. Before
the Office of Teacher Services submits their names for review and approval by the PEC,
candidates must meet minimum requirements established by the state and/or the WKU
Professional Education Unit.
Table 1. Approved Candidate Test Score Averages
ACT
Program
Business &
Marketing
Education
N
5
Mean
24
PPST
Math
N Mean
PPST
Reading
N Mean
PPST
Writing
N Mean
SAT
N
Mean
GRE
Composite
N
Mean
2
875
Admission
GPA
N
Mean
7
3.48
b. Course Based Assessment Data
Table 2 provides the percentage of Business & Marketing Education candidates (N = 147)
scoring at each level of proficiency on critical performances within education courses for this
academic year. Proficiency levels are based on a scale of 1 – Standard Not Met, 2 – Standard
Partially Met, 3 – At Standard, and 4 – Above Standard.
Table 2. CP Proficiency Level Percentages
Course
EDU 250
EDU 489
PSY-310
1
2
3
4
0%
0%
50%
50
100%
0
8%
92
62%
24
80%
20
0%
SEC-351
14%
SEC-352
0%
SEC-453
0%
40%
60
Grand Total
2%
47
51
Business & Marketing Education 2009-10 Page 2 of 7
Table 3 indicates the level of Business & Marketing Education candidate (N = 26) proficiency
across critical performances related to the Kentucky Teacher Standards (KTS). Candidates
receiving an overall rating of 3 or 4 on a CP are considered to have demonstrated proficiency on
the standards associated with the CP. Compared to the unit-wide results, Business & Marketing
Education candidates are typically performing above average.
Table 3. Percent of Business & Marketing Education Candidates Scoring Proficient on CPs by KTS
Program
Business &
Marketing
Education
Unit-Wide
Kentucky Teacher Standards
4
5
6
7
1
2
3
97%
100%
100%
100%
100%
98%
98%
98%
97%
96%
98%
98%
8
9
10
96%
100%
94%
100%
98%
98%
97%
99%
*KTS Key: 1 – Content Knowledge, 2 – Designs/Plans Instruction, 3 – Maintains Learning Climate, 4 – Implements/
Manages Instruction, 5 – Assessment/Evaluation, 6 – Technology, 7 – Reflection, 8 – Collaboration, 9 – Professional
Development, 10 – Leadership
Table 4 indicates the number of Business & Marketing Education candidates (N = 3) who have
scored 2 or lower (below proficiency) on critical performances during this academic year.
Table 4. Business & Marketing Education Candidates Scoring Below Proficient on CPs
Student ID
800477082
800687617
800082960
Grand Total
Score
1
2
1
1
1
3
Student Count
1
1
1
3
c. Clinical Experiences Data
The Business and Marketing Education program has identified the following courses and
experiences to evaluate candidate dispositions: EDU 250, SEC 473, and EDU 490. The program
has identified the following courses and experiences where candidates report the diversity of
their field experiences: EDU 250 and SEC 473. SEC 352 has been designated as the experience
where candidates must work in settings at or above the average 11% diversity of the schools in
the 31 counties that represent our service area.
Table 5 reports how Business & Marketing Education candidates performed on dispositions as
they entered and progressed through their program (N = 15) and during their student teaching
experience (N =8). Students are considered “proficient” who average at 3 or higher on each
disposition category.
Business & Marketing Education 2009-10 Page 3 of 7
Table 5. Business & Marketing Education Proficiency Rates on Unit-Wide Dispositions
Period
Prior to Student Teaching
During Student Teaching
Values
Learning
100%
100%
WKU Professional Education Dispositions
Values Personal
Values
Values
Values
Integrity
Diversity Collaboration
Professionalism
95%
100%
100%
100%
100%
100%
100%
100%
Over this academic year, Business & Marketing Education candidates (N = 13) reported
demographic information on 17 field placements with an average of 17% ethnically diverse
students, 47% students on free/reduced lunch, and 10% student with disabilities (based on National
Center for Education Statistics and Kentucky Department of Education). This ethnic diversity
percentage continues to be well above the average 11% diversity of the schools in the 30+
counties that represent our service area. Table 6 reveals the percentages of field experiences
with various characteristics. Note that candidates could choose all the characteristics that
applied for any given experience.
Table 6. Percentages of Field Experience by Category Types
Working with Student With Special Needs
% Candidates working with Students with Physical Impairments
% Candidates working with Students with Learning Disabilities
% Candidates working with Students with Moderate/Severe Disabilities
% Candidates working with Students with Emotional/Behavioral Disorders
% Candidates working with Gifted Students
% Candidates working with English Language Learners
% Candidates working with Students with Visual Impairments
% Candidates working with Students with Hearing Impairments
% Candidates working with Students with Speech/Language Delays
% Candidates working with Students with Development Delays
% Candidates working with Students with Autism Spectrum Disorder
% Candidates working with Students with Other Impairments
Working with Diverse Students
% Candidates working with African American Students
% Candidates working with Native American/American Indian Students
% Candidates working with Latino/Hispanic Students
% Candidates working with Asian Students
% Candidates working with Students with Special Needs (Aggregate)
% Candidates working with Diverse Students (Aggregate)
24%
71%
6%
6%
59%
24%
6%
6%
6%
12%
0%
0%
76%
6%
65%
18%
88%
88%
Overall, as can be seen in Table 6, in 88% of their field experiences Business & Marketing
Education candidates reported working with at least one student with special needs and in 88%
of their field experiences candidates reported working with at least one student from a diverse
ethnic group.
Business & Marketing Education 2009-10 Page 4 of 7
d. Culminating Assessment Data
As Component 4 of the WKU Professional Education Unit Continuous Assessment Plan (CAP)
strategy, all initial preparation candidates complete a culminating assessment of professional
and pedagogical knowledge and skills, the Teacher Work Sample (TWS). This assessment is also
used to demonstrate candidates’ ability to impact P-12 student learning. In particular,
candidate performances on Assessment Planning and Analysis of Student Learning have been
identified as key indicators of candidates’ ability related to student learning.
Although in spring 2008 the Professional Education Council agreed that candidates who score a
holistic score of at least “2 – Developing” are able to exit the program, for program evaluation
purposes our goal is that at least 80% of program candidates will achieve “3 – Proficient” or
higher. Table 7 presents the proficiency rate for Business & Marketing Education candidates (N
= 8).
Table 7. Initial Preparation TWS Proficiency Rates
Program
Business & Marketing
Education
Unit-Wide
% Proficient
100%
100%
Because the faculty also scores TWS at the indicator level, we are able to use these scores to
ascertain candidate success in meeting each component of the TWS. For program evaluation
purposes, candidates are considered successful who average at least 2.5 on a three point scale
(1 – Not Met, 2 – Partially Met, and 3 – Met) on indicators aligned to a standard. Table 8
depicts the percentage of Business & Marketing Education candidates who averaged at least
2.5 on the indicators for each TWS Factor: CF – Contextual Factors, LG – Learning Goals, AP –
Assessment Plan, DFI – Design for Instruction, IDM – Instructional Decision Making, ASL –
Analysis of Student Learning, and RSE – Reflection and Self-Evaluation.
Table 8. Initial Preparation TWS Proficiency Rates of Business & Marketing Education
Candidates
Program
Business &
Marketing
Education
Unit-Wide
CF
100%
96%
LG
Teacher Work Sample Components
AP
DFI
IDM
100%
98%
100%
91%
100%
98%
100%
94%
ASL
100%
87%
RSE
100%
93%
Because the TWS indicators have been aligned to Kentucky Teacher Standards, we can use
these scores to ascertain candidate success in meeting each standard related to the TWS. Table
9 reports these scores as they relate to Kentucky Teacher Standards.
Business & Marketing Education 2009-10 Page 5 of 7
Table 9. Percentage of Business & Marketing Education Candidates who “Passed” each Teacher
Standard
Program
Kentucky Teacher Standards (Measured by TWS)
2
4
5
6
7
1
Business &
Marketing
Education
Unit-Wide
100%
100%
97%
100%
98%
100%
95%
100%
90%
9
100%
96%
100%
95%
91%
Additionally, all candidates are assessed during their student teaching experience using the
Student Teaching Evaluation form. Table 10 reports the percentages of Business & Marketing
Education student teachers (N =8) successful on each standard. For program evaluation
purposes, candidates are considered successful who average at least 2.5 on a three point scale
(1 – Not Met, 2 – Partially Met, and 3 – Met) on indicators aligned to a standard.
Table 10. Business & Marketing Education Proficiency Rates by Kentucky Teacher Standards
Program
Business &
Marketing
Education
Unit-Wide
Kentucky Teacher Standards
4
5
6
7
1
2
3
78%
89%
100%
89%
89%
100%
95%
90%
93%
88%
84%
94%
8
9
10
78%
100%
100%
78%
86%
93%
96%
89%
e. Exit and Follow Up Data
Table 11 delineates the Educational Testing Services reports of the pass rates on the Praxis II
content exams of candidates who completed the program in the 2008-9 academic year (the
most recent year with complete data). The last column allows for pass rate comparison of our
candidates to our 2007-08 results. [Use the most current Unit-Wide Assessment Report’s Praxis
Table for this information. Also, additional specific information about WKU student
performance on each Praxis test is located in the back of the Unit-Wide Assessment Report.
This information could be included here or in sections 2 or 4 below.]
Table 11. Pass Rates on Content Tests for Initial Teacher Preparation
Program/Type of Assessment
BUSINESS EDUCATION
BUSINESS EDUCATION Praxis II Test (2)
Candidate N
(2008-09)
7
WKU Pass Rate
(2008-09)
97%
WKU Pass Rate
(2007-08)
96%
100%
Out of a possible 419 student teachers, 410 (98%) completed the survey; out of a possible 1521
alumni, 217 (14%) completed the survey. Survey items requested the respondent’s perception
of WKU preparation on each of the Kentucky Teacher Standards using a scale of 1 - Poor, 2 Fair, 3 - Good, and 4 - Excellent. Standards with average scores of 3 or better across items were
considered to demonstrate acceptable program quality.
Business & Marketing Education 2009-10 Page 6 of 7
Annually, the WKU Teacher Survey is sent to student teachers and alumni who potentially have
been teaching one or more years. For the 2009-10 academic year, out of a possible 419 student
teachers 410 (98%) completed the survey; out of a possible 1521 alumni, 217 (14%) completed
the survey. Below are the results for Business & Marketing Education student teachers and
alumni, of whom responded. Survey items requested the respondent’s perception of WKU
preparation on each of the Kentucky Teacher Standards using a scale of 1 “Poor,” 2 “Fair,” 3
“Good,” and 4 “Excellent.” Standards with average scores of 3 or better across items were
considered to demonstrate acceptable program quality. Table 12 reports Business & Marketing
Education survey results.
Table 12. Average Scores on Teacher Standards Questions for Business & Marketing Education
Respondents
Program
Business &
Marketing
Education
Unit-Wide
1
2
3
3.25
3.29
3.42
3.34
3.33
3.54
Kentucky Teacher Standards
4
5
6
7
3.18
3.28
3.24
3.20
3.56
3.30
3.11
3.29
8
9
10
3.03
3.44
3.00
3.10
3.32
3.10
Respondents were also able to provide comments if they answered “poor” for any item. Table
13 presents Business & Marketing Education respondent comments by years of experience (0 =
Student Teaching).
Table 13. Business & Marketing Education Respondent Comments
tch exp
2010
2010
2010
2010
My biggest complaint is in regards to some of the teachers who do not provide feedback in a timely manner.
It would have been nice to receive more immediate feedback on assignments submitted for class work.
I feel WKU could have provided better preparation for the TWS. In class I had very little guidance. I honestly feel like my seminar
class was no help at all. We rarely received any type of feedback and nothing was very organized.
The Business Education program at WKU did very little to prepare me for teaching. The focus of Dr. McDonald's classes were
focused very little on the information teachers need to be successful, but instead on things like "straw towers." His classes do
very little to prepare his students to be teachers. Me and my classmates NEVER had the opportunity how to teach specific
business education knowledge.
I feel that I could have done a better job student teaching if I didn't have to miss class for EDU 489. This made it difficult to
establish a routine with my students. It would be better if the university supervisor worked with me on my TWS. EDU 489 was a
repeat of things that were already covered in other classes.
2. Summary of Results by Kentucky Teacher Standards and Other Key Conceptual Framework
Values
Overall, from the data collected pertaining to student performance on the KY Teacher
Standards, the students in the B&M Ed undergraduate initial preparation program are
performing well. Graduates from our program are qualified and eligible for certification for
teaching students in business and/or marketing classes. According to Table 3 listed earlier in
this document, all B&M Ed candidates scored proficient on the CPs by Kentucky Teacher
Standards.
Business & Marketing Education 2009-10 Page 7 of 7
3. Efforts to Report and Disseminate Results
The program coordinator reviewed culminating data on October 14, 2010. The results of the
report and review were posted to the CEBS web site.
4. Key Discussions and/or Decisions Made Based on Assessment Results
a. Assessment or Data Collection Changes Based on Assessment Results
At present, faculty discusses quality, currency and effectiveness of the academic and field
experience components of the program. Also, information gathered from surveys
administered to new graduates, the employers of recent graduates, and field experience
mentors are used to evaluate effectiveness of the academic and field experience education.
In addition, student evaluations courses are used for evaluation purposes.
b. Program Curriculum or Experiences Changes Based on Assessment Results
No curriculum changes have been planned based on the data from 2009-10.
c. Decisions about Group/Individual Student Progress Based on Assessment Results
When students have needed special attention they had conferences with faculty to
develop skills dealing with cognitive issues and behavior management.