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Business & Marketing Education – Initial Preparation
Annual Program Report
Academic Year 2008-2009
Report Date: October 10, 2009
1. Continuous Assessment Results
a. Admission Data
Table 1 provides the average admission test scores and average admission GPAs of Business and
Marketing Education candidates approved by the Professional Education Council (PEC) for
admission into initial teacher preparation programs during the 2008-09 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 Business & Marketing Education Candidate Test Score Averages
ACT
Major Code
131303-Business Education
N Mean
23
7
GRE
Composite
N
Mean
950
1
b. Course Based Assessment Data
Table 2 provides the percentage of candidates scoring at each level of proficiency on critical
performances in the specific Business and Marketing Education course, SEC 473, for the 200809 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
SEC-473
1
0%
2
0%
3
71%
4
29%
Table 3 indicates the level of Business and Marketing Education candidate proficiency across
critical performances related to the Kentucky Teacher Standards. 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 and Marketing Education
candidates are typically performing somewhat below the average.
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Table 3 Percent of Business and Marketing Education Candidates (N=28) Scoring Proficient on
CPs by Kentucky Teacher Standards
Percentages of Students in Major Scoring 1‐4 Count of score Column Labels Row Labels 1 2 3 4 5 6 7 8 9 10 Grand Total 2
3%
2%
5%
0%
2%
8%
5%
0%
0%
0%
3%
3
59%
60%
46%
62%
49%
56%
55%
60%
53%
83%
55%
Grand 4 Total 38%
100% 38%
100% 49%
100% 38%
100% 49%
100% 36%
100% 39%
100% 40%
100% 47%
100% 17%
100% 42%
100% 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 4 reports how 2008-09 Business and Marketing Education program candidates performed
on dispositions as they entered and progressed through their program (N = 12) and during their
student teaching experience. Students are considered “proficient” who average at 3 or higher on
each disposition category.
Table 4 Business and Marketing Education Proficiency Rates on Unit-Wide Dispositions
DLRN DPI DDIV DCOLL DPROF
Total 100% 100% 100% 100% 100% Table 5 reports how 2008-09 Business and Marketing Education program candidates performed
on dispositions as they entered and progressed through their program (N = 21) and during their
student teaching experience (N = 9). Students are considered “proficient” who average at 3 or
higher on each disposition category.
Table 5 Business and Marketing Education Proficiency Rates on Unit-Wide Dispositions
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Number of unique students contributing to percentages reported below Values N=21 % 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 % Candidates working with Students Reading Below Grade Level % 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) 12% 46% 8% 23% 54% 12% 8% 12% 4% 4% 4% 4% 0% 73% 8% 65% 27% 77% 88% Over the 2008-09 academic year, 21 candidates reported demographic information on 26 field
placements with an average of 11% diversity (based on National Center for Education Statistics).
This diversity percentage continues to be in line with the average 11% diversity of the schools in
the 31 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
Values Average % of Native American P‐12 Students Average % of Asian American P‐12 Students Average % of African American P‐12 Students Average % of Hispanic P‐12 Students Average % of P‐12 Students Receiving Free Lunch Average % of P‐12 Students Receiving Reduced Lunch Average % of Diverse P‐12 Students (Aggregate) Average % of Low SES P‐12 Students (Aggregate) Average % of English Language Learners Average % of P‐12 Students with Disabilities N=21 0
1
8
2
36
9
11
45
1
12
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Overall, in 77% of their field experiences Business and 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.
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 impact P-12 student learning. In particular, candidate
performance 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 represents proficiency rate for the 3 Business and Marketing Education
candidates.
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Table 7 Initial Preparation TWS Proficiency Rates
Program Type
Business & Marketing Ed.
Unit‐Wide 2008‐09 Rate
100%
93%
Because faculty also score TWS at the indicator level, we are able to use their scores to ascertain
candidate success in meeting each component of the TWS.
Table 8 Percentage of Business & Marketing Ed Candidates “Passing” Each Teacher Standard
BMED Unit‐Wide KTS1 100% 94% KTS2 100%
93% KTS4 100%
85% KTS5 100%
77% KTS6 100%
87% KTS7 100% 76% KTS9 100%
76% Additionally, all candidates are assessed during their student teaching experience using the
Student Teaching Evaluation form. Table 9 reports the percentages of 2008-09 Business and
Marketing Education student teachers 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 9 Business and Marketing Education Proficiency Rates by Kentucky Teacher Standards
Business M. Ed. 1 67% 2 83% 3 67% Kentucky Teacher Standards 4 5 6 7 33% 67% 100% 50% Unit‐Wide 96% 93% 95% 88% Program 88% 85% 88% 8 67% 9 67% 10 33% 92% 93% 87% e. Exit and Follow Up Data
Table 10 delineates the Educational Testing Services reports of the pass rates on the Business
and Marketing Education Praxis II content exams of candidates who completed the program in
the 2008-09 academic year (the most recent year with complete data). The last column allows
for pass rate comparison of our candidates to our 2005-06 results.
Table 10 Pass Rates on Content Tests for Initial Teacher Preparation
Program 5‐12 Education Overall Pass Rate Name of Licensure Test BUSINESS EDUCATION
N Taking Assessment (2007‐08) 8
381
WKU
Pass Rate (2007‐08) 100%
96%
WKU Pass Rate (2006‐07) 100% 92% WKU
Pass Rate (2005‐06) 100%
97%
Below are the results of the electronic WKU Teacher Survey sent to Business and Marketing
Education student teachers. 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 11 reports Business and Marketing
Education student teacher results.
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Table 11 Average Scores on Teacher Standards Questions for BMED Candidates
KTS 1 AVG KTS 2 AVG KTS 3 AVG KTS 4 AVG KTS 5 AVG KTS 6 AVG KTS 7 AVG KTS 8 AVG KTS 9 AVG KTS 10 AVG BMED Unit‐Wide 3.0 3.3 3.3 3.3 3.4 3.5 3.0 3.2 2.8 3.1 3.6 3.3 2.8 3.2 2.3 3.0 3.6 3.3 2.9 3.0 2. Summarize the above results by Kentucky Teacher (Initial Programs) OR Program Standards
(Advanced Programs) AND other key Conceptual Framework values. Be sure to describe
what the results tell you about your candidates’ progress toward/proficiency on each
standard/CF value.
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.
3. Summarize your efforts to report and disseminate your results (Unit/College-wide meetings,
department/program level meetings, written reports, presentations, etc.).
The program coordinator reviewed culminating data on October 13, 2009. The results of the
report and review were posted to the CEBS web site on October 15, 2009.
4. Summarize key discussions and/or decisions made based on assessment results:
a. Describe any assessment or data collection changes you have made/will make based on
your assessment results.
At present, faculty discuss 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. Describe any program curriculum or experience changes you have made/will make based
on your assessment results.
No curriculum changes have been planned based on the data from 2008-09.
c. Describe any decisions about group/individual student progress you have made/will make
based on your assessment results.
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When students have needed special attention they had conferences with faculty to
develop skills dealing with cognitive issues and behavior management.