CTL 2011 INITIAL PROGRAM REPORT (Academic Year 2010-2011) 1
Bachelor of Science in Family and Consumer Sciences Career and Technical Education
Teaching
In case you are new to our process, the following template contains embedded prompts
guided by PESB
compliance standards. Program chairs and coordinators are asked to share these
summaries with program
faculty to facilitate discussions. The culminating synthesis of those conversations
(interpretations and
conclusions of the data summaries) should be written in the spaces provided. The
primary purpose of the report
is to demonstrate how the CTL uses data to update (improve) programs and unit
operations, as well as the
assessment system. These annual reports are due at the end of fall quarter by
November 30 and should be
submitted to the OREA (siskob@cwu.edu and copied to depaepej@cwu.edu) before
winter break.
This annual report template is the last one of our NCATE compliance. Although we are
reporting last year’s
work we are adding a few more prompts that requires you to report on your progress in
transitioning to the new
State Standards. As you know, the Professional Education Program has redesigned the
core curriculum in order
to comply with the new Standard V and the new culminating field exam being piloted
this year by the CTL as
part of the Teacher Performance Assessment Consortium (TPAC). It is anticipated that
the TPA will replace the
PPA starting Winter 2013. This year marks the beginning of recruiting new candidates
who will be graduating
under these new standards.
After this year we will not be requiring you to reference NCATE standards in any of your
rubrics. So think
about changing all of your rubrics to represent State standards and your professional
standards for next year’s
report. The assessment system will remain the same, but some of the prompts will be
modified for our annual
reports, as the State has added a few additional data requirements. The State’s
assessment standard is:
Each approved educator preparation program shall maintain an assessment system
that:
• Assesses outcomes in alignment with the conceptual framework and state standards.
• Systematically and comprehensively gathers evidence on:
o Candidate learning;
o Program operations, including placement rates, clinical experiences, and candidate
characteristics.
• Collects candidate work samples that document positive impact on student learning.
• Aggregates key data over time.
• Incorporates perspectives of faculty, candidates, and P-12 partners.
• Includes processes and safeguards that ensure fair and unbiased assessment of
candidates.
• Provides for regular analysis of assessment results.
• Is systematically linked to program decision-making processes.
The CTL assessment system is comprehensively designed to be purposely redundant
in the measurement of
standards, flexible enough to meet specific program requirements, and robust enough
to provide unit wide
analyses for the purpose of improving the unit operations. Multiple assessment data are
collected and
aggregated both at the program level and unit level using CTL, state, and national
standards as criteria
measurements. To view all of our graphically displayed data use this link for a quick
access CTL Assessment
System Graphic: Graphic SummariesCTL 2011 INITIAL PROGRAM REPORT
(Academic Year 2010-2011) 2
Bachelor of Science in Family and Consumer Sciences Career and Technical Education
Teaching
This report contains embedded prompts guided by University, State, and NCATE
compliance standards,
which are aligned with data summaries. Program coordinators are asked to share these
summaries to
facilitate discussions among program faculty. The culminating synthesis of those
conversations
(interpretations and conclusions of the data summaries) should be written in the spaces
provided in this
report. The primary purpose of the report is to demonstrate how the CTL uses data to
update (improve)
programs, unit operations, as well as the assessment system.
The measurement data should represent:
a) All candidates in Teacher Residency Program
c) Candidates by Endorsement Program
1) Program student performance data from Live Text Exhibit Room (use Visitor’s Pass
code from the
cover letter)
2) WEST B Exam Summaries [Admissions & Entry tab] (a and c)
3) WEST E Exam Summaries [Certification & Exit tab] (a and c)
4) New Teacher Survey [Graduation Follow-Up tab] (a)
5) Disposition Inventory Summary [Admissions & Entry and Certification & Exit tabs] (a)
6) Final Student Teaching LiveText Rubric Summary Report [Student Teaching tab] (a)
7) Career Services Program Completer Summaries [Graduation Follow-Up tab] (a and
c)CTL 2011 INITIAL PROGRAM REPORT (Academic Year 2010-2011) 3
Bachelor of Science in Family and Consumer Sciences Career and Technical Education
Teaching
Section 1. Please describe your program’s assessment process and what outcomes
you have measured in
alignment with the conceptual framework and state standards. Please describe your
program’s
assessment protocols.
The following are to be used as guiding questions:
the system course based, end of program based, or other?
associated with
CTL standards)
and
consistency? ( Each course section uses the same artifact and rubric for measuring
standard or
outcome performance)
data?
(LiveText Education solutions, Qualtrics Online Surveys, Safari)
designee)?
ord of formal student complaints and
subsequent
resolutions?
improvement?
(This response will satisfy CWU Assessment of Student Learning Report # 2 and 3,
which is due
December 16)
This program is both course based and end of program based. Data is collected for
LiveText in “end of
program” Capstone course only. Other courses are assessed individually as the
program uses courses from at
least six various areas of study. There is ONE program faculty designee. Review
comments are given to
students throughout the program, and at the end of the Capstone course. These
comments are designed to help
the students reflect and improve.
The program goal that students will demonstrate professional behavior will be evaluated
every year.
This year (2010-2011) it was evaluated through self assessments compiled during the
Capstone Exit Assessment
course; student participation in professional association meetings; officer and committee
appointment for
current and former student (interviews took place at the fall FACSE/WAFCS state
conference in Yakima, WA
-- October 2010).
Ten (10) senior students and 10 former student were evaluated. It was found that of
these 20 student all
completed self assessments (in the capstone Exit Assessment course) of the FCS
program. These assessments
helped to rate the value of the FCS program at CWU. Over 80% (10) senior FCS, and
all 10 former students
evaluated attended the FACSE/WAFCS fall conference. Four seniors and/or former
students were/are involved
in local and/or state FACSE committee appointments. Although this number could be
higher, this demonstrates
professional behavior. There were many more than 10 former students at the ate
FACSE/WAFCS fall CTL 2011 INITIAL PROGRAM REPORT (Academic Year 20102011) 4
Bachelor of Science in Family and Consumer Sciences Career and Technical Education
Teaching
conference. However, since there were only 10 senior students attending the
conference, only 10 former
students were questioned.
The goal that students will demonstrate knowledge and skills for teaching Family and
Consumer
Sciences is assessed specifically in FCSE 326, FCSE 422, and FCSG 405. Oral
questions about the use of
lesson plans were asked of former students.
A score of 80% was the “met expectation” rating for each of the university students. All
10 seniors met
the criteria for every assignment outlined in FCSE 326, FCSE 422, and FCSG 405. As
evidenced in oral
interviews former students were/are using information taught in these courses.
The goal that students will be able to use varied instructional strategies to ensure critical
thinking was
evidenced through lesson plans and completion of a written problem solving (action
research) paper. These
plans were/are being used by former students, and are in evidence as Unit Plans and
Daily Lesson plans are
written (FCSE 326 and FCSE 422) by senior FCS students.
The goal that the program will allow students to develop partnership activities with
FCCLA, Careers in
Ed. and Teacher Academies was measured as FCS students networked with classroom
teachers as they attended
state and national FCS conferences. CTL 2011 INITIAL PROGRAM REPORT
(Academic Year 2010-2011) 5
Bachelor of Science in Family and Consumer Sciences Career and Technical Education
Teaching
Section 2. Pease cut and paste in the space provided a sample of at least two of your
program’s LiveText
Reports that demonstrate an aggregation of: A) candidate learning and B) positive
impact on
student learning. Discuss the accuracy, consistency, and fairness of the data, as well as
what
improvements could be made in the program assessment rubrics, courses, artifacts, or
reporting.
Please interpret how well your candidates are meeting program standards. Then
conclude this
section by stating how you plan to change your program’s rubrics to measure effective
teaching,
professional development, and teaching as a profession as listed below: Remember the
PEP core is
now specifically designed to prepare candidates and measure their progress using
these standards,
but most programs also meet these standards during content preparation and it is
important to
identify those you are or will be using.
5.1 EFFECTIVE TEACHING.
• Using multiple instructional strategies, including the principles of second language
acquisition, to
address student academic language ability levels and cultural and linguistic
backgrounds;
• Applying principles of differentiated instruction, including theories of language
acquisition, stages of
language, and academic language development, in the integration of subject matter
across the content
areas of reading, mathematical, scientific, and aesthetic reasoning;
• Using standards-based assessment that is systematically analyzed using multiple
formative, summative,
and self-assessment strategies to monitor and improve instruction;
• Implementing classroom/school centered instruction, including sheltered instruction
that is connected to
communities within the classroom and the school, and includes knowledge and skills for
working with
other;
• Planning and/or adapting standards-based curricula that are personalized to the
diverse needs of each
student;
• Aligning instruction to the learning standards and outcomes so all students know the
learning targets and
their progress toward meeting them;
• Planning and/or adapting curricula that are standards driven so students develop
understanding and
problem-solving expertise in the content area(s) using reading, written and oral
communication, and
technology;
• Preparing students to be responsible citizens for an environmentally sustainable,
globally
interconnected, and diverse society;
• Planning and/or adapting learner centered curricula that engage students in a variety
of culturally
responsive, developmentally, and age appropriate strategies;
• Using technology that is effectively integrated to create technologically proficient
learners; and
• Informing, involving, and collaborating with families/neighborhoods, and communities
in each student's
educational process, including using information about student cultural identity,
achievement and
performance.
5.2 PROFESSIONAL DEVELOPMENT. Developing reflective, collaborative,
professional growth-centered
practices through regularly evaluating the effects of his/her teaching through feedback
and reflection.
5.3 TEACHING AS A PROFESSION.
• Participating collaboratively and professionally in school activities and using
appropriate and respectful
verbal and written communication.
• Demonstrating knowledge of professional, legal, and ethical responsibilities and
policies.CTL 2011 INITIAL PROGRAM REPORT (Academic Year 2010-2011) 6
Bachelor of Science in Family and Consumer Sciences Career and Technical Education
Teaching
Conclude by making two statements: 1) The improvements made or plans to improve
the program, which have
helped or will help candidates achieve higher levels of Pedagogical Content Knowledge
and Skills performance;
2) Plans you are making to prepare your candidate to meet the new State Standards
and successfully complete
the TPA.
(CWU Assessment of Student Learning Report #3, which is due December 16)
Program Interpretations and Conclusions:
Overall students performed well on the capstone self-assessment essay. They identified
Family and
Consumer Sciences as a critical science, meaning that it is a practical application of
critical theory. The
Constructivist Theory reminds students that perception will be created by environment
and experience. That
discovery can occur anywhere, and learning is what you make it.
Students are involved in Professional Development and overall exhibit professional
behavior. Alumni
are in attendance at local and state FCS meetings. Individuals are participating
members on Committees and
are Officers in state and local FCS organizations. They continually demonstrate that
they understand varied
instructional strategies as they prepare youth for the future. Lesson plans are being
written and followed.
Students are networking with professionals. While not all graduates participate in
professional meetings, they
majority are in attendance. It is a good feeling to look around a conference center and
see our graduates.
An advisory committee has been set up to help with curricular plans for the future of the
program. The
committee will also aid in student teaching placements and working with classroom
teachers as the state moves
from EALR’s to Core Standards and to using Career Clusters in FCS.
The program lead has been working with Debbie Handy from WSU to revise and
develop a document
for student use as the TPA is implemented. While this document is in draft form, it is
anticipated that it will be
ratified by the state and will become the official TPA document for FCS and the state of
Washington.CTL 2011 INITIAL PROGRAM REPORT (Academic Year 2010-2011) 7
Bachelor of Science in Family and Consumer Sciences Career and Technical Education
Teaching
Section 3. Please examine the WEST-B data for your content area. Use these data, the
LiveText data, and the
West E data found later in this report to reflect on recruitment, retention, and completion
patterns.
Given these summaries, are there changes to your program or to the unit your program
recommends the CTL consider?
The WEST-B data by program can be found on the Admission & Entry tab at:
Aggregated Data: (Admission and Entry tab)
Graphic Summaries: (Admission and Entry tab)
Program Interpretations and Conclusions:
A few of our students have had problems with the math portion of the WEST B. In the
fall of 2009 a
new course has been added to our program that should help. This course includes
practical math concepts that
our students will use in the real world. While this is a 300 level course, and will generally
be taken after the
WEST B has been completed, it is hoped that the budgeting and spread sheets required
in this course will help
our students with applied math. With only two quarter of data, it is hard to tell if the class
has had an impact.
All of our students have passed the WEST E on their first attempt. CTL 2011 INITIAL
PROGRAM REPORT (Academic Year 2010-2011) 8
Bachelor of Science in Family and Consumer Sciences Career and Technical Education
Teaching
Section 4. Please review with your faculty the data for your program only on the next
two pages and reveal
any conclusions your programs draw from the pass rates for 2008-2011.
number of test takers
(e.g., there
were 69 reading exam scores reported during 2010-2011 for 56 unique individuals;
meaning 13
of the exams administered were additional attempts by 1 or more students to pass the
exam).
der percent pass rates for those programs with
less than ten
test takers (e.g., there were only 7 test takers in chemistry during 2009-2010).
results.
(This response can also be used to satisfy the CWU Assessment of Student Learning
Report #1, 2, and 3,
which is due December 16)
Program Interpretations and Conclusions:
A few of our students have had problems with the math portion of the WEST B. In the
fall of
2009 a new course has been added to our program that should help. This course
includes practical math
concepts that our students will use in the real world. While this is a 300 level course,
and will generally be
taken after the WEST B has been completed, it is hoped that the budgeting and spread
sheets required in this
course will help our students with applied math. With only two quarter of data, it is hard
to tell if the class has
had an impact.
All of our students have passed the WEST E on their first attempt. CTL 2011 INITIAL
PROGRAM REPORT (Academic Year 2010-2011) 9
Bachelor of Science in Family and Consumer Sciences Career and Technical Education
Teaching
Endorsement Area
Exams Passed % Exams Passed % Exams Passed % Exams Passed %
Bilingual Ed 6 5 83% 10 7 70% 11 7 64% 27 19 70%
Biology 15 6 40% 11 6 55% 5 4 80% 31 16 52%
Bus & Mkt Ed 2 2 100% 3 3 100% 5 5 100%
Chemistry 5 4 80% 7 2 29% 2 1 50% 14 7 50%
Dance 2 2 100% 2 2 100%
Theatre Arts (Drama) 2 2 100% 1 1 100% 3 3 100%
Early Childhood Ed 72 50 69% 85 57 67% 157 107 68%
Earth & Space Science 8 5 63% 3 3 100% 11 8 73%
ElEd: Math/Science/Health 382 223 58% 517 284 55% 250 166 66% 1149 673 59%
ElEd: Eng LA/SS/Art 386 212 55% 496 309 62% 253 148 58% 1135 669 59%
English Language Arts 30 25 83% 39 35 90% 16 15 94% 85 75 88%
English Lang Learners 89 72 81% 73 65 89% 26 22 85% 188 159 85%
Family & Consumer Sci 6 6 100% 14 14 100% 20 20 100%
Health/Fitness 26 24 92% 29 28 97% 22 19 86% 77 71 92%
History 8 8 100% 11 10 91% 8 7 88% 27 25 93%
Library Media 8 8 100% 9 9 100% 17 17 100%
Mathematics 59 23 39% 44 28 64% 27 14 52% 130 65 50%
ML Lang Arts 13 11 85% 9 8 89% 22 19 86%
ML Math 57 34 60% 47 26 55% 21 12 57% 125 72 58%
ML Science 44 9 20% 43 13 30% 9 2 22% 96 24 25%
ML Soc Studies 15 5 33% 7 3 43% 22 8 36%
Music: General 16 13 81% 22 19 86% 11 9 82% 49 41 84%
Music: Choral 17 16 94% 13 13 100% 7 5 71% 37 34 92%
Music: Instrumental 14 13 93% 14 14 100% 7 7 100% 35 34 97%
Physics 2 1 50% 2 1 50% 2 2 100% 6 4 67%
Reading 69 44 64% 68 49 72% 49 31 63% 186 124 67%
Science 10 6 60% 4 2 50% 4 1 25% 18 9 50%
Social Studies 40 19 48% 25 12 48% 17 12 71% 82 43 52%
Special Education 39 36 92% 54 46 85% 93 82 88%
Technology Education 4 4 100% 6 6 100% 10 10 100%
Traffic Safety 2 2 100% 2 2 100% 4 4 100%
Visual Arts 11 7 64% 3 3 100% 7 7 100% 21 17 81%
World Languages 7 7 100% 6 6 100% 13 13 100%
1464 902 62% 1679 1086 65% 754 491 65% 3897 2479 64%
WEST-E Pass Percentages 2008-09 through 2010-11
All Exams Reported
2010-2011 2009-2010 2008-2009 Overall Pass Rate
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
WEST-E Pass Percentages 2008-09 through 2010-11
All Exams Reported
2010-2011 2009-2010 2008-2009 Overall Pass RateCTL 2011 INITIAL PROGRAM
REPORT (Academic Year 2010-2011) 10
Bachelor of Science in Family and Consumer Sciences Career and Technical Education
Teaching
Endorsement Area
Unique Passed % Unique Passed % Unique Passed % Unique Passed %
Bilingual Ed 6 5 83% 10 7 70% 9 7 78% 25 19 76%
Biology 12 6 50% 10 6 60% 4 4 100% 26 16 62%
Bus & Mkt Ed 2 2 100% 3 3 100% 5 5 100%
Chemistry 5 4 80% 7 2 29% 1 1 100% 13 7 54%
Dance 2 2 2 2 100%
Theatre Arts (Drama) 2 2 100% 1 1 100% 3 3 100%
Early Childhood Ed 68 50 74% 77 57 74% 145 107 74%
Earth & Space Science 6 5 83% 3 3 100% 9 8 89%
ElEd: Math/Science/Health 280 223 80% 373 284 76% 222 166 75% 875 673 77%
ElEd: Eng LA/SS/Art 276 212 77% 378 309 82% 219 148 68% 873 669 77%
English Language Arts 28 25 89% 38 35 92% 15 15 100% 81 75 93%
English Lang Learners 83 72 87% 70 65 93% 24 22 92% 177 159 90%
Family & Consumer Sci 6 6 100% 14 14 100% 20 20 100%
Health/Fitness 26 24 92% 29 28 97% 21 19 90% 76 71 93%
History 8 8 100% 11 10 91% 8 7 88% 27 25 93%
Library Media 8 8 100% 9 9 100% 17 17 100%
Mathematics 41 23 56% 37 28 76% 22 14 64% 100 65 65%
ML Lang Arts 13 11 85% 9 8 89% 22 19 86%
ML Math 47 34 72% 38 26 68% 21 12 57% 106 72 68%
ML Science 25 9 36% 35 13 37% 8 2 25% 68 24 35%
ML Soc Studies 14 5 36% 7 3 43% 21 8 38%
Music: General 14 13 93% 22 19 86% 11 9 82% 47 41 87%
Music: Choral 16 16 100% 13 13 100% 5 5 100% 34 34 100%
Music: Instrumental 14 13 93% 14 14 100% 7 7 100% 35 34 97%
Physics 1 1 100% 2 1 50% 2 2 100% 5 4 80%
Reading 56 44 79% 58 49 84% 41 31 76% 155 124 80%
Science 9 6 67% 4 2 50% 3 1 33% 16 9 56%
Social Studies 26 19 73% 18 12 67% 15 12 80% 59 43 73%
Special Education 38 36 95% 49 46 94% 87 82 94%
Technology Education 4 4 100% 6 6 100% 10 10 100%
Traffic Safety 2 2 100% 2 2 100% 4 4 100%
Visual Arts 7 7 100% 3 3 100% 7 7 100% 17 17 100%
World Languages 7 7 100% 6 6 100% 13 13 100%
1150 902 78% 1358 1086 80% 665 491 74% 3173 2479 78%
WEST-E Pass Percentages 2008-09 through 2010-11
Unique Students Reported
2010-2011 2009-2010 2008-2009 Overall Pass Rate
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
WEST-E Pass Percentages 2008-09 through 2010-11
Unique Students Reported
2010-2011 2009-2010 2008-2009 Overall Pass RateCTL 2011 INITIAL PROGRAM
REPORT (Academic Year 2010-2011) 11
Bachelor of Science in Family and Consumer Sciences Career and Technical Education
Teaching
Section 5. Please find below the links to the New Teacher Survey results. This survey
replaced the EBI and
the WSU – Social & Economic Sciences Research Center’s survey we reported to you
last year.
Cooperation rates equaled 99% and the participation rates were low. This survey is
really long, but
the reformatted question provide a deeper examination of what our students think of us
in better
ways than the EBI did. Some of the data that stood out for us were associated with the
connection
between coursework and student teaching, the number of field experiences, and
diversity. You
may find even more interesting connections or disconnections as you peruse the
graphic
summaries. Please discuss and report in the space provided what your program
recommends the
unit should accomplish to improve overall satisfaction, or what your program is doing to
improve
the trend.
Results for:
Completers 2007-2010
Beginning Teachers 2007-2008 graduates (3rd Year)
Beginning Teachers 2008-2009 graduates (2nd Year)
Beginning Teachers 2009-2010 graduates (1st Year)
Program Interpretations and Conclusions:
It is difficult to track our students as they marry and/or move. It is much easier to visit
with them
at state and local meetings. Input from their comments has/will be incorporated into
classes as warranted.
Currently student teaching supervision is done by individuals in the Education
Department. Our
students continually request that they be assigned a supervisor for student teaching that
understands FCS.
Most of our FCS seniors student teach on the West side of the state. Because of
time/class commitments it is
impossible to visit students; however, during 2009-2010 the FCS Teacher Educator was
able to visit all student
teachers that were within a feasible driving distance of the University. This was a great
experience for both the
student and the teacher educator.
The visit helped the teacher educator to see where changes in current FCS curriculum
need to be
made. More emphasis has been placed on the teaching of the “writing of syllabi, reading
in the content, and
delivering demonstrations”. While this is not a complete list of changes, it is felt that
those three items will
“help” in answering the comments/suggestions on the new teacher survey.CTL 2011
INITIAL PROGRAM REPORT (Academic Year 2010-2011) 12
Bachelor of Science in Family and Consumer Sciences Career and Technical Education
Teaching
Section 6. Please find below a comparative analysis of candidate dispositions from
beginning candidates to
finishing candidates from 2008-2011. The data has not changed much over the past five
years.
This four year average shows very little variation from any of the previous years. Please
comment
on the changes you observe in your candidates over time and describe how and why
you think this
occurs. What does your program specifically do to engage candidates in developing
professional
teacher dispositions?
Program Interpretations and Conclusions:
N/A
Strongly
Disposed
Neutral Negatively
Disposed
No Response
Dispositions Surveys Comparison
2007-2011
Admission n=2287 Exit n=1682 Difference in %CTL 2011 INITIAL PROGRAM REPORT
(Academic Year 2010-2011) 13
Bachelor of Science in Family and Consumer Sciences Career and Technical Education
Teaching
Section 7. Please Report on Field experience data relative to your program and the
Final Student Teaching
data (FSTE).
candidates prior
to student teaching; B) how much time you require them to spend in the experience; C)
what
artifacts are required; and D) how you measured the outcomes.
information by
going to these links, and reflect on how well our candidates are meeting standard V,
and their
readiness to succeed in as beginning teachers. Do you think this past class would have
been able to
pass the new TPA?
luation
-rater summary for the Final Student Teaching Evaluation can be accessed
at
Final Student Teaching Evaluation Inter-rater Summary
Program Interpretations and Conclusions:
The final assessment of student teachers is done by the Education Department.CTL
2011 INITIAL PROGRAM REPORT (Academic Year 2010-2011) 14
Bachelor of Science in Family and Consumer Sciences Career and Technical Education
Teaching
Section 8. Please examine these data and report any discussions your program has
regarding the reported
results.
however, has been
reanalyzed and the summary reflects the new analysis, which covers 2006-2011.
rting conclusions for this
portion of the
report. It is imperative that you cite any partner district’s goals for working with you to
increase
underrepresented populations in their schools. Also address the content area needs
using workforce
data for CWU’s service areas.
Program Interpretations and Conclusions:
We know that if a student is not “place bound” that there are FCS teaching jobs in the
state of
Washington. However, not all of our graduates were/are willing to move to where the
jobs are. Therefore, not
all of our graduates are working in the FCS teaching field. However, in talking
to/keeping track of our students
we do know that 10 of the 12 graduates are working full time. Just not all in the teaching
field.
Program
Completers
Resonding
Completers
Placed
%
Reporting
Placed
Program
Completers
Resonding
Completers
Placed
%
Reporting
Placed
Program
Completers
Resonding
Completers
Placed
%
Reporting
Placed
Program
Completers
Resonding
Completers
Placed
%
Reporting
Placed
408 174 466 220 47% 490 254 52% 497 303 61%
Respondents 432 220 51% 458 254 55% 456 303 66%
Abbrev. WAC 180-82A Long Name
BIL Bilingual Education 5 2 40% 7 3 43% 8 2 25% 5 4 80%
DA Designated Arts: Dance 0 0 - 0 0 - 0 0 - 0 0 DAC Designated Arts: Music: Choral 8 3 38% 9 4 44% 10 2 20% 9 4 44%
DAG Designated Arts: Music: General 10 8 80% 10 5 50% 10 8 80% 16 13 81%
DAI Designated Arts: Music: Instrumental 9 3 33% 7 2 29% 12 4 33% 4 1 25%
DAT Designated Arts: Theatre Arts 1 1 100% 3 0 0% 0 0 - 3 1 33%
DAV Designated Arts: Visual Arts 7 2 29% 10 3 30% 16 6 38% 13 7 54%
BIO Designated Science: Biology 3 2 67% 11 3 27% 0 0 - 5 5 100%
CH Designated Science: Chemistry 1 1 100% 4 0 0% 3 2 67% 0 0 ES Designated Science: Earth Science 1 1 100% 2 1 50% 1 0 0% 2 1 50%
PH Designated Science: Physics 1 0 0% 2 1 50% 0 0 - 0 0 AE Designated CTE: Agriculture Education 0 0 - 0 0 - 0 0 - 0 0 BE Designated CTE: Business Education 0 0 - 1 0 0% 3 1 33% 4 4 100%
FE Designated CTE: Family & Consumer Sciences Education 7 4 57% 2 1 50% 4 2
50% 5 4 80%
ME Designated CTE: Marketing Education 0 0 - 1 0 0% 3 1 33% 0 0 TE Designated CTE: Technology Education 5 4 80% 0 0 - 2 2 100% 2 1 50%
LC Designated World Languages: Chinese 0 0 - 0 0 - 1 0 0% 0 0 LF Designated World Languages: French 1 1 100% 0 0 - 0 0 - 0 0 LG Designated World Languages: German 0 0 - 0 0 - 0 0 - 0 0 LI Designated World Languages: Italian 1 1 100% 1 0 0% 0 0 - 0 0 LJ Designated World Languages: Japanese 0 0 - 0 0 - 0 0 - 0 0 LL Designated World Languages: Latin 0 0 - 0 0 - 0 0 - 0 0 LN Designated World Languages: Norwegian 0 0 - 0 0 - 0 0 - 0 0 LS Designated World Languages: Puget Sound Salish 0 0 - 0 0 - 0 0 - 0 0 LR Designated World Languages: Russian 0 0 - 0 0 - 0 0 - 0 0 LSP Designated World Languages: Spanish 4 2 50% 5 2 40% 8 3 38% 4 2 50%
LSW Designated World Languages: Swedish 0 0 - 0 0 - 0 0 - 0 0 ECE Early Childhood Education 39 6 15% 72 15 21% 72 23 32% 76 34 45%
ECS Early Childhood Special Education 0 0 - 0 0 - 0 0 - 0 0 EL Elementary Education 259 74 29% 301 78 26% 327 136 42% 262 152 58%
EN English Language Arts 12 7 58% 14 2 14% 12 5 42% 13 6 46%
ESL English as a Second Language 43 6 14% 0 0 - 46 14 30% 15 3 20%
HF Health/Fitness 26 11 42% 30 10 33% 32 13 41% 39 19 49%
HI History 9 0 0% 20 4 20% 20 4 20% 23 9 39%
LI Library Media 1 1 100% 1 0 0% 0 0 - 0 0 MA Mathematics 25 18 72% 22 10 45% 25 21 84% 26 16 62%
MHU Middle Level: Humanities 0 0 - 0 0 - 0 0 - 0 0 MMS Middle Level: Math/Science 14 4 29% 15 6 40% 10 5 50% 13 9 69%
RE Reading 41 4 10% 35 5 14% 43 2 5% 17 7 41%
SC Science 2 2 100% 11 5 45% 0 0 - 2 1 50%
SO Social Studies 15 6 40% 20 6 30% 25 11 44% 20 7 35%
SP Special Education 16 10 63% 29 22 76% 21 12 57% 33 24 73%
TS Traffic Safety 0 0 - 0 0 - 0 0 - 0 0 # of Endorsements for Completers 566 184 645 188 714 279 611 334
2009-2010 2008-2009 2007-2008 2006-2007
List of Washington Endorsements issued by Washington
Colleges/Universities