Report of the Committee on the Terminal Master of Education
Degree
Submitted: February 16, 2009
The charge to the Committee on the Master of Education Degree:
The M.Ed. Committee should critically evaluate the current policies and focus this review
on contemporary standards related to reasonable targets for admissions including
minimum standards for GRE scores (i.e., Verbal, Quantitative, and Analytical Writing).
The committee should review policies for changing status from professional development
(PD) to M.Ed. This evaluation should also consider the number of PD credits that can be
carried forward into the M.Ed. program. Consistent admission standards should be made
clear. A review and recommendation of time limits for degree completion should also be
included in the review. In addition, the review should examine the degree of consistency
between on- and off-Grounds M.Ed. programs (i.e., are they comparable); which PSEd, if
any, should count toward the M.Ed.; and how many independent study courses should be
applicable to the M.Ed.
Committee on M.Ed. Programs
Chair: Carolyn Callahan
Members of the Committee: Mary Abouzeid, Latisha Hayes, Holly Hertberg-Davis, Jay
Hertel, Nancy Iverson, Philip Loncke, Joanne McNergney, Stephen Plaskon, Tina
Stanton-Chapman, Pamela Tucker, and Eleanor Wilson
Work of the Committee
The committee reviewed the current percentile equivalents of scores on the Graduate
Record Exam Verbal, Quantitative and Writing Scores for all students taking the GRE
and those applying for graduate studies in education as well as guidelines provided by the
College Board on the use and interpretation of scores. In addition, we collected and
reviewed data on the degree requirements for a Master of Education degree in those
programs considered the “leaders” in the respective programs in which Curry offers the
Master of Education and top ranked schools and college of education (U.S. News and
World Reports rankings). We also reviewed current policy of other college and
universities in Virginia, and we collected the current guidelines or minimum
requirements for admission and degree completion of all the M.Ed. programs in the Curry
School of Education.
We reviewed the current application for admission, noting that the same application must
be used for all Curry Graduate applications. We were informed that the University is
working on a universal application; therefore, we chose not to make recommendations to
alter the current form.
1
Guiding Principles and Comments
The admission recommendations offered in this report are offered as minimum
requirements. Individual program areas may expand on these requirements, increase
number of hours, set higher GRE expectations, etc. as required by licensure requirements,
accreditation standards, or expectations in their fields.
The recommendations made in this report apply to the Master of Education Degree
(M.Ed.). The Master of Teaching Degree was not reviewed by the committee.
All recommendations made in the report apply to both on-Grounds and off-Grounds
degree programs except as may be otherwise noted.
Admissions
The committee determined that 1) we should follow the recommendation of CEEB and
consider the sub-scores of the Graduate Record Exam independently; 2) minimum
percentile rankings should be used as guidelines rather than minimum standard scores
due to the discrepancy between means on the Verbal and Quantitative scores and
consequent potential misinterpretations of the standard scores.
Accordingly, our recommendation is:
Acceptance to or rejection from an M.Ed. program should not be based solely on a cutoff score on Graduate Record Exams or on a GPA cut-off. Consideration of the full
profile of the student relative to expected success in the given program should guide
decision-making. Multiple factors including GRE scores, GPA in major (considered in
the context of the undergraduate and graduate institutions attended), completed scope and
depth of coursework, recommendations, prior experiences, and the match between the
goal statement and program area focus should be evaluated when reviewing and
evaluating applicants for admission. See Appendix A for specific cautions offered by the
College Board.
Letters of recommendation should be from individuals who can address an applicant's
academic potential (preferably college or university faculty).
The committee noted that the Education Specialist Degree was not included as an option
on the application and should be added.
2
Recommended GRE guidelines:
1. Those seeking admission to programs with an emphasis in
quantitative studies should present:1
GRE-V scores at or above the 45th percentile (standard score of approximately 450;
mean GRE (50th percentile) for all Education examinees is 450).
GRE-Q scores at or above the 45th percentile (standard score of approximately 600;
mean GRE (50th percentile) for all Education examinees is 534)
GRE Analytical Writing scores of 4.0 or higher (approximately the 30th percentile; mean
Analytical Writing score for all Education examinees (50th percentile) is 4.3)
2. Those seeking admission to programs in which success is largely based on
verbal/writing skills should present:
GRE-V scores at or above the 45th percentile (approximately 450)
GRE-Q scores at or above the 30th percentile (approximately 520)
GRE Analytical Writing scores of 4.0 or higher (approximately the 30th percentile)
TOEFL or IELTS Scores: For students who have earned a bachelor’s degree in the
United States, Canada, the British Isles, Australia, or New Zealand or from any other
university or college where the primary language of instruction is English, a TOEFL or
IELTS score will not be required. All other students must earn the minimum TOEFL
score recommend by the University of Virginia for admission. Currently, the minimum
TOEFL score required for acceptance to the University is 600 on the paper-based test and
250 on the computer assessment. The IELTS score must be greater than 7.
Professional Development Credits and Transfer Credits from Other
Institutions
Recommendations:
Maximum Professional Development or Transfer Credits:
Students may apply a maximum of 6 credits (total) taken before admission to the Master
of Education toward the degree requirements of the M.Ed. This 6 hours includes courses
taken at the University and courses taken outside the University (transfer courses). All
courses applied to the Master’s Degree must be at the graduate level (those taken at the
University of Virginia or transferred into the program). And in all cases, the course of
study of the particular program of study applies. If a student has a specific request to
count more than 6 credits earned prior to admission (after admission and with advisor
approval), the student may file for a policy exception.
1
The School of Continuing and Professional Studies has agreed to develop and offer a GRE preparatory
course for prospective off-Grounds students who may need it.
3
Approval of Professional Development and Transfer Credits:
All credits taken prior to admission that the student offers as part of his/her degree
program to be counted toward the M.Ed. must be approved by the program area
coordinator. The program coordinator may designate a faculty advisor to make the
determination of applicable credit or may use a program committee. Approval of credits
should be based on review of the course syllabus, a catalogue listing, and the grade on the
transcript.
Time Limits
Recommendation:
Time Limits on Degree Completion and Countable Course Credit:
All requirements for the M.Ed. must be completed within 5 years of the time a student
enrolls in the first course in his/her program following admission to the program. Only
courses completed within 5 years of beginning the Master’s Degree program (after
admission) will be counted toward completion of degree requirements.
Culminating Experience
Recommendation:
The committee recommended that each program area offering a Master of Education
should specifically define a culminating experience (e.g. comprehensive exam, thesis,
other specifically delineated product). The culminating experience should be defensible
as a measure of the competencies expected of program graduates.
Faculty
Recommendation:
At least 50% of the courses in a student’s program of study are taught by on-Grounds
faculty or resident faculty2.
Off-Grounds Degree Programs
Recommendations:
A Curry Master of Education degree offered off-Grounds will hold students to the same
admissions requirements, transfer and course requirements, criteria for satisfactory
completion of the culminating experience, and time to degree completion requirements as
the on-Grounds program, regardless of site.
2
Resident faculty are full time faculty (tenure track or general faculty) of the University.
4
A formal process will be followed for the creation, implementation, and review of all offGrounds Master of Education degree programs. The recommended process shall be:
1. All proposals for new programs shall first be reviewed by the program area
faculty currently associated with the on-Grounds degree. Upon initiation of this
effort the Curry program area director will notify the Curry/SCPS Coordinating
Committee liaison, SCPS Assistant Dean for K-12 Education, who will notify
members of the Curry/SCPS Coordinating Committee and will secure preliminary
market need/interest data from the director of the regional center at which the
program is being considered for implementation. This information will be
forwarded to the Curry program area director for inclusion in the Curry decisionmaking process.
2. If approved by the program area faculty, the proposed program will then be
reviewed by the department chair. If approved, the proposal will be subject to a
review by a proposed standing Curry Curriculum Committee. The Curry
Curriculum Committee should be composed of 1) a past chair of the Faculty
Council appointed by the Dean, 2) one Department Chair, 3) the Associate Dean
for Academic Affairs and Programs, 4) the Assistant Dean of Admissions, one
faculty member from each department appointed by the department chair, and 5)
the Associate Dean for Academic Affairs of the School of Continuing and
Professional Studies or his or her designee.
Following this review and approval, the proposal will be forwarded to the CurrySCPS Coordinating Committee (typically composed of one dean charged with
academic duties and one dean charged with academic or administrative duties
from each School) to provide final approval or denial. The review process will be
based on budget review by fiscal deans at both schools, review of adequacy of
available human resources, and review of complete student need/interest data. If
the proposed program meets these criteria, then the Curry/SCPS Coordinating
Committee will seek final approval from both Deans and enter the proposed
program into the budget cycle with clear designation of implementation processes
required for program start-up.
3. The following criteria shall be considered by the Curry Curriculum Committee in
approving the program:
a. The requirements for program completion are the same as those of the onGrounds degree program, or any “replacement courses” or “replacement
requirements” are equivalent in rigor and can be justified as more
appropriate for the intended student cohort.
b. The degree program contributes to the overall mission of the Curry School
of Education and/or the Re-structuring Agreements of the University.
c. The program has a clear plan for collection of course evaluation data and
degree completion data.
d. The program can be justified as financially feasible within the constraints
of the admissions guidelines and requirements outlined above.
5
4.
5.
6.
7.
e. At least 50% of the courses taught in the program are taught by onGrounds faculty or resident faculty34.
f. All instructors of graduate level courses should have completed terminal
degrees. The doctoral degree should be in areas related to the course(s)
they are to teach, or they must demonstrate through their resumes
knowledge and competencies in the content of the course(s) they are to
teach. Doctoral students in on-grounds programs who have completed all
course work and their comprehensive exams may teach as resident faculty.
Any modifications in courses or other requirements must be systematically
reviewed and approved by the program area, the Department Chair, the Curry
Curriculum Committee, and the Dean’s Office.
Every three years, the off-Grounds degree program shall be systematically
reviewed by the Curriculum Committee to ensure no “drift” from program
requirements. A random sample of course syllabi, student transcripts,
comprehensive exams and/or portfolios submitted as demonstration of
competency will be reviewed by the Curriculum Committee. Implementation of
this practice be initiated in spring 2010 with one third of current programs
reviewed in each calendar year.
All adjunct professors who teach in on or off-Grounds program will be subject to
a full review by the program area. Following approval by the program area and
the chair of the department in which the program is offered, the Curriculum
Review Committee will review and have final approval authority for new adjunct
faculty. After initial approval by the Curriculum Committee, it will be the
responsibility of the program area director and department chair to monitor course
evaluations and when deemed necessary submit performance records to the
Curriculum Committee. SCPS administration requires updates of credentials for
all adjunct faculty members every three years.
Independent Study courses may be offered as substitutions for specified,
traditional courses in the program only with the approval of the on-Grounds
program coordinator. A maximum of 3 hours credit of independent study may be
substituted for specified, traditional courses in the off-Grounds program.
Other Issues
The Committee deliberated several other issues, but determined these issues were outside
the purview of the charge. However, they were all considered sufficiently important to
3
Resident faculty are full time faculty (tenure track or general faculty) of the University.
Programs that serve students qualifying for specific teaching credentials may apply for an exception to the
Curry Curriculum Committee. To be granted such an exception, the minimum percentage of adjunct faculty
members who must hold the terminal degree will be held at 65% (these individuals must hold at least a
Master’s Degree) in compliance with SACS requirements. The programs must provide evidence that
adjunct faculty members are trained and supervised by full-time resident faculty and use standard syllabi
developed by full-time resident faculty and provide evidence that the proposed adjunct faculty members are
outstanding current practitioners identified for their proven ability to help teachers incorporate learning
theory, best practice pedagogy, and new content knowledge into their daily practice.
4
6
warrant note and recommendation to the Faculty Council and the Dean’s Leadership
Team
1. The committee recommends to Faculty Council and the Dean’s Leadership Team
that consideration be given to creating a Master of Science Degree to be used by
those programs in areas where such degrees are common to the field and more
appropriate than a Master of Education (e.g., Kinesiology). Should the Dean’s
Leadership Team and the Faculty Council consider such a degree warranted, we
recommend creating a committee charged with developing a formal proposal for
such a degree.
2. The committee also suggested a review of the Master of Teaching Degree and its
relationship to graduate level education.
3. The committee recognizes that the recommendations for admission are higher and
the requirements for and program offerings are more restrictive than those in
place for some programs currently offered off-Grounds. Debate over the impact
on enrollments (particularly in light of current economic stress on the University
and stated goals of the President to increase means of generating income for the
University) and the opportunity to bring the Curry faculty expertise to practicing
professionals in teaching and administration led to the recommendation that the
Curry School consider the development of endorsement programs in education
areas such as reading to be offered through the Professional Development
program. Administration and Supervision currently offers an endorsement
program with independent admissions and program requirements (based on the
endorsement requirements of the Commonwealth of Virginia). This model should
be considered by Faculty Council and the Dean’s Leadership Team as an
alternative to the proliferation of Master of Education degree programs. The
committee fully recognizes that the program requirements outlined above may
present challenges to current off-Grounds degree offerings.
4. Consideration was also given to charging the Curry School to conduct a validity
study of GRE scores. Based on the existing predictive validity studies and the
very limited range of grades and success on comprehensive exams, we did not
recommend a particular study, but recognize the desirability of such a study if
appropriate outcome variables with sufficient range can be identified.
7
Appendix A
College Board Guidelines
“Regardless of the decision to be made, multiple sources of
information should be used to ensure fairness and balance the
limitations of any single measure of knowledge, skills, or
abilities. These sources may include undergraduate grade point
average, letters of recommendation, personal statement, samples
of academic work, and professional experience related to proposed
graduate study. GRE scores should not be used exclusively.
Use of multiple criteria is particularly important when using GRE
scores to assess the abilities of educationally disadvantaged students,
students whose primary language is not English, and students who
are returning to school after an extended absence. Score users are
urged to become familiar with factors affecting score interpretation
for these groups as discussed in this publication.”
“Consider Analytical Writing, Verbal, and Quantitative
Scores as Three Separate and Independent Measures
Since the level of skills in analytical writing, verbal, and
quantitative abilities required for success in graduate school
varies by field or department, analytical writing, verbal, and
quantitative scores should not be combined. In some cases,
departments may wish to establish weights for the three
measures, given the program’s emphasis on particular skills.
This is appropriate only when based upon empirical evidence,
such as a validity study.”
8
Appendix B
University Requirements re: TOEFL and IELTS Scores
Expected scores:
Paper-based TOEFL: 600
Computer-Based TOEFL: 250
IELTS: 7.0
IBT TOEFL: at least 22 in writing, 22 in speaking, 23 in reading, and 23 in listening for a
total score of 90.
All incoming (new) graduate students whose first language is one other than English are
required to take the University of Virginia English Language Proficiency Exam unless
they have been exempted from TOEFL or IELTS.
9