College of Arts and Sciences – Department of Education Accreditation

(a) Completers contribute to P–12 student–learning growth

In prior academic years, the EPP had conducted a pilot of a study using a multiple-case study design to measure the impact of program completers on their P–12 students. The sources of evidence of P–12 impact used data from multiple observations, completer interviews, and the Annual Professional Performance Review (APPR) data. After modifications suggested in the pilot study analysis were made, the EPP applied for and received IRB approval for a new, expanded study. The EPP planned to actively recruit study participants from additional completers to produce a more representative sample for the ongoing study. However, before arrangements could be made for the expanded study, COVID-19 caused most schools to be closed to in-person instruction and schools moved to fully online instruction. Program completers we contacted were reluctant or unwilling to participate in case studies while they struggled with the additional pressures of moving their traditional instruction to fully online mode. During the 2022–2023 academic year, the study was revisited and plans were updated to begin recruiting new completers during the 2023–2024 academic year to complete the study.

(b) Completer effectiveness in applying professional knowledge, skills, and dispositions in P–12 classrooms

New York State Annual Professional Performance Review (APPR) data were provided by participants in the prior pilot case study mentioned in Component R4.1. Completers were rated as “effective” or “highly effective” in the majority of domains. None of the completers in the study received a rating of “ineffective” in any of the categories. Completers who were part of the pilot case study were observed by EPP-based observers based on the Danielson rubric. All observed participants were rated as either “Proficient (level 3) or Distinguished (level 4) in all four domains in the rubric. Similar data collection processes were planned for completers who would participate in the next case study until COVID-19 forced schools to close for in-person instruction. During the 2022–2023 academic year, the study was revisited and plans were updated to begin recruiting new completers during the 2023–2024 academic year to complete the study..

(a) Satisfaction of employers (Component R4.2 | RA4.1)

Employer satisfaction data is collected every two years. The last round of data collection was April 2023, with a 35% total response rate. For initial programs, overall employer satisfaction rating was 3.62 on a 4-point scale (with 4 meaning very satisfied with the quality of our completers). By program, the satisfaction results were: 3.75 for M.S. Childhood Education; 3.3 for M.S. Early Childhood Education; and 4.0 for Master of Arts in Teaching.

(b) Stakeholder involvement (Component R5.3 | RA5.3)

The EPP regularly meets with the Education Advisory Board. Our Fall 2022 meeting was on December 1, 2022, and focused on the increasing teacher shortage. We discussed with our Advisory Board how the teacher shortage is impacting their districts and schools, and how we can sustain a high quality teacher education program that can address the teacher shortage. We also discussed how we can continue to maintain high quality university-P–12 partnerships.

In addition to the Advisory Board, we meet annually with our P–12 partners and local educational leaders during our Leadership Forum. At our spring 2023 meeting, held on March 10, 2023, we wanted to take the pulse of our local school leaders, teachers, and the educational community on how AI is currently impacting the education field, and what struggles and changes the educational community is facing in the wake of this new technology.

Finally, alumni survey data is collected every two years to collect additional stakeholder feedback. Alumni rated how well the program prepared them for their positions in education. The last round of data collection was March 2023. The overall rating for initial preparation programs was 3.58 on a 4-point scale with a rating of 4 meaning very well prepared. The initial program alumni had a response rate of 20%. By program, the results were: 3.5 for M.S. in Childhood Education; 4 for M.S. Early Childhood Education; and 3.6 for Master of Arts in Teaching.

Graduates by Academic Year 2022–2023

In order to be approved for graduation, candidates must successfully complete all program course requirements with a minimum G.P.A. of 3.0, demonstrate professional dispositions, complete all required state workshops, document minimum clinical experience hours for the program, and be approved and recommended by the program chairperson.

Total number of initial program completers in AY 2022–2023: 38
Total number of advanced program completers in AY 2022–20-23: 28

Ability of Completers to Meet Licensing and State Requirements

Passing rates are calculated based upon the test results that were reported to New York Tech from NYSED as of March 31, 2024. Candidates take the exams towards the end of their program, or even after program completion. New York Tech does not receive the test results of those teacher candidates who choose not to list an EPP affiliation on their registration, which can impact our overall pass rates.

The data below is calculated to the best of our ability.

Not all candidates seek certification after graduation if they are working in private/charter schools, relocate outside of New York, or take time off before gaining employment. Additionally, not all students and their certification information can be located in the NY State Teacher Certification System (TEACH), due to name changes. Candidate employment is only recorded if the alumni self-report their employment status to the department. Candidates in the advanced programs (MSIT and SLT) are already certified and employed.

Results are reported as of cohort year admitted, not the number of graduates in that academic year. Depending on the speed in which a student takes the program, it can alter how long it takes them to graduate.