The Ruth S. Ammon College of Education and Health Sciences is engaged in ongoing assessment and continuous improvement.

Adelphi University is proud to publicly share impact and outcome measures identified by the Council for the Accreditation of Educator Preparation (CAEP) which demonstrate that our graduates are effective teachers and teacher leaders who contribute to student learning. The following is the list of CAEP measures and corresponding data tables that provide supporting evidence for each measure.

Impact on P-12 Student Learning Growth

The New York State Education Department (NYSED) provided data on Student Achievement Growth ratings for teachers who received their teaching degree through Adelphi between 2012 and 2016. Student Achievement Growth Rating (AY 14-15 and 15- 16) from Adelphi Master’s program completers (n=146) were compared to the state average (n=8,605). ELA and Math scores are used for student achievement data, so only teachers of Math or ELA were included in this data set. Data indicate that the scores are comparable: 84% of Adelphi teachers were rated highly effective or effective, based on Student Achievement Growth Rating data, compared to 86% state-wide. NYSED has not provided this type of data, disaggregated by EPP, since this date, so this is the most current data available.

The EPP has also obtained data from 12 program completers’ administrators in 2017-2018. Administrators observed program completers and provided summative student teaching evaluation using the Danielson Framework for Teaching. Data indicated that all 12 program completers scored an average of 3.8 across the seven domains. Completers scored the highest in 2a. Creating an environment of respect and rapport (4.0) and the lowest in 3b. Questioning and discussion techniques (3.5). The mode was 3.8.

The EPP is planning to collect more current data through one of the following approaches: 1) inquire when NYSED will provide more current disaggregated statewide data; 2) request data from the NYC DOE for recent alumni teaching in NYC public schools; and/or 3) request data from small local school district partners by the next annual report April 30, 2023.

Due to the pandemic, not only is our physical contact with school partners limited, but so too is their time available for meeting with us to provide feedback. Additionally, customary evaluation measures for classroom teachers have been altered to account for blended and online teaching, adjustments to schedules and remediation necessary for pandemic-related learning losses, etc. We are not comfortable assessing impact during this unusual time.

Click on link below to access data:

Teacher Effectiveness

The New York State Education Department data provided data on overall Teacher Effectiveness. Ratings (AY 14-15 and 15-16) of Adelphi Master’s program completers (n=720) were compared to the state average (n=38,004). Scores are equivalent: 93% of Adelphi teachers were rated highly effective or effective compared to 94% state-wide. NYSED has not provided this type of data, disaggregated by EPP, since this date, so this is the most current data available.

The EPP is planning to collect more current data through one of the three approaches discussed above in Impact on P-12 Student Learning Growth.

Click on link below to access data:

Initial Programs: Employer survey

A pilot Employer survey was administered in Summer 2018. A faculty-led committee reviewed and revised the pilot employer survey, which was disseminated in June 2021. Some of the main revisions included adjusting the rating scale so that it was consistent with other data collection measures for consistency in analysis and reporting.

However, the EPP obtained a low response rate (N = 10 of which 7 were partially completed). In order to increase the number of completers, the EPP has since compiled a targeted list of employers as suggested by faculty who have maintained close contact with alumni.

Additionally, the assessment committee is in the process of reviewing the questions to align it to the 2022 CAEP standards. The EPP plans to administer this survey by October 2022. Data for this measure are expected to be available to the public on or before December 2022.

Initial Programs: Advisory Board update

A new dean has led the EPP since July 2019. She began assembling a new P-12 Advisory Board consisting of local superintendents, current students and alumni. However, due to the constraints of COVID-19, the EPP was unable to meet with its Advisory Board in the 2020-2021 academic year. The next meeting will be scheduled for Fall 2022. Data on these meetings will be posted in April 2023.

Advanced Programs: Employer survey

In January 2022, the EPP’s assessment committee created a new employer survey specific to its advanced programs and aligned to the CAEP revised advanced standards. The questions have been solidified and reviewed. The EPP plans to administer this survey by October 2022. Data for this measure are expected to be available to the public on or before December 2022.

Initial Programs: State licensure exams

Teacher candidates seeking initial licensure in New York State are required to take three certification exams: Educating All Students (EAS), Content Specialty Test (CST), and the Educative Teacher Performance Assessment (edTPA). In 2020, due to COVID-19 and its associated limitations with in person student teaching, New York State authorized the use of the Assessment of Teaching Skills – Writing (ATS-W) exam as an alternative to the edTPA which has been extended to the 2021-2022 academic year.  In 2020-2021, 177 out of 179 candidates took the ATS-W.

The EAS pass rate for Adelphi candidates seeking initial certification during the 18-19, 19-20, and 20-21 academic years were 99%, 93%, and 99% respectively.

The CST pass rate for Adelphi candidates seeking initial certification was 90% in AY 18-19, 93% in AY 19-20, and 97% in AY 20-21.

This data is shared regularly with faculty at teacher education retreats which are held each semester, so that faculty can review data and discuss potential factors which contributed to this change. The EPP did not hold a retreat during the pandemic. However, we did hold a retreat on November 5, 2021 to review 2020-2021 data.

Click on link below to access data:

Initial Programs: Danielson Framework for Teaching

The Danielson Framework for Teaching was developed by Charlotte Danielson as a tool to identify the aspects of a teacher’s responsibilities that have been documented through research as promoting improved student learning. Danielson divides the complex activity of teaching into twenty-two components clustered into four domains of teaching responsibility: (1) planning and preparation, (2) the classroom environment, (3) instruction, and (4) professional responsibilities.

A joint meeting of assessment and fieldwork committees decided to adopt the 2013 Danielson Evaluation Framework in Fall 2020 as it is a validated instrument for evaluating teacher candidate’s readiness to teach. We also realigned the instrument to new CAEP standards. Adoption was delayed because of the pandemic.

EPP-wide data collection using this instrument began in earnest in Spring 2021. The EPP collected data around 112 candidates (87 white; 25 non-white). This data was shared with and reviewed by faculty members at the Fall 2021 teacher education retreat. Overall, candidates scored above a 3.0 in all four domains, with the highest scores (M=3.5) in 2a. Creating an environment of respect and rapport and 4e. Growing and developing professionally. The lowest scores (M=3.1) were in 1b. Demonstrating knowledge of students seems low in comparison to other items. The same for 3b. Using questioning and discussion techniques, 3c. Engaging students in learning, 4a. Reflecting on teaching, and 4c. Communicating Families.

Click on link below to access data:

Advanced Programs: State licensure exams

Teacher candidates seeking advanced certification are required to take the Content Specialty Test (CST) in the additional certification area. The CST pass rate for Adelphi candidates seeking advanced certification was 96% in AY 18-19, 92% during AY 19-20, and 97% in AY 20-21.

Ed leadership is the only advanced program required to take the EAS. The pass rate for Adelphi candidates seeking advanced certification was 100% for AY 18-19, AY 19-20, and AY 20-21.

This data is shared regularly with faculty at teacher education retreats which are held each semester, so that faculty can review data and discuss potential factors which contributed to this change.

Click on link below to access data:

Advanced Programs: Academic Competency

The EPP plans to meet with faculty in the Advanced Programs and identify the courses where each of the 6 sub-components in RA1.1 are addressed. The EPP will collect this data in Fall 2022. Data for this measure will be available in April 2023.

Initial Programs: Employment Follow-Up Survey 2020-2021 AY

The Employment Follow-Up Survey provides an important source of data regarding employment in teaching positions. This survey was electronically distributed to 185 graduates six months post-graduation. Twenty-four out of 185 graduates completed this survey. 83% of graduates responded that they were employed in the field of education. 100% of this group were employed full-time. Employed graduates were more likely to be employed as a teacher on a regular contract (60%).  Graduates were more likely to find employment in Elementary Schools (35%) and less likely to find employment in Nursery Schools (5%).

The EPP will work with the newly formed Alumni Group to disseminate the survey during their annual event in April 2022. The previous alumni event was attended by 25 alumni, so it should be a good opportunity to increase our response rate to the Employment Follow-Up Survey.

The University has a Center for Career and Professional Development which administers the Career Outcome Survey. The current report on our AU website is for 2020 program completers. However, this data is not disaggregated by initial and advance. The EPP will work with this office to request raw data and disaggregate by initial and advanced programs. Data will be available in April 2023.

Click on link below to access data:

Advanced Programs: Employment Follow-Up Survey 2020-2021 AY

The Employment Follow-Up Survey received 2 responses from advanced programs. This is not enough data to report outcomes.

The EPP will work with the newly formed Alumni Group to disseminate the survey during their annual event in April 2022. The previous alumni event was attended by 25 alumni, so it should be a good opportunity to increase our response rate to the Employment Follow-Up Survey.

The University has a Center for Career and Professional Development which administers the Career Outcome Survey. The current report on our AU website is for 2020 program completers. However, this data is not disaggregated by initial and advance. The EPP will work with this office to request raw data and disaggregate by initial and advanced programs. Data will be available in April 2023.

Initial Programs (Early Childhood Special Education, Childhood Special Education, Adolescent Special Education, Childhood Education, Adolescent English, Adolescent Math, Adolescent Science, Adolescent Social Studies, Art Education, Music Education, Educational Theatre, TESOL, Physical Education, and Health Education.)

Advanced Programs (Early Childhood Special Education, Childhood Special Education, Adolescent Special Education, TESOL, Literacy, Educational Leadership, and Health Education.)

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