Reporting for 2019-20
1. Impact of P-12 Learning and Development (4.1)
Athens State University College of Education used a targeted 3-semester plan to collect data on the impact of student learning focusing on separate programs each semester: Spring 2020 – Elementary and Early Childhood programs; Fall 2020 – Secondary programs (Biology, English, History, & Mathematics); Spring 2021 – P-12 programs (Health & PE, PE, Art, Special Education/Collaborative K-6 & 6-12). In Spring 2020, the Athens State University College of Education (COE) collected data from two school systems that employed 13 Early Childhood and Elementary completers. School District 1 and School District 2 provided the EPP with data from STAR reading and math, DIBELS, Gold Assessment, K-6 student perception surveys, and K-6 pre and post-tests that measured vocabulary acquisition and use. School District 2 also provided teacher observational data. In Fall 2020, data was also received from one middle school math completer. The response rate for Spring 2020 – Spring 2021 data is limited based on complications due to the COVID-19 pandemic. More data will become available as the COE continues the data collection plan described above.
Impact on Learning – 4.1 Report (PDF)
2. Indicators of Teaching Effectiveness (4.2)
In Spring 2020, the COE employed multiple measures of teaching effectiveness for program completers. The EPP collected data for completers from the elementary and early childhood programs during the Spring 2020 semester (as part of its rotational completer reporting). The COE employed Tripod 7C’s Survey, Panorama Student Surveys, as well as teacher observations. Since all schools conducted remote learning during the Spring 2020 semester, the surveys and pre and post-tests for the EPP’s elementary and early childhood program completers were distributed electronically. The EPP received results for using the 6-12 Panorama student perception surveys from 98 students. COVID-19 restrictions limited observational data due to the remote learning formats employed by the school districts. In Fall 2020, the Panorama Survey was distributed to the students of eight recent secondary Athens State University COE completers across multiple schools in 2 school districts. Responses were analyzed from 137 students regarding their perception of the effectiveness of their teachers. In Spring 2021, the COE gathered data for P-12 programs. Analysis of this data will be available for the CAEP accreditation visit in November 2021.
Teaching Effectiveness Tripod Results (PDF)
Teaching Effectiveness Panorama Student Satisfaction Survey Results (PDF)
Teaching Effectiveness Teacher Observations (DOC)
3. Satisfaction of employers and employment milestones (4.3)
ALACTE Survey – In 2016, the Alabama Association of Colleges for Teacher Education (ALACTE) developed a yearly satisfaction survey to be administered electronically to all first-year teachers (completers) and their employers. This survey, validated and reliability-tested by ALACTE, is administered by the Alabama State Department of Education (ALSDE), who publishes the results of these surveys in a yearly Educator Preparation Institutional Report Card. This survey asks completers and employers to rate completer preparedness on 26 items that include instructional performance, meeting the needs of diverse learners, ethics, professional dispositions, and classroom management. The only difference between the two 26 item completer and employer surveys is the value the rater applies. They rate each item according to Strongly Agree, Agree, Disagree, or Strongly Disagree for completers. For employers, they rate the same items on a continuum: Teacher Leader, Effective Teacher, Emerging Teacher, and Ineffective Teacher. The ALSDE distributes the surveys to all first-year teachers and their employers and ensures a significant response rate. For 2020, 25.8% of completers and 21.1% of employers responded to the survey. The ALSDE does not disaggregate the data provided to the COE. Therefore, all data is presented in the aggregate as provided by the state.
2018, 2019, and 2020 ALSDE Employer Satisfaction Survey (PDF)
4. Satisfaction of Completers (4.4)
ALACTE Survey – In 2016, the Alabama Association of Colleges for Teacher Education (ALACTE) developed a yearly satisfaction survey to be administered electronically to all first-year teachers (completers) and their employers. This survey, validated and reliability-tested by ALACTE, is administered by the Alabama State Department of Education (ALSDE), who publishes the results of these surveys in a yearly Educator Preparation Institutional Report Card. This survey asks completers and employers to rate completer preparedness on 26 items that include instructional performance, meeting the needs of diverse learners, ethics, professional dispositions, and classroom management. The only difference between the two 26 item completer and employer surveys is the value the rater applies. They rate each item according to Strongly Agree, Agree, Disagree, or Strongly Disagree for completers. For employers, they rate the same items on a continuum: Teacher Leader, Effective Teacher, Emerging Teacher, and Ineffective Teacher. The ALSDE distributes the surveys to all first-year teachers and their employers and ensures a significant response rate. For 2020, 25.8% of completers and 21.1% of employers responded to the survey. The ALSDE does not disaggregate the data provided to the COE. Therefore, all data is presented in the aggregate as provided by the state.
2018, 2019, and 2020 ALSDE Completer Satisfaction Survey (PDF)
5. Graduation rates
Graduation Rates (PDF)
Title II (PDF)
6. Ability of completers to meet licensure (certification) and any additional state requirements
7. Ability of completers to be hired in education positions for which they have prepared
Measure 7: Continuing Education & Employment Charts (PDF)
8. Student loan default rates and other consumer information
Federal Student Loan Default Rates (PDF)
Cost of Attendance
College of Education scholarships