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School of Education

Completer Data

Louisiana State University Shreveport

2019 EPP Annual Report

Annual Reporting Measures (CAEP Component 5.4/ A.5.4)

  1. Impact on P-12 Learning and Development (Component 4.1)
    Compass Teacher Effectiveness Levels for Student Growth Scores
    School Year Ineffective Effective Emerging Effective Proficient Highly Effective
    2017-2018 2% 8% 24% 66%
    2016-2017 4% 8% 25% 63%
    2015-2016 4% 6% 27% 63%
    Data collected from the survey was sent to current employers of alumni who graduated from the program within the last three academic years.  These employers directly assess these alumni using the state required assessment tool among other school-based assessment tools.  

  2. Indicators of Teacher Effectiveness (Component 4.2)
    Indicators of Teaching Effectiveness
    School Year Ineffective Effective Emerging Effective Proficient Highly Effective
    2017-2018 0% 2% 54% 44%
    2016-2017 0% 4% 52% 44%
    2015-2016 0% 5% 59% 36%
    Data collected from Compass Rubric used to assess students while in semester two of yearlong residency. 
  3. Satisfaction of Employers and Employment Milestones (Component 4.3 / A.4.1)
    Satisfaction of Employers (on a 3 point scale)
    Setting
    Instructional
    Outcomes
    Managing
    Classroom
    Procedures
    Discussion/
    Questioning
    Techniques
    Engagement Content Knowledge Diversity Collaboartion
    2.88 2.56 2.44 2.44 2.88 2.56 2.78
    Data collected from survey sent to current employers of alumni who graduated from the program within the last three academic years. Identified areas of weaknesses included the use of effective classroom management skills and the ability to adjust instructional delivery.

    Employers of recent LSUS graduates indicated an overall satisfaction with in the preparation of teacher candidates and stated if asked to make a new recommendation for the first time today, they would either hire or recommend these alumni. They cited the following strengths:  knowledge of content standards, setting instructional outcomes, stringent lesson planning, and abiliyt to collaborate effectively. Identified areas of weaknesses included the use of effective classroom management skills and dealing with students and parents from diverse backgrounds.

  4. Satisfaction of Completers (Component 4.4 / A.4.2)

    Students are surveyed at the completion of the program and overall, survey results indicate students are satisfied with their preparation with over 90% of respondents agreeing they were either prepared or very prepared in the areas of organization and management, diversity, planning for individual differences, and measuring and assessing. Discipline methods fell short but over three-quarters of the respondents indicated they were prepared or very prepared in that area. While the responses were a bit lower in the areas of special learning needs and cultivating relationships, nearly three-quarters of the respondents indicated they were prepared or very prepared in those areas.

    Completer Survey CategoryPrepared or Very Prepared
    Organization and Management 93%
    Diversity 92% 
    Discipline Methods 83%
    Planned for Individual Differences 95%
    Special Learning Needs 68%
    Measuring and Assessing  90%
    Cultivating Relationships 78%

Outcome Measures

  1. Graduation Rates (Initial and Advanced Levels)

                

Program

Fall 2010 cohort

Fall 2011 cohort

Fall 2012 cohort

3-year composite avg.

Cohort

Grad

%

Cohort

Grad

%

Cohort

Grad

%

Cohort

Grad

%

Early Childhood Education

6

2

33.3%

7

3

42.9%

9

4

44.4%

22

9

40.9%

Elementary Education

22

12

54.5%

9

6

66.7%

11

8

72.7%

42

26

61.9%

Secondary Education

 

 

 

 

 

 

13

4

30.8%

13

4

30.8%

*note, Second Ed consolidated in 2011, no data until the 2012 academic year


Dr. Susannah Craig, the Associate Commissioner for Teacher and Leadership Initiatives at the Louisiana Board of Regents, has informed all EPPS that at the present time, a process does not exist to calculate Graduation Rates of candidates in graduate programs or candidates in non-degree advanced programs that result in licensure.  Therefore, data are not available at the present time. By August of 2019, the Board of Regents will work with EPPs to identify a set of consistent procedures for EPPs across the state to use to calculate graduation rates for advanced programs.  During 2019-2020, EPPs will use the new procedures to calculate Graduation Rates for candidates in advanced programs and report these data in the April 2020 CAEP Annual Report.

  1. Ability of Completers to Meet Licensing (Certification) and any Additional State Requirements; Title II (Initial & Advanced Levels)

    One hundred percent of our completers meet licensing requirements for the state of Louisiana. Completers in all programs performed at or above the state mean (except for Secondary Mathematics and Social Studies, which were slightly below) for the past three years. Program faculty discuss the sub-sections data for Praxis and confer with content faculty to improve coursework offered by the Math Department and the Department of Social Studies.

  2. Ability of Completers to be Hired in Education Positions for Which they have Prepared (Initial and Advanced Levels)

    Compass evaluations for both candidates and graduates, along with employer surveys indicate that LSUS prepares effective classroom teachers. Those results are supported by the focus groups held with graduates and principals.

  3. Student Loan Default Rates and Other Consumer Information (Initial and Advanced Levels)
    Program GraduatesDefault Rate
    27 Undergraduate 0%
    99 Advanced 3.10%
 
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