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School of Education

Completer Data


  • 100% of completers passed PRAXIS II in their content areas.
  • 100% of completers passed PRAXIS Principles of Learning and Teaching for their grade bands.
Setting Instructional Outcomes
Value, Sequence, Alignment
Suitability for All
Managing Classroom Procedures
Instructional Groups, Transitions, Materials/ Supplies
Non-Instructional Duties
Using Questioning/ Discussion Techniques
Quality of Questions/Discussion Techniques
Student Participation
Engaging Students
Activities and Assignments, Grouping, Instructional Materials and Resources
Structure and Pacing
Using Assessment
Assessment Criteria, Monitoring, Feedback
Student Self-Assessment/ Monitoring
% of Alternate Certification candidates scoring Effective/ Emerging 100 86 86 93 96
% of BA, BS candidates scoring Effective/ Emerging 100 100 96 100 100
% of candidates principals scored Acceptable 92.3 92.9 92.9 92.9 92.9
% of candidates satisfied with preparation 100 88.8 100 100 88.8


  • 94% of completers passed the SLLA.
  • Candidates scored above the acceptable level or at the target level on assessments for the following goals:
    • Candidates make and explain decisions based upon ethical and legal principles.
    • Candidates create a school vision that includes strategies for implementation and assessment.
    • Candidates implement context-appropriate strategies that capitalize on diversity and school culture to lead instruction.
    • Candidates prepare a plan to advocate for policies and programs that promote student learning within the economic factors shaping the community.
    • Candidates demonstrate the ability to bring together the resources of family and community to positively affect student learning.

Evidence of LSUS Meeting CAEP Eight Outcomes

5.1 A cross-analysis of state and EPP data indicated that LSUS completers and graduates perform well in the classroom. State reported results of Compass evaluations of student achievement for teachers reveal that LSUS graduates are in line with the statewide average for teaching effectiveness for the last three years. State-reported value-added data reveal that LSUS graduates are ranked at levels similar to those of the state and fall in the effective ranges. Data from the Work Sample (WS) completed in CP indicate that candidates have a positive effect on student learning. One hundred percent of completers scored in the acceptable/target range for the WS. One-hundred percent of our completers scored in the acceptable or target range for CP Evaluations, with more than 94% scoring at the Effective: Proficient level. Since several assessments were analyzed, we believe that the cross-analysis gives us a good picture of our graduates. The EPP uses these data to maintain high quality programs. Annual report data are reviewed before submission to AACTE.

5.2 More than 85% of LSUS teacher education program completers agree that they are prepared to teach in the grade band/content area for which they were prepared. There are few areas in which the completers rate their preparation below 85%. Those are creating a positive learning environment (elementary), planning multi-disciplinary units (elementary and secondary), having sufficient time to practice teach (elementary), integrating technology (secondary), teaching reading (secondary) and engaging parents (secondary). The survey used is a draft of the state survey and not all areas are applicable to both elementary and secondary areas. The program faculty will discuss deficiencies to make program changes to improve preparation rates for these areas, however none of these areas were identified as problem areas in the graduate focus group or the employer focus group.

5.3 A review of the last three years shows that our numbers of completers remain fairly constant. Responses to completer and employer surveys vary widely from a low of 19% to a high of 52%. Reviewing the annual reports, it appears that graduation rates are quite low. Those data are collected by the Office of Admissions and reflect all students who check teacher education on their admission forms. However, when one looks at the TEPAR data, the graduation rate climbs to 95% for candidates who are admitted to the Teacher Education Programs. The secondary program reflects a low number of candidates, and thus completers- 31 total over the past three years. TEPAR retention data are used to determine why a candidate did not complete the program. Often those are counseled out of the program because of dispositions.

5.4 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-section data for PRAXIS and confer with content faculty to improve coursework offered by the Math Dept. and the Dept. of Social Sciences.

5.5 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.

5.6 Employer surveys indicate that 100% of the graduates of LSUS teacher preparation are rated target or acceptable by their employers for the last three years. In the focus group meeting, principals stated that many of our graduates have completed advanced degrees and moved into administration. They spoke of LSUS graduates who are serving as department heads in their schools (without advanced degrees). They stated that the retention of our graduates as classroom teachers is excellent.