Completer Effectiveness

  1. Case Study 2019 - 2020 and 2021 - 2022 that measures completer effectiveness and impact on student learning
  2. P-12 Impact of Student Learning Survey 2020 -2021 and 2021 - 2022 that provides a second measure of impact on student learning
  3. Alumni survey from 2015, 2018, and 2021 that provides a second measure of completer effectiveness
  4. Summer 2018 and 2021 alumni focus group that provides a third measure of completer effectiveness

The New York State Education Department (NYSED) provided data on Student Achievement Growth ratings for teachers who received their teaching degree through Â鶹´«Ã½ÍÅ¶Ó between 2012 and 2016. Student Achievement Growth Rating (AY 14-15 and 15- 16) from Â鶹´«Ã½ÍŶÓ’s undergraduate program completers (n=351) were compared to the state average (n=10,404). 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: 96% of Â鶹´«Ã½ÍÅ¶Ó teachers were rated highly effective or effective, based on Student Achievement Growth Rating data, compared to 93% state-wide. NYSED has not provided this type of data, disaggregated by EPP, since this date, so this is the most current data available.

This graphic is described above. It has a light yellow background with white text that reads: How well do program completers succeed in the classroom? with bar graphs in black, gray, light green, and dark green on the right side.

The is available.

The EPP implemented a case study of completers, including observations in the classroom, as well as administering a survey to students of completers to measure impact on P-12 student learning.

For the 2022-203 academic year, this  was given to teachers (alumni of Â鶹´«Ã½ÍŶÓ) to give to their students. No student information was collected, and data has been aggregated. Participants received a small stipend for participation. For Spring 2023, six alumni agreed and had their students complete the survey. There were 133 responses to the survey. are the results.

  • Alum #1 (Childhood with Special Education and Mathematics 2019): 1st grade teacher at Spencerport Central School District (suburban), 1 of 16 students completed the P-12 impact on student learning survey (6% response rate)

  • Alum #2 (Childhood with Special Education 2022): Permanent substitute at Great Neck Public Schools (suburban), 11 of 11 students completed the P-12 impact on student learning survey (100% response rate)

  • Alum #3 (Early Childhood/Childhood 2022): Pre-K Teaching Assistant at Cumberland County Schools (city), 15 of 17 students completed the P-12 impact on student learning survey (88% response rate)

  • Alum #4 (Early Childhood/Childhood 2020): 5th grade teacher at Grand Island School District (suburban), 20 of 23 students completed the P-12 impact on student learning survey (87% response rate)

  • Alum #5 (Childhood with Special Education 2020): 3rd grade Writing/Science/Social Studies teacher at Lyndonville Central School District (rural), 40 of 40 students completed the P-12 impact on student learning survey (100% response rate)

  • Alum #6 (AD Spanish 2021): Secondary School Spanish Teacher (8th – 12th) at Greenport UFSD (town), 46 of 100 students completed the P-12 impact on student learning survey (45% response rate)

The results from the most recent case study, 2021-2022 are attached in the following downloadable link: Case Study Final Results (21-22)