CAEP Accountability Measures

CAEP Measures

The following is the list of CAEP measures and corresponding data tables that provide supporting evidence for each measure.

Measure 1: Completer Impact and Effectiveness

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.

We reached out multiple times to the state education department for data on recent graduates as well as to the NYC education department; however, neither organization has indicated that they will provide any updated findings. Alternatively, the EPP has collected data through the following approaches: 1) We requested formal observation data from recent graduates from Adelphi’s teacher education program; and 2) We requested formation observation data from local school district partners in 2021-2023.

Findings: The EPP obtained data from 11 program completers who provided summative teaching evaluations completed by their administrators during formal classroom observations using the Danielson Framework for Teaching. Data indicated that 10 program completers scored above 3.0 across all seven domains (1a. Demonstrating knowledge of content and pedagogy, 1e. Designing coherent instruction, 2a. Creating an environment of respect and rapport, 2d. Managing student behavior, 3b. Using questioning and discussion techniques, 3c. Engaging students in learning, and 3d. Using assessment in instruction). Completers scored the highest in 1e. Designing coherent instruction (mean of 3.4), and 2d. Managing student behavior (mean of 3.7).

Click on link below to access data:

• Alumni Teacher Effectiveness and Student Achievement Growth Ratings: State Comparison 2012-2016 
• Formal Observation of Program Completer Summary Report 2021-2023

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 has obtained data from 2 program completers in 2021-2023 who provided summative teaching evaluations completed by their administrators using the Danielson Framework for Teaching. Completers scored a mean of 4.0 in 4e. Growing and developing professionally.

The EPP is planning to collect more current data through the two approaches discussed above in (1).

Click on link below to access data:

• Formal Observation of Program Completer Summary Report 2021-2023

Measure 2: Satisfaction of Employers and Stakeholder Involvement

Initial Programs: Employer Survey

A survey was administered in Spring 2024 to 29 employers, with a 24% return rate. When asked whether Adelphi alumni teachers compare favorably to other first hires and/or recently tenured faculty, 100% strongly agreed or agreed with planning and preparation, and professional responsibility. 86% strongly agreed or agreed with classroom management, and instruction. Three comments from school administrators detail our alumni’s strengths, drawn from the survey results: “AU students have strong foundational knowledge of best practices.” “AU students understand the importance of creating safe and supportive classroom environments,” and “Students have strong knowledge of differentiated instruction.”

Initial Programs: Advisory Board Update

The Dean assembled a P-12 Advisory Board in Fall 2022 consisting of local superintendents, current students, EPP faculty, and alumni. We held our first meeting with the Board in October 2022 whose purpose was to inaugurate and charge the board and introduce members to one another. Each participant shared their current projects as well as desired goals for the Advisory Board. Two subsequent meetings (May 18, 2023 and November 8, 2023) have included more targeted discussions around ways the EPP and P-12 districts can mutually support and collaborate on initiatives (see four topics below). We have included summaries of these discussions under each topic.

• Collaborative development, review, or revision of the structure and content of the clinical activities

One Adelphi professor and field supervisor shared how she reimagined science methods and residency in collaboration with a district teacher: teacher candidates spend course time teaching in STEM lab, which enriches the authenticity of what they’re experiencing

One superintendent asked for support in having our graduate students in Master Seminar collaborate with her literacy coach to identify students in need of reading support from data and then have the graduate students work with these striving readers.

• Mutual involvement in ongoing decision-making about partnership structure and operations

One district principal is collaborating with an Adelphi Early Childhood faculty member for our Early Childhood residency (year long student teaching) to reimagine how we offer courses with the district so that there is a tighter connection between coursework and fieldwork.

• Creation of opportunities for candidates to work with diverse P-12 students who have differing needs.

One district principal collaborated with an Adelphi literacy professor to develop a summer literacy experience for rising 1st graders. They had 4-5 student teachers who needed hours for 1:1 reading intervention. In 5 weeks, the children jumped 2 reading levels.

The next meeting is scheduled for April 17, 2024.

The EPP received feedback on our candidates from 13 attendees at the Advisory Board meeting on May 18, 2023. One comment from school administrators detailed our alumni’s weaknesses: “knowledge of literacy in elementary is limited.” Two comments from school administrators detail our alumni’s strengths: “math and science at secondary level are outstanding. We’ve hired three of your math candidates for our department,” and “residents get placed on payroll after they finish in our school district.”

Click on link below to access data:

• Advisory Board Minutes 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 finalized and reviewed. The Employer survey was postponed due to an overlap in timing with administering the Alumni Survey.

A survey was administered in Spring 2024 to 6 employers, with a 33% return rate. Overall, 100% strongly agreed or agreed AU alumni teachers were well prepared.

Measure 3: Candidate Competency at Program Completion

Initial Programs: State licensure exams

Teacher candidates seeking initial licensure in New York State are required to take two certification exams: Educating All Students (EAS) and Content Specialty Test (CST).

In addition, New York State-registered teacher preparation programs are required to integrate a teacher performance assessment (TPA) into the candidates’ student teaching, practicum, or similar clinical experience (e.g., residency, mentored in-service component). The EPP chose to create a TPA by using the Renaissance Group’s Teacher Work Sample as the base and creating an Addendum to assess candidates’ ability to plan and enact culturally responsive and sustaining practices as well as technology into their planning, teaching and assessment.

The EAS pass rate for Adelphi candidates seeking initial certification during the 20-21, 21-22, and 22-23 academic years were 99%, 96%, and 99% respectively.

The CST pass rate for Adelphi candidates seeking initial certification during the 20-21, 21-22, and 22-23 academic years were 97%, 91%, and 95%.

The EPP collected TPA data around 124 candidates (78% white; 12% people of color; 10% not reported). Overall, candidates scored above a 2.6 (target) in all items, with the highest scores (M=2.98) in 2d. Alignment w/National, State or Local Standards, (M=2.94) 4c. Lesson and Unit Structure, and (M=2.93) 2c. Appropriateness for Students.

This data is shared regularly with faculty at teacher education retreats and during individual program meetings, so that faculty can review data and discuss potential factors which contributed to this change.

Click on link below to access data:

• Educating All Students Initial Candidate Data 2020-2023
• Content Specialty Test Initial Candidate Data 2020-2023
• Teacher Performance Assessment Initial Candidate Data 2022-2023

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.

The EPP collected data around 169 candidates (79% white; 12% people of color; 9% not reported). Overall, candidates scored above a 3.0 in all four domains, with the highest score (M=3.5) in 2a. Creating an environment of respect and rapport. The lowest scores (M=3.1) were in 3b. Using questioning and discussion techniques, and 3d. Using assessment in instruction.

Click on link below to access data:

• Danielson Framework for Teaching Initial Candidate Data 2022-2023
• Danielson Framework for Teaching Initial Candidate Data 2021-2022
• Danielson Framework for Teaching Initial Candidate Data Spring 2021

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 during the 20-21, 21-22, 22-23 academic years were 92%, 91%, and 94%.

Educational Leadership is the only advanced program required to take the Educating All Students (EAS). The pass rate for Adelphi candidates seeking advanced certification was 100% for 20-21, 21-22, and 22-23 academic years.

Educational Leadership candidates also take School Leadership Assessments (SLA). The pass rate for these exams was 100% for 20-21, 21-22, and 22-23 academic years.

This data is shared regularly with faculty at teacher education retreats and during individual program meetings, so that faculty can review data and discuss potential factors which contributed to this change.

Click on link below to access data:

• Content Specialty Test Advanced Candidate Data 2020-2023
• Educating All Students Advanced Candidate Data 2020-2023
• School Leadership Assessments Advanced Candidate Data 2020-2023

Advanced Programs: Academic Competency

The EPP met with faculty in the Advanced Programs and identified the courses where each of the 6 sub-components in RA1.1 are addressed and assessed. Overall, candidates are meeting and/or exceeding expectations.

Click on links below to access data:

• Program Mapping of Advanced Standard 1 Elements

Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

Initial Programs: Employment Follow-Up Survey 2022-2023 AY

The Employment Follow-Up Survey provides an important source of data regarding employment in teaching positions. This survey was electronically distributed to 172 graduates six months post-graduation. Twenty-six out of 172 graduates completed this survey. 100% of graduates responded that they were employed in the field of education. 80% of this group were employed full-time. Employed graduates were more likely to be employed as a teacher on a regular contract (80%). Graduates were more likely to find employment in Elementary Schools (50%) and less likely to find employment in Middle Schools (20%).

The EPP is working with the newly formed Alumni Relations Committee to disseminate the survey during their annual event in Fall 2024. Data for this measure are expected to be available to the public on or before April 2025.

Click on link below to access data:

• Employment Follow-Up Survey Results 2022-2023
• Employment Follow-Up Survey Results 2021-2022
• Employment Follow-Up Survey Results 2020-2021

Advanced Programs: Employment Follow-Up Survey 2022-2023 AY

The EPP received 4 responses from advanced programs. 75% of graduates responded that they were employed in the field of education. 100% of this group were employed full-time, and as a teacher on a regular contract.

The EPP is working with the newly formed Alumni Relations Committee to disseminate the survey during their annual event in Fall 2024. Data for this measure are expected to be available to the public on or before April 2025.