Annual Accountability Measures

The EPP’s impact on P-12 student learning and development is measured by the principal satisfaction survey and teacher effectiveness data provided by the IDOE.

Given that Indiana does not gather and share value-add or impact on P-12 student learning data related to individual teachers, the EPP elected to conduct two case studies during the 2019-2020 school year to provide evidence of the impact EPP completers have on P-12 student learning. Based on the recommendation from CAEP and after reviewing the new 2022 CAEP standards, the EPP has decided to create and pilot a new assessment to provide additional data for Measure 1. KEC is developing a pilot study to compare student achievement data from completers that can share P-12 student performance classroom and/or district data. The data will be analyzed to measure program completers’ impact on P-12 students’ learning. The data will be reported in Spring 2023 for further analysis for continuous program improvement.

• IDOE Principal Satisfaction Survey Analysis 2018-2021
• IDOE Principal Satisfaction Survey Data 2020-21
• IDOE Effectiveness Data 2020-21

To be licensed in the state of Indiana, a program completer must take and pass state-mandated content and pedagogy exams for their licensure area(s). Exams were administered through Pearson assessments up to August 30, 2021. As of September 1, 2021, ETS-PRAXIS became the licensure exam vendor for the state of Indiana. Exam scores are reported annually comparing Marian test takers with the state of Indiana in the following areas: average test scores, the average number of attempts before passing, percentage of passing on their first attempt, and the number of candidates not passing/not retaking exams.

• Pearson Exam Scores: Completers Analysis 2018-21
• Advanced Program Licensure Exams
• IDOE Effectiveness Data
• Advanced Program Employment Milestones
  
• IDOE Matrix Data

The Indiana Department of Education (IDOE) distributes employer surveys (annually) to all Indiana school corporations and schools. Building-level administrators complete the survey of first-year teachers by responding to statements indicating their level of performance satisfaction with the teacher’s preparation received from the EPP. The survey is separated into three domains: knowledge preparation, pedagogical preparation, and professional disposition preparation. Domains reflect criteria found in the professional standards (CAEP), and Interstate Teacher Assessment and Support Consortium (InTASC). Results depict completers’ level of agreement in how well the EPP prepared them to impact the learning and development of P-12.

• IDOE Principal Satisfaction Survey Analysis 2018-2021

The Indiana Department of Education (IDOE) distributes a completer survey to all EPP program completers (first-year teachers) for initial licensure programs. Completers self-report feelings of preparation to statements from three specific areas: knowledge preparation, pedagogical preparation, and professional disposition preparation. Results depict completers’ level of agreement in how well the EPP prepared them to impact the learning and development of students.

• IDOE Completer Satisfaction Survey 2021
  
• IDOE Completer Satisfaction Analysis 2018-21
• Comparison of IDOE Principal and Completer Satisfaction Survey Data 2021

The MU EPP reports the number of teacher candidates admitted into the Klipsch Educators College initial license programs (TRAD & ALT) and advanced programs, then compared to the number of program completers.

• Marian Key Metrics Profile KEC Undergraduate 2021
• IDOE Attrition, Retention, Completion Rates 2018-21
• Advanced Program Completion, Retention, Attrition Rates 2021

To be licensed in the state of Indiana, a program completer must take and pass state-mandated content and pedagogy exams for their licensure area. Exams were administered through Pearson assessments until August 30, 2021. On September 1, 2021, ETS PRAXIS became the new testing vendor for the state of Indiana. Exam scores are reported annually comparing Marian with the state of Indiana in the following areas: average test scores, the average number of attempts before passing, percentage of passing on their first attempt, and the number of candidates not passing/not retaking exams.

• Pearson Exam Scores: Completers Analysis 2018-21
• Advanced Program Licensure Exams

Title II Reports

• 2021  Title II Report Undergraduate (TRAD) program
• 2021 Title II Report Alternative (ALT) program

The EPP collects self-reported data to determine the rate at which program completers are employed in teaching or other education positions after program completion.

• EPP Completers’ Employment Data 2021
• Advanced Program Employment Data

The Department of Education provides the cohort default rate annually based on 3 years’ worth of default history and a year’s worth of repayment. A cohort default rate is the percentage of a school's borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or William D. Ford Federal Direct Loan (Direct Loan) Program loans during a particular federal fiscal year (FY), October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year.

• EPP Student Loan Default Rate 2021
  

EPP Initial and Advanced Programs

• EPP Initial and Advanced Programs
  
• Visit the EPP website

Given that Indiana, does not gather and share value-add or impact on P-12 student learning data related to individual teachers, to provide evidence of the impact EPP completers have on P-12 student learning, the EPP elected to conduct case studies. Upon receiving IRB approval, the EPP worked with school partners and faculty to identify two completers to serve as participants and selected one from each program (TRAD and ALT). Each served in different schools but was asked to provide the following information: Unit Plans and Assignments, Unit Assessment Data, and Completer Observations. The EPP also conducted interviews with the completers and their principals and completed the appropriate state-developed satisfaction survey. 

• Case Studies 

While this method is considered sufficient under CAEP guidelines, the Fred S. Klipsch Educators College recognizes the limitations on generalizing data from single case studies to its broader completer population. Moving forward the EPP has elected to pursue a process that can gather more data, on more completers, across more school partners, which will help with providing generalizable data that can offer more powerful direction for EPP programming and another measure for comparison in our triangulation methods.

• Case Study Combined Satisfaction Survey

• Principal Satisfaction Survey
  

To be licensed in the state of Indiana, a program completer must take and pass state-mandated content and pedagogy exams for their licensure area. Exams are administered through Pearson Assessment until September 1, 2021 when the new testing vendor will be ETS PRAXIS Assessments. Exam scores are reported annually comparing MU with the state of Indiana in the following areas: average test scores, the average number of attempts before passing, percentage passing on their first attempt, and the number of candidates not passing/not retaking exams.

License Exam Test Scores

IDOE Matrix Data: https://www.in.gov/doe/files/2021-1388-Matrix-Posted.xlsx

The Indiana Department of Education collects data on teacher effectiveness annually

IDOE Effectiveness Data

Advanced Program Employment Milestones

The Indiana Department of Education (IDOE) distributes employer surveys (annually) to all Indiana school corporations and schools. Building-level administrators complete the survey of first-year teachers by responding to statements indicating their level of performance satisfaction with the teacher’s preparation received from the EPP. The survey is separated into three domains: knowledge preparation, pedagogical preparation, and professional disposition preparation. Domains reflect criteria found in the professional standards (CAEP), and Interstate Teacher Assessment and Support Consortium (InTASC). Results depict completers’ level of agreement in how well the EPP prepared them to impact the learning and development of P-12.

Marian Principal-Employer Satisfaction 2020

Advanced Program Employer Satisfaction

The Indiana Department of Education (IDOE) distributes a completer survey to all EPP program completers (first-year teacher) for initial licensure programs. Completers self-report feelings of preparation to statements from three specific areas: knowledge preparation, pedagogical preparation, and professional disposition preparation. Results depict completers’ level of agreement in how well the EPP prepared them to impact the learning and development of students.

• Completer Satisfaction Survey
  
• Principal-Completer Comparison
• Advanced Program Completer Satisfaction

The MU EPP reports the number of teacher candidates admitted into the Klipsch Educators College initial license programs (TRAD & ALT) and advanced programs, then compared to the number of program completers.

Profile- KEC Graduation-Retention

To be licensed in the state of Indiana, a program completer must take and pass state-mandated content and pedagogy exams for their licensure area. Exams are administered through Pearson Assessment until September 1, 2021 when the new testing vendor will be ETS PRAXIS Assessments. Exam scores are reported annually comparing MU with the state of Indiana in the following areas: average test scores, the average number of attempts before passing, percentage passing on their first attempt, and the number of candidates not passing/not retaking exams.

License Exam Test Scores

A minimum entrance grade point average (GPA) is required for admission into an initial educator preparation program. The state completes an EPP report comparing state and EPP averages for entrance GPA as well as completer GPA ranges disaggregated by content area and cumulative GPA

IDOE Matrix Data:

• https://drive.google.com/file/d/1UFIlUBbxBZ6_eo-AqLZcS-qodVU2QbzR/view
• https://drive.google.com/file/d/1wDsm2tsNz_2pvkUbWFUTSOU7y7nKNqCy/view
• https://drive.google.com/file/d/11rivf-4tVIoYDVHes95VZtM7ySqPPndi/view

Title II Reports:

• 2021 Title II Report TRAD
• 2021 Title II Report ALT

The MU EPP collects self-reported data to determine the rate at which program completers are employed in teaching or other education positions after program completion. The data is currently collected by the Marian Exchange but moving forward the Klipsch Educators College will begin the creation of a process for collecting this data for all programs.

Employment Data 2020

Advanced Program Candidate Progress

The department of Education provides the cohort default rate annually based on 3 years’ worth of default history and a year’s worth of repayment. A cohort default rate is the percentage of a school's borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or William D. Ford Federal Direct Loan (Direct Loan) Program loans during a particular federal fiscal year (FY), October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year.

Loan Default Rate as of Sept. 2020