The Ruth S. Ammon College of Education and Health Sciences is engaged in ongoing assessment and continuous improvement.

Adelphi University is proud to publicly share impact and outcome measures identified by the Council for the Accreditation of Educator Preparation (CAEP) which demonstrate that our graduates are effective teachers and teacher leaders who contribute to student learning. The following is the list of CAEP measures and corresponding data tables that provide supporting evidence for each measure.

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.

The EPP has obtained data from 7 program completers’ in Fall 2022. Program completers provided summative student teaching evaluation using the Danielson Framework for Teaching. Data indicated that all 7 program completers scored above 3.0 across the seven domains. Completers scored the highest in 1e. Designing coherent instruction (3.4) 2a. Creating an environment of respect and rapport (3.7) and 2d. Managing student behavior (3.5).

In the past, 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 responded with any follow up information. As a result, the EPP will continue to collect data through the following approaches: 1) request formal observation data from recent graduates from Adelphi’s teacher education program; and 2) request formal observation data from local school district partners by the next annual report April 30, 2024.

Click on link below to access data:

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 1 program completer in Fall 2022. Program completer provided summative student teaching evaluation using the Danielson Framework for Teaching. Completer scored a 4.0 in 4e. Growing and developing professionally.

The EPP is planning to collect more current data through one of the two approaches discussed above in Impact on P-12 Student Learning Growth.

Click on link below to access data:

Initial Programs: Employer survey

In June 2021, the EPP obtained a low response rate (N = 10 of which 7 were partially completed). In order to increase the number of completers, the EPP has since compiled a targeted list of employers as suggested by faculty who have maintained close contact with alumni.

Additionally, the assessment committee reviewed the questions and aligned them to the 2022 CAEP standards.  The Employer survey was postponed due to an overlap in timing with administering the Alumni Survey.  The EPP plans to administer this survey by October 2023. Data for this measure are expected to be available to the public on or before December 2023.

Initial Programs: Advisory Board update

The Dean assembled a new P-12 Advisory Board consisting of local superintendents, current students 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. Subsequent meetings will include more targeted discussions around ways the EPP and P-12 districts can mutually support and collaborate on initiatives, such as:

  1.     Collaborative development, review, or revision of instruments and evaluations
  2.     Collaborative development, review, or revision of the structure and content of the clinical activities
  3.     Mutual involvement in ongoing decision-making about partnership structure and operations
  4.     Agreed upon provisions to ensure diversity of clinical settings
  5.     Creation of opportunities for candidates to work with diverse P-12 students who have differing needs
  6.     APPR data sharing (our program completers’ teaching effectiveness)

The next meeting is scheduled for May 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 solidified and reviewed. The Employer survey was postponed due to an overlap in timing with administering the Alumni Survey. The EPP plans to administer this survey by October 2023. Data for this measure are expected to be available to the public on or before December 2023.

Initial Programs: State licensure exams

Teacher candidates seeking initial licensure in New York State were required to take three certification exams: 

Educating All Students (EAS), Content Specialty Test (CST), and the Educative Teacher Performance Assessment (edTPA). The New York State Board of Regents voted to modify the teacher performance assessment requirement for certification by eliminating the edTPA requirement for certification and, instead, requiring that New York State-registered teacher preparation programs integrate a teacher performance assessment into the candidates’ student teaching, practicum, or similar clinical experience (e.g., residency, mentored in-service component).

The edTPA is no longer a certification requirement as of April 27, 2022. On that date, the edTPA safety net, edTPA Multiple Measures Review Process (MMRP), and the availability of the Conditional Initial certificate also ended, as these accommodations are no longer needed.

New York State registered teacher preparation programs are required to integrate a teacher performance assessment into the student teaching, practicum, or similar clinical experience (e.g., residency, mentored in-service component) by September 1, 2023. Programs have the flexibility to develop or choose a teacher performance assessment that meets their local interests and needs. This assessment would be designed to promote the professional growth of candidates who are seeking their first Initial teaching certificate.

The accreditation core team and assessment committee reviewed several teacher performance assessments and chose to use the Renaissance Teacher Work Sample (TWS), which we had experience using prior to the edTPA and which was an already validated instrument. The core team planned and delivered a Fall 2022 retreat in which faculty reviewed the TWS, aligned the TWS to InTASC Standards, NYS Culturally Responsive-Sustaining Framework, the NYS Teaching Standards and the CAEP 2022 standards. We created an addendum to the TWS to address any missing components from the TWS as mandated by NYS – namely, assessing candidates in their ability to work with diverse students and families and effectively use technology to plan, deliver and assess instruction.  We developed two sets of prompts for the addendum aligned to the Culturally Responsive-Sustaining Framework and the International Society for Technology in Education Standards (see link below: TPA Cover Letter + Anchor Prompts).

The TWS and addendum — collectively called the Adelphi Teacher Performance Assessment or TPA — was implemented by student teaching supervisors in January 2023. Student teachers completed the TPA as a pilot in Spring 2023. We will be dedicating the Spring 2023 retreat in April to calibrate and validate scoring for the addendum prompts using sample candidate work. We plan to finalize the TPA in Summer 2023 and begin data collection in Fall 2023.

The EAS pass rate for Adelphi candidates seeking initial certification during the 19-20, 20-21, and 21-22 academic years were 93%, 99%, and 96% respectively.

The CST pass rate for Adelphi candidates seeking initial certification during the 19-20, 20-21, and 21-22 academic years were 93%, 97%, and 91%.

This data is shared regularly with faculty at teacher education retreats which are held each semester, so that faculty can review data and discuss potential factors which contributed to this change.

Click on link below to access data:

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 191 candidates (76% white; 19% non-white; 5% unknown). Overall, candidates scored above a 3.0 in all four domains, with the highest scores (M=3.4) in 2a. Creating an environment of respect and rapport and 4e. Showing professionalism. The lowest scores (M=3.0) were in 1f. Designing student assessments, 3b. Using questioning and discussion techniques, 3d. Using assessment in instruction, and 4c. Communicating with families.

Click on link below to access data:

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 19-20, 20-21, and 21-22 academic years were 100%, 92%, and 91%.

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 19-20, 20-21, and 21-22 academic years.

Educational Leadership candidates also take School Leadership Assessments (SLA).  The pass rate for these exams was 100% for 19-20, 20-2021, and 21-22 academic years.

This data is shared regularly with faculty at teacher education retreats which are held each semester, so that faculty can review data and discuss potential factors which contributed to this change.

Click on link below to access data:

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. The EPP will collect this data in Fall 2023. Data for this measure will be available in April 2024.

Click on link below to access data:

Initial Programs: Employment Follow-Up Survey 2021-2022 AY

The Employment Follow-Up Survey provides an important source of data regarding employment in teaching positions. This survey was electronically distributed to 187 graduates six months post-graduation. Twenty-six out of 187 graduates completed this survey. 81% of graduates responded that they were employed in the field of education. 100% of this group were employed full-time. Employed graduates were more likely to be employed as a teacher on a regular contract (62%).  Graduates were more likely to find employment in Elementary Schools (52%) and less likely to find employment in Middle Schools (19%).

The EPP is working with the newly formed Alumni Relations Committee to disseminate the survey during their annual event in Fall 2023. Data for this measure are expected to be available to the public on or before April 2024.

Click on link below to access data:

Advanced Programs: Employment Follow-Up Survey 2021-2022 AY

The Employment Follow-Up Survey did not receive responses from advanced programs.

The EPP is working with the newly formed Alumni Relations Committee to disseminate the survey during their annual event in Fall 2023. Data for this measure are expected to be available to the public on or before April 2024.

Initial Programs (Early Childhood Special Education, Childhood Special Education, Adolescent Special Education, Childhood Education, Adolescent English, Adolescent Math, Adolescent Science, Adolescent Social Studies, Art Education, Music Education, Educational Theatre, TESOL, Physical Education, and Health Education.)

Advanced Programs (Early Childhood Special Education, Childhood Special Education, Adolescent Special Education, Literacy, Educational Leadership, Health Education and Physical Education.)

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