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Office of Professional Preparation & Licensure

Annual Report 2014-2015

Purdue University

College of Education

Academic Services

Office of Professional Preparation & Licensure (OPPL) Staff

ANNUAL REPORT

September 1, 2014 - August 31, 2015

Teresa J. Espino Oakes

Assistant Dean for Teacher Education and OPPL Director

Jennifer Avery

Licensing Advisor

Cheryl Alcock

Licensing Advisor

Jennifer Barce

Licensing Advisor

5/12/14-7/13/15

Karen Hearn

Admission/Retention Clerk

Heather Brinkman

Teacher Education Secretary

Cynthia Bonwell

Office Coordinator

Krishnakumar Sathyanarayanan

Graduate Assistant

OFFICE OF PROFESSIONAL PREPARATION AND LICENSURE

2014 – 2015 ANNUAL REPORT

TABLE OF CONTENTS

Page

Teacher Education Standards, Teacher Education Council, and Programs…………………………………… 1

Transcript Evaluations………………………………………………………………………………………… 7

Teacher Education Programs (Source: Purdue University Data Digest)…………………………………….... 8

Enrollment Trend Data………………………………………………………………………………………... 9

Gate Overview………………………………………………………………………………………………… 10

Gate Actions…………………………………………………………………………………………………... 11

Reasons for Denial……………………………………………………………………………………………. 13

Basic Skills Requirement

Traditional Gate A Report.…………………………………………………………………………………. 16

Alternative Report.…………………………………………………………………………………………. 17

CASA Score Details………………………………………………………………………………………... 18

CASA Attempt and Retake Analysis………………………………………………………………………. 19

Content Tests

ETS Praxis II.………………………………………………………………………………………………. 20

Pearson.…………………………………………………………………………………………………….. 21

Pedagogy

Pearson……………………………………………………………………………………………………... 22

Program Completers Pass Rates………………………………………………………………………………. 23

Administrative Assessment…………………………………………..……………………………………….. 28

Program Completers by Content Area and Licensure Route.………………………………………………… 30

Recommendations for Licensure – Overview………………………………………………………………… 31

Licensure Recommendations Trend Data (2004-August 31, 2015)………………………………………... 32

Original Licensure Recommendations……………………………………………………………………... 33

Addition, Conversion to Professional, and Renewal...................................................................................... 34

License Recommendations by Content Areas: Traditional & Alternative Licensure Areas……………...... 35

License Recommendations by Content Areas: Trend Data ………………………………………………... 36

Out of State Recommendations ……………………………………………………………………………. 37

Teacher Education Program Exit Survey Summary ………………………………………………………….. 38

Introduction

The goals of the Office of Professional Preparation and Licensure (OPPL) are to provide service

to all individuals who request assistance and information regarding Purdue University Teacher

Education Programs and Indiana licensing for educators. OPPL objectives are to:

1. provide information about teacher education programs at Purdue University;

2. provide friendly, knowledgeable, and expedient assistance to individuals who utilize

OPPL services;

3. assist in the administration of Purdue University Teacher Education Council (TEC)

activities;

4. monitor candidates’ status and progress in the Teacher Education Program and maintain

documentation of decisions and procedures used in the administration of teacher

education programs;

5. provide representation at local, state, and national meetings that involve teacher

education and licensing issues;

6. serve as a communication link to all undergraduate and graduate students, academic

advisors, staff, faculty, and P-12 educators regarding State of Indiana licensing mandates,

standards and requirements; and

7. support accreditation activities.

Teacher Education Council (TEC)

Since its inception in 1963, the Teacher Education Council (TEC) at Purdue University has been

broadly representative of the academic colleges, departments, and programs that participate in

the undergraduate and graduate instruction of students preparing to meet licensure requirements.

The TEC was constituted to "represent the University faculty in the establishment of academic

standards for all students pursuing curricula leading to teacher certification."

The Teacher Education Council (TEC) is comprised of members of the teaching faculty and

administrative professional staff in academic units preparing professional educators on the West

Lafayette, Calumet, and North Central campuses as well as students and P-12 representatives.

The College of Education (COE) Dean chairs the TEC and is its chief executive officer.

The Program Convener Council (PCC) is the advisory body to the TEC. It is comprised of the

program conveners (leaders) of all initial and advanced level programs. The COE Associate

Dean for Learning chairs the PCC.

The Teacher Education Foundations Committee is comprised of faculty of teacher education

foundations courses and administrative professional staff. The COE Associate Dean for

Learning also chairs this committee. Its purposes are to: 1) regularly review the foundational

learning experiences for initial licensure teacher education programs at Purdue to maximize both

the quality and efficiency of Purdue teacher education; 2) make recommendations to the Program

Convener Council regarding these experiences; and 3) assist in ensuring that foundation teacher

education experiences are well-articulated and coordinated and meet national, state, and

institutional standards.

1

Summary Highlights for 2014-2015

Purdue University Teacher Education

Accreditation and Program Review

The Continuous Improvement Steering Committee (CISC) is charged with identifying areas

within Purdue’s Teacher Education program in which continuous improvement efforts are

needed or may be expanded. Tasks include:1) revisiting and developing recommendations for

revising the current conceptual framework to better align with standards and curricular changes

at Purdue University (introduction of a core curriculum), 2) revisiting a timeline and developing

a template for annual gathering of data at the Unit and program levels, 3) recommending a

strategy for P-12 assessment implementation, and 4) identifying strategies and recommending

procedures for increased collaboration with P-12 partners, including selecting cooperating

teachers.

During 2014-15, the Continuous Improvement Steering Committee began review of the Council

for the Accreditation of Educator Preparation (CAEP) standards as well as the evidence guide

and other materials related to accreditation. It discussed the possibility of a virtual practitioner

board and reviewed the CAEP Phase-in Schedule for Evidence and the TE Operational

Assessment/Decision System.

Program faculty members were encouraged to use the Teacher Education Reporting SharePoint

site, as well as continue with ongoing data collection to better facilitate the completion of

program review reports, with submissions beginning in Spring 2016.

Teacher Education Council Actions and Updates

Final Approval

Revised Program Proposal Guidelines were approved to include CAEP and a description of P-12

student learning outcomes assessments. That is, to describe opportunities to assess P-12 student

learning outcomes in a variety of ways using formative and summative measures and candidates’

ability to practice developing, delivering, and analyzing assessment results in clinical and field

based experience (if applicable).

Undergraduate Exceptional Needs (Special Education) Mild and/or Intense intervention program

was presented and approved.

Updates

Program updates included: Family and Consumer Sciences Education as a Human Services

Concentration

National Council on Teacher Quality (NCTQ)

The second review cycle moved from a rating system to a ranking one. Errors were noted and

notification of these errors sent to NCTQ staff.

2

Teacher Education Pinning Ceremony and Teacher’s Creed

The first-ever pinning ceremony was conducted on May 15, 2015. This event will be held

annually for all teacher education program completers who wish to participate. A Teacher’s

Creed also was recited.

The Program Convener Council (PCC) discussed and addressed many issues; a few of these

issues are noted below.

Faculty continue to learn about edTPA and how to incorporate it into Teacher Education

at Purdue,

Examination of the CAEP and InTASC requirements,

Indiana legislative updates and the impact on teacher education,

Preparation for SPA assessments,

Pearson Pedagogy Exam Gate placement, pass rates, and student needs, and

Candidate Professional Dispositions.

For details, go to the PCC website at www.teach.purdue.edu/pcc/meeting_minutes.html.

Ongoing/Yearly Activities

Presented information regarding the Indiana Department of Education, the Council for the

Accreditation of Educator Preparation (CAEP), the American Association of Colleges for

Teacher Education (AACTE) and its Indiana affiliate (IACTE), Title II reporting and submitted

the State/CAEP/AACTE and OPPL annual reports.

Participated in institutional, state, and national meetings and conferences regarding teacher

education, accreditation, and licensing issues.

Provided data for the Purdue University Data Digest.

Compiled and distributed the Dispositions Report, TEC Special Cases Committee Report, and

Employer Survey results.

Presented information at the Teacher Education Student Orientation to candidates enrolled in

EDCI 20500 and HDPS 26500, STEM Goes Rural, and Transition to Teaching program to aid in

their understanding of Teacher Education Program requirements, including teacher preparation

and licensing requirements and procedures (i.e., the Candidate Disposition Assessment Process,

Criminal Background Check and Self-Disclosure Statement, and Indiana Licensing Assessment

Changes (transition from ETS Praxis tests to Pearson Core Academic Skills Assessments

(CASA) and Indiana CORE Content Assessments).

Participated in Teacher Recruitment Day and provided Teacher Education Program completers

with licensure information, i.e., licensure requirements, CPR and AED certification, suicide

prevention training, online license application system (LVIS), out-of-state licensing process, and

recruitment for graduate-level programs.

Met with academic advisors and key staff of six academic colleges to communicate and

collaborate on initiatives, policies, procedures, and other teacher education and licensing issues,

as well as inform them of Rules for Educator Preparation and Accountability (REPA) updates.

3

http://www.teach.purdue.edu/pcc/meeting_minutes.html

Continued distribution of the Teacher Education Program Exit Survey to Purdue University Fall

2013 and Spring 2014 Teacher Education Program completers via Qualtrics and documented and

distributed their responses in order to provide feedback to faculty for possible program revisions.

Completed queries and reports as requested by faculty and staff.

Prepared eligibility letters for program completers.

Teacher Education Program completers who applied for licensure were recommended for the

Indiana teacher, administrator, and school services licenses.

Completed program completion verification forms for individuals pursuing out-of-state

licensing.

Continued to develop and update the Teacher Education website to ensure user accessibility and

accuracy of information.

Provided academic advisors website access for admission and retention status reports, including

test score information.

Continued to update and utilize the various distribution lists managed by OPPL, which included

sending information regarding licensure, notices of application due dates, testing requirements,

test dates, and dates of the Teacher Education Council Special Cases Committee meetings.

Collaborated with various entities (e.g., Office of Information Technology, Office of the

Registrar, Office of Institutional Research, Purdue Extended Campus, etc.) to develop ways for

technology to improve effectiveness and efficiency of data entry, for streamlining tasks, and

increasing productivity of the office.

Continued to review, consolidate, and purge office files and client records no longer needed,

following the Records Retention schedule. Continued with the Document Imaging Project,

converting hard copy files to digital form.

Office manuals were updated on an ongoing basis.

Staff continued to provide courteous, friendly, and timely assistance for clients via telephone,

electronic mail, written correspondence, and face-to-face interactions.

Teacher Education Standards

Purdue University teacher education programs align to state standards and requirements as well

as adhere to institutional and professional standards. These include the following.

Specialized Professional Association (SPA) Standards

Interstate Teacher Assessment and Support Consortium (InTASC) Standards

Indiana Department of Education Standards

National Board for Professional Teaching Standards

P-12 Academic Standards

The Model for Professional Preparation guides the vision for Teacher Education at Purdue. It is

the conceptual framework approved by the TEC.

4

http://www.ncate.org/Standards/ProgramStandardsandReportForms/tabid/676/Default.aspx

http://www.ccsso.org/Resources/Programs/Interstate_Teacher_Assessment_Consortium_(InTASC).html

http://www.doe.in.gov/licensing/repa-teacher-standards

http://www.nbpts.org/national-board-standards

http://doe.in.gov/achievement/standards

http://www.teach.purdue.edu/faculty_staff/PPmodel_graphic.html

The Continuous Improvement Steering Committee continued its review of the Council for the

Accreditation of Educator Preparation (CAEP) standards and will continue to provide guidance

so Teacher Education at Purdue meets these standards. Programs also adhere to the State of

Indiana rules, regulations, and standards. Teacher education programs are currently recognized

by Specialized Professional Associations and approved by the State of Indiana. As part of the

accreditation process, faculty are gearing up for submission of programs for review by the

Specialized Professional Associations (SPA) or the Indiana Department of Education. Teacher

Education programs are nationally recognized or state approved by the SPA or Indiana

Department of Education, respectively. The professional education unit is accredited by

NCATE.

In alignment with national and state standards, Purdue University uses the Interstate Teacher

Assessment and Support Consortium (InTASC) standards as the foundation for preparing

teachers. The InTASC standards measure knowledge, dispositions, and performances of

educators. Knowledge is an understanding of subject content and methods of teaching.

Dispositions are attitudes and beliefs about teaching and learning. Performance is the ability to

combine both knowledge and dispositions for successful performance in the classroom. By

assessing these areas, Purdue University prepares competent, professional educators.

Likewise, Purdue University adheres to the Educational Leadership Constituent Council (ELCC)

standards and National Board for Professional Teaching Standards (NBPTS) for preparation at

the advanced levels. New CAEP standards for advanced programs were adopted on June 5,

2014, at the CAEP Board of Directors meeting. Purdue program faculty began looking at these

standards to ensure alignment. In addition, the counseling program in the College of Education

is recognized by the Council for Accreditation of Counseling and Related Educational Programs

(CACREP), and the Speech, Language and Hearing Sciences program in the College of Health

and Human Sciences is accredited by the American Speech-Language Hearing Association

(ASHA).

Regarding State Standards, the Indiana Department of Education (IDOE) contracted with

Pearson to develop the Indiana Developmental and Content Standards for Educators, which

include educator standards in forty-six content and administrative areas and at five school setting

developmental levels. The standards are grounded in scientifically based research and are aligned

with the Rules for Educator Preparation and Accountability (REPA), Indiana Academic

Standards, Indiana Core Standards, the Common Core State Standards for Mathematics and for

English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects,

standards of the International Society for Technology in Education (ISTE), and other relevant

standards of national professional organizations.

Source: IDOE REPA Teacher Standards Process Document, December 2010

Teacher Education Rules

The Rules for Educator Preparation and Accountability (REPA) 3 went into effect January 16,

2015. Some requirements were effective immediately; others, such as the changeover from

REPA to REPA 3 will be implemented between January 16, 2015, and August 31, 2019.

Additional details can be found at http://www.doe.in.gov/licensing/repa.

Keep in mind that Indiana licensing rules and regulations are subject to change by the Indiana

Department of Education.

5

http://www.doe.in.gov/licensing/repa

PURDUE UNIVERSITY Teacher Education Programs

Rules for Educator Preparation and Accountability (REPA)

Licensure (Purdue Majors)

Content Area: Instructional

Presented or approved

by the TEC

P-3

K-6

5-12

P-12

Career/Technical Education

Agriculture 2/12/13

Family and Consumer Sciences 9/8/14

Communication Disorders

(Speech, Language, and Hearing Sciences)*

ASHA accredited

4/30/14

Computer Education (Educational Technology)*

(Computer Science Teaching)

Withdrawn 9/29/10

9/29/10

Early Childhood Education and Exceptional Needs 4/30/14

Elementary Education 4/27/10

Elementary Education and Exceptional Needs 4/24/13

Engineering and Technology Education 4/23/12

English Learners (English Language Learning)* 4/30/09

Exceptional Needs (Special Education)

Mild Intervention 4/28/15

Mild and Intense Intervention 4/28/15

Mild and Intense Intervention*

(Online Master’s degree*)

4/30/14

Fine Arts

Visual Arts (Visual Arts/Design Emphasis)

(BFA Degree added) 4/30/14

High Ability (Gifted, Creative, and Talented)* 12/6/02

Health/Physical Education

New admissions suspended, effective Fall 2014

(combined) 4/24/13

Language Arts (English Education) 4/23/12

Mathematics

(Advanced*)

4/30/14

2/12/13

Reading (no longer offered under REPA)

Reading Specialist* Withdrawn 1/22/09

Science (one or more areas)

Chemistry 3/12/03

Earth/Space Sciences 4/24/13

Life Sciences (Biology Education) 4/27/10

Physics 3/12/03

Social Studies (+ required)

(Online Master’s degree*) 2/21/02

Conceptual Approval 4/24/08

Economics +

Government and Citizenship +

Historical Perspectives +

Psychology

Sociology

World Language (Foreign Language)

New admissions suspended, effective Fall 2012;

No license recommendations after 8/31/15

4/19/07

STEM Goes Rural* 2/25/09

Transition to Teaching* Elementary discontinued - 12/10/13 7/1/02

TEP Revised Curriculum Foundational Courses Change 4/30/14

Content Area: Administrative

District Administrator* 2/12/13

Superintendent

Director of Exceptional Needs 12/10/13

Director of Career/Technical 12/3/04

Building Level Administrator* 2/12/13

Content Area: School Services

School Counselor * CACREP accredited

*Offered as a graduate program only

6

Office of Professional Preparation and Licensure Annual Report 2014-2015

Social Studies -- Economics

Social Studies -- Government and Citizenship

TRANSCRIPT EVALUATIONS

REPA LICENSURE


Transcript evaluations are completed for individuals who hold a bachelor’s or higher degree and are interested in

pursuing a Purdue University Teacher Education Program licensure area. In order to be eligible for an evaluation by

the Office of Professional Preparation and Licensure, the individual must meet the set GPA requirements for a

licensure program. Official transcripts are reviewed by a licensing advisor to determine the courses which remain to be

completed in a particular program.

Number of Evaluations

4

5

Content Area

Career/Technical Education - Agriculture

Career/Technical Education - Family and Consumer Sciences

0

2

6

22

16

0

2

3

1

2

0

0

4

3

Computer Education

Dual: Elementary Education & Mild Intervention

English as a New Language

Exceptional Needs - Mild Intervention Graduate (Initial)

Exceptional Needs - Mild Intervention Graduate (Advanced)

Exceptional Needs - Intense Intervention Graduate (Initial)

Exceptional Needs - Intense Intervention Graduate (Advanced)

Exceptional Needs - Mild & Intense Graduate (Initial)

Exceptional Needs - Mild & Intense Graduate (Advanced)

Fine Arts (Visual Arts)

Fine Arts (Visual Arts w/Design Emphasis)

Generalist: Early Childhood & Exceptional Needs

Generalist: Early and Middle Childhood (Elementary Education)

Gifted and Talented Education (High Ability)

3

3

0

Language Arts (English Education)

Mathematics

Science -- Chemistry

Science -- Earth/Space Sciences

Science -- Life Sciences (Biology)

Interdisciplinary Cooperative Education Endorsement 1

3

8

Social Studies -- Historical Perspectives

2

2

2

District Administrator - Superintendent

TOTAL

16

3

Building Level Administrator

District Administrator - Director of Career/Technical

District Administrator - Director of Exceptional Needs

128

4

3

Science -- Physics

Technology Education

2School Counselor

0

1

Social Studies -- Psychology

Social Studies -- Sociology

2

3

7

Office of Professional Preparation and Licensure 2014-2015

Teacher Education Programs

(for Fall Semester in Academic Years 2010-11 through 2014-15)

Undergraduate Graduate Undergraduate Graduate Undergraduate Graduate Undergraduate Graduate Undergraduate Graduate

Enrollment 1,578 230 1,371 213 1,217 207 973 167 898 204

Enrollment By College/School

Agriculture 88 73 70 67 75

Consumer & Family Sciences1

82

Education 805 744 669 573 517

Health & Human Sciences1

196 1 174 147 120 118

Liberal Arts1

397 203 177 117 102

Science 152 134 120 81 78

Technology 54 43 34 15 8

Graduate2

230 213 207 167 204

Enrollment by Gender

Men 463 74 393 54 315 52 206 41 195 46

Women 1,115 156 978 159 902 155 767 126 703 158

Total 1,578 230 1,371 213 1,217 207 973 167 898 204

Percent Women 70.7% 67.8% 71.3% 74.6% 74.1% 74.9% 78.8% 75.4% 78.3% 77.5%

Enrollment By Race/Ethnicity

American Indian or Alaska Native 6 2 4 1 4 1 2 0 0 0

Asian 20 3 10 2 12 3 10 3 15 1

Black or African American 26 12 27 11 23 13 21 12 18 11

Hispanic or Latino 53 2 46 4 37 6 34 3 34 7

Native Hawaiian or Other Pacific Islander 0 0 0 0 0 0 1 0 0 0

Two or more races 8 1 18 3 15 4 11 3 15 1

Subtotal Minority 113 20 105 21 91 27 79 21 82 20

Percent Minority Domestic 7.2% 9.2% 7.7% 9.9% 7.5% 13.0% 8.1% 12.6% 9.1% 9.8%

White 1,460 198 1,237 179 1,094 168 891 139 789 176

Unknown 0 0 21 4 23 2 17 1 10 1

International2

5 12 8 9 9 10 13 6 17 7

Percent International 0.3% 5.2% 0.6% 4.2% 0.7% 4.8% 1.3% 3.6% 1.9% 3.4%

Degrees Awarded in Academic Year 388 79 301 68 365 72 264 73 231 67

Licenses Recommended:

Post-baccalaureate Licensing Only3

24 12 29 6 2

Transition to Teaching4

7 9 4 6 6

STEM Goes Rural5

15 21 8 6 8

Initial 421 417 404 271 216

Proficient 6 1 14 12 1

Accomplished 1 80 50 41 25

Additions 111 46 19 26 8

Renewals 142 101 53 63 781Some majors changed reporting colleges starting the 2011-12 academic year. In order to show enrollment trends, Health & Human Sciences enrollments for 2010-11 and earlier are for majors that moved.

2International count is based on fee residence.

3Post-baccalaureate Licensing Only includes those who completed a Teacher Education Program; it does not include those who completed a baccalaureate degree or higher while completing licensure requirements.

2014-152013-142012-132010-11 2011-12

4Transition to Teaching is a program to facilitate the transition of competent professionals in fields other than teaching into the teaching profession. Purdue offers Transition to Teaching as a Graduate program.

5There is a critical shortage of qualified science, technology, engineering and math (STEM) teachers, and these shortages are especially acute in rural areas. To address this pressing need, Purdue University has a program to staff rural

secondary schools with highly qualified STEM teachers.

Source: Office of Enrollment Management, Analysis and Reporting, College of Education (COE) Office of Professional Preparation and Licensure, and COE Office of Strategic Assessment

8


Content Area 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

College of Agriculture

Career/Technical Education: Agriculture 90 80 90 88 73 70 67 75


Dual: Elementary Education & Exceptional Needs: Mild Intervention 11 19 59 76 101 107 104 99

Exceptional Needs 101 97 38 16 1 0 0 0

Generalist: Early and Middle Childhood (Elementary Education) 655 640 620 577 514 469 397 350

Social Studies 163 164 136 136 128 93 72 68

College of Health and Human Sciences

Career/Technical Education: Family and Consumer Sciences 33 38 52 51 45 39 30 22

Generalist: Early Childhood & Exceptional Needs: Mild Intervention 31 29 36 31 36 39 43 52

Health Education 69 58 22 19 10 6 2 2

Physical Education 55 63 107 95 83 63 45 42

College of Liberal Arts

Fine Arts: Visual Arts 85 72 76 64 47 39 38 33

Language Arts (English Education) 156 163 164 182 134 125 74 69

World Languages 37 30 35 37 22 13 5 0

College of Science

Mathematics 115 102 106 106 88 75 54 54

Science: Chemistry 19 17 20 20 17 16 9 6

Science: Earth/Space Sciences 7 5 4 9 9 7 2 5

Science: Life Sciences (Biology) 32 29 22 10 15 16 10 7

Science: Physics 8 4 7 7 5 6 4 6

Purdue Polytechnic Institute

Engineering/Technology Education 51 40 49 54 43 34 15 8

Total Teacher Education Enrollment 1718 1650 1643 1578 1371 1217 971 898

Note: On May 15, 2015, the Purdue University Board of Trustees approved renaming the College of Technology to Purdue Polytechnic Institute

Teacher Education

Undergraduate Enrollment Trend Data

2007-2015

9

Overview

Traditional Candidates’ Gate Information


The Office of Professional Preparation and Licensure processed admission and retention of candidates on a timely,

ongoing basis. For the 2014-2015 reporting period, a total of 829 Gate and exit audits were processed.

Gate

Admission

/Retained Denied

Conditional

Admittance/

Permission

to Proceed

Denial –

Conditional

Admittance

Permission to

Take Methods

Courses but

NOT Admitted

Permission to

Proceed –

Student

Teaching

Test Waiver

Special

Cases

Committee

A

(4-Gate) 3

A2

(3-Gate) 277 182 12 4 6

B

(4-Gate) 13 6 1

B2

(3-Gate) 73 37 3 36

C

(4-Gate) 121 4 1 47

D

(4-Gate) 281 1

*Due to the transition from the 4-Gate to 3-Gate system, the chart above reflects a combination by Gate function.

Admission to the Teacher Education Program includes Gates A and A2. The Gate B row includes only candidates from

4-Gate (note the much lower number) as this intermediate step is no longer a function in the 3–Gate system. The Gate

prior to student teaching is represented by Gates B2 and C. Gate D represents program completers; there was one

candidate who was denied licensure.

10

Admission and Denial Actions



Program Area Major Gate Action A A2 B B2 C D

Admittance 16 5 3 15

Denial 25 2 5

Permission to Proceed 2 1

Permission to Proceed - Student Teaching Test Waiver 1

Permission to Take Methods Course(s) 1

Fine Arts (Visual Arts w/Design Emphasis)

Enrollment Number: 2Denial 2

Admittance 8 4 3 10

Denial 10 1 1

Permission to Proceed - Student Teaching Test Waiver 1 1


Admittance 9 5 9 27

Conditional Admittance 2

Denial 6 5

Permission to Proceed 1


Admittance 2 98 2 6 52 81


Denial 39 3 1 1


Admittance 1 26 1 19 25


Denial 4




Denial 10 1 1




Denial 8 2 1




Denial 7 1 1


Social Studies: Psychology Admittance 1 1

Admittance 1 4

Permission to Proceed - Student Teaching Test Waiver 1Notes: Enrollment numbers are only undergraduate students who may not yet be admitted to the Teacher Education Program at Gate A. Source: Office of Enrollment Management

Gate Actions include undergraduate and post-baccalaureate students who may be counted in more than one Gate and/or action.

Due to the transition from the 4-Gate to 3-Gate system, the chart above reflects a combination by Gate function. Admission to the Teacher Education Program includes Gates A and A2. The Gate B column includes only candidates from 4-Gate (note the much lower number) as this intermediate step is no longer a function in the 3–Gate system. The Gate prior to student teaching is represented by Gates B2 and C. Gate D is the number of program completers/licensure.

Social Studies: Sociology



Enrollment Number: 31



Dual: Elementary Generalist & Exceptional Needs: Mild Intervention


Elementary Generalist


Career/Technical Education: Agriculture




Social Studies: Economics


Social Studies: Government and Citizenship


Social Studies: Historical Perspectives


11

Admission and Denial Actions



Program Area Major Gate Action A A2 B B2 C D

Admittance 7 5 5 9

Denial 5 1 1



Denial 9

Denied-Conditional Admittance 1

Permission to Proceed - Student Teaching Test Waiver2

6


Denial 21 1

Denial - Conditional Admittance 2



Denial 18 3

Denial - Conditional Admittance 1




Denial 13 13



Admittance 2 1 5

Denial 2

Admittance 1

Denial 1

Admittance 3 3 6

Denial 1 2 1

Permission to Proceed - Student Teaching Test Waiver1 1

Science: Physics

Enrollment Number: 6Admittance 2 2

Admittance 1 1 2

Denial 1

Total 3 481 20 149 173 282

Notes: Enrollment numbers are only undergraduate students who may not yet be admitted to the Teacher Education Program at Gate A. Source: Office of Enrollment Management

Gate Actions include undergraduate and post-baccalaureate students who may be counted in more than one Gate and/or action.

Due to the transition from the 4-Gate to 3-Gate system, the chart above reflects a combination by Gate function. Admission to the Teacher Education Program includes Gates A and A2. The Gate B column includes only candidates from 4-Gate (note the much lower number) as this intermediate step is no longer a function in the 3–Gate system. The Gate prior to student teaching is represented by Gates B2 and C. Gate D is the number of program completers/licensure.

On May 15, 2015, the Purdue University Board of Trustees approved renaming the College of Technology to Purdue Polytechnic Institute

*includes students who are Health & Physical Education majors

Purdue Polytechnic InstituteEngineering/Technology Education


College of Health and

Human Services

College of Science

Science: Life Sciences (Biology)


Health Education

Enrollment Number: 30*

Mathematics


Science: Chemistry


Physical Education

Enrollment Number: 42*

Generalist: Early Childhood & Exceptional Needs


Career/Technical Education: Family and Consumer Sciences


Science: Earth/Space Sciences


12

Reasons for Gate Denials



Content Area Denial Reason A A2 B B2 C D


Basic Skills competency (Praxis I or alternative) not submitted or successfully completed 2

Basic Skills Competency Assessment not submitted or successfully completed 6

Content GPA lower than required minimum for program area 6

Content Test(s) not submitted or successfully completed 2

No application to the Teacher Education Program and/or Teacher Education Program Signature Form 3

Overall GPA lower than required minimum for program area 4 2 1

Professional Education GPA lower than 3.00 and/or “D”, “F”, and/or “I” in a professional education course 4 1

Unsatisfactory completion of Blocks III, IV, V or secondary methods course and/or "D", "F" or "I" in a

methods course 1



Content GPA lower than required minimum for program area 1 1


Overall GPA lower than required minimum for program area 1

Unsatisfactory completion of Foundational Course(s) and/or "D, "F", or "I" in a Foundational Course (EDCI

20500, EDCI 27000, EDCI 28500, EDST 20000, EDPS 23500, EDPS 26500) 1





Professional Education GPA lower than 3.00 and/or “D”, “F”, and/or “I” in a professional education course 2

Unsatisfactory completion of Foundational Course(s) and/or "D, "F", or "I" in a Foundational Course (HDFS

21000, HDFS 26000, HDFS 31000, HDFS 41200, EDPS 26500) 1







Basic Skills Competency Assessment not submitted or successfully completed 8 1





Health Education

Career/Technical Education: Agriculture

Career/Technical Education: Family and Consumer Sciences

Early Childhood Education & Exceptional Needs: Mild Intervention

Physical Education

13










Content Test(s) not submitted or successfully completed 3 1









Overall GPA lower than required minimum for program area 3 1


























methods course 1

Social Studies: Economics

Social Studies: Government and Citizenship

Fine Arts (Visual Arts with Design Emphasis)


Social Studies: Historical Perspectives


Dual: Elementary Generalist & Mild Intervention

Elementary Generalist

14





College of Science







Transcript indicated not admitted to appropriate teacher education major 1


methods course 2



Science: Chemistry Content GPA lower than required minimum for program area 2

Science -- Earth/Space Sciences Content GPA lower than required minimum for program area 1




Engineering/Technology Education Basic Skills Competency Assessment not submitted or successfully completed 1

Total 0 182 6 37 4 1


Science: Life Sciences (Biology)

Mathematics

15


Traditional Program Candidates Gate A Admittance


Number Admitted by Approved Test Option:

Test Option Number Admitted to Gate A

ACT Composite (24+) 32

SAT(1100+ on Reading & Math) 53

ACT and SAT (both) 32

Pearson CASA Passed 77

Praxis I (before 09/01/13) 16

Praxis I and Pearson CASA (both) 1

Praxis I Composite (527) 8

Praxis and Pearson Combined 6

GRE 0

Total 225

Number Admitted by Gender:

Gender Number Percent

Female 190 84.4%

Male 35 15.6%

Total 225 100%

Number Admitted by Ethnicity:

Ethnicity Number Percent

African American 2 0.9%

Asian American 2 0.9%

Caucasian American 207 92%

Hispanic American 5 2.2%

Native American 0 0%

2 or more 3 1.3%

International 5 2.2%

Unreported 1 0.4%

Total 225 100%

Number Admitted by GPA:

GPA Number Percent

3.5-4.0 76 33.8%

3.0-3.49 95 42.2%

2.5-2.99 53 23.6%

2.0-2.49 1* 0.4%

1.5-1.99 0 0%

Below 1.5 0 0%

Unknown 0 0%

Total 225 100%

*Conditional Admittance


Alternate Route Licensure Candidates


Number Admitted by Approved Test Option:

Test Option Number Completing Basic Skills

Competency Assessment Requirement

ACT Composite (24+) 8

SAT(1100+ on Reading & Math) 12

ACT and SAT (both) 0

Pearson CASA Passed 11

Praxis I Passed (before 9/01/13) 4

Praxis I and Pearson CASA (both) 0

Praxis I Composite (527) 1

Praxis and Pearson Combined 1

GRE 8

ACT, SAT and GRE (all) 1

Master’s Degree 6

Total 52

Number Admitted by Gender:

Gender Number Percent

Female 43 82.7%

Male 9 17.3%

Total 52 100%

Number Admitted by Ethnicity:

Ethnicity Number Percent

African American 1 1.9%

Asian American 2 3.8%

Caucasian American 39 75%

Hispanic American 3 5.8%

Native American 0 0%

2 or more 1 1.9%

International 1 1.9%

Unreported 5 9.6%

Total 52 100%

Number Admitted by GPA:

GPA Number Percent

3.5-4.0 26 50%

3.0-3.49 19 36.5%

2.5-2.99 7 13.5%

2.0-2.49 0 0%

1.5-1.99 0 0%

Below 1.5 0 0%

Total 52 100%


Code Test Total # Mean Score Median Score Low Score High Score Qualifying

001 Reading 170 237 237 134 289 220

002 Mathematics 179 238 240 146 295 220

003 Writing 185 228 228 130 285 220

Code Test Total # Success # Success % Failure # Failure %

001 Reading 170 136 80.00% 34 20.00%

002 Mathematics 179 134 74.86% 45 25.14%

003 Writing 185 128 69.19% 57 30.81%

PURDUE UNIVERSITY

PEARSON INDIANA CORE ACADEMIC SKILLS ASSESSMENT (CASA)

FOR ADMISSION TO THE TEACHER EDUCATION PROGRAM


18


Best Attempt Results*

Test Code Test

# Takers -

Purdue

# Pass -

Purdue

# Not Pass -

Purdue

% Pass -

Purdue

# Takers-

State

# Pass-

State

# Not Pass-

State

% Pass-

State

Mean Total

Scaled Score-

Purdue

Mean Total

Scaled Score-

State001 CASA - Reading 124 118 6 95% 2,705 2,430 275 90% 243.7 239.7002 CASA - Mathematics 124 115 9 93% 2,780 2,228 552 80% 248.0 234.3003 CASA - Writing 118 111 7 94% 2,623 2,203 420 84% 236.2 233.1

*Results are for test takers who indicated Purdue as the provider of educator preparation. Data reflect examinees’ best attempt, for those examinees who have retaken a test.

First Attempt and Retakers Results**

Test Code Test

# Test

Takers

Attempt 1 -

Purdue

Pass Rate

Attempt 1 -

Purdue

# Test

Takers

Attempt 1 -

State

Pass Rate

Attempt 1 -

State

# Retakers -

Purdue

Retaker

Pass Rate -

Purdue

# Retakers -

State

Retaker

Pass Rate -

State001 CASA - Reading 116 85% 2,467 78% 31 61% 861 59%002 CASA - Mathematics 112 79% 2,445 64% 43 63% 1,416 47%

003 CASA - Writing 113 73% 2,437 69% 44 64% 1,034 51%

**Results are for test takers who indicated Purdue as the provider of educator preparation. Retakers may include individuals retaking the test multiple times.

PURDUE UNIVERSITY

PEARSON CASA BASIC SKILLS COMPETENCY ASSESSMENT

FOR ALL TEST TAKERS


19


Code Specialty Area Total #

Mean

Score

Median

Score

Low

Score

High

Score

Qualifying

Score


Praxis II not required for Agricultural Education

0011 Elementary Education: Curriculum, Instruction, and Assessment (Paper) 6 176 178 154 194 165

5011 Elementary Education: Curriculum, Instruction, and Assessment (Computer) 7 167 170 147 195 165

5032 Reading and Language Arts Subtest 73 182 182 158 200 165

5033 Mathematics Subtest 86 175 175 150 200 164

5034 Social Studies Subtest 94 164 160 140 200 155

5035 Science Subtest 84 171 170 144 200 159

0300 Reading Specialist 14 491 510 340 570 370

0543 Special Education: Core Knowledge and Mild to Moderate Applications (Valid 9/1/2011) 1 170 170 170 170 158

5543 Special Education: Core Knowledge and Mild to Moderate Applications (Computer) (Valid 11/1/2011) 21 172 170 159 185 158

0081 Social Studies: Content Knowledge 1 133 133 133 133 147

5081 Social Studies: Content Knowledge (Computer) 57 164 162 148 188 156

5022 Early Childhood: Content Knowledge 5 181 182 178 184 156

5121 Family and Consumer Sciences Education (Computer) 4 166 164 160 177 157

5550 Health Education (Computer) 1 670 670 670 670 650

5551 Health Education 12 167 167 155 181 158

5091 Physical Education: Content Knowledge (Computer) 16 159 158 148 168 153

5531 Pre-Kindergarten Education (Computer) 5 186 189 171 193 165

0133 Art Education: Content Knowledge 7 168 166 157 183 159

0041 English Language, Literature, and Composition: Content Knowledge 4 177 171 168 198 160

5041 English Language, Literature, and Composition: Content Knowledge 20 172 173 149 192 160

0061 Mathematics: Content Knowledge 2 174 174 160 187 136

5061 Mathematics: Content Knowledge (Computer) 3 165 164 148 183 136

0245 Chemistry: Content Knowledge 3 163 162 144 182 151

0235 Biology: Content Knowledge 1 165 165 165 165 157

5235 Biology: Content Knowledge (Computer) 1 165 165 165 165 157

0051 Technology Education 1 176 176 176 176 159

Note: On May 15, 2015, the Purdue University Board of Trustees approved renaming the College of Technology to Purdue Polytechnic Institute.

PURDUE UNIVERSITY

PRAXIS II: SUBJECT ASSESSMENTS/SPECIALTY AREAS

TEST SCORES BY PROGRAM COMPLETERS






College of Science

20


Code Specialty AreaTotal # Takers

MeanScore

MedianScore

LowScore

HighScore

QualifyingScore

009 Career and Technical Education: Agriculture 16 240 238 223 267 220

060 Elementary Education Generalist Subtest 1: Reading and English Language Arts 42 227 227 164 271 220061 Elementary Education Generalist Subtest 2: Mathematics 42 234 234 172 275 220062 Elementary Education Generalist Subtest 3: Science, Health, PE 42 234 240 150 270 220063 Elementary Education Generalist Subtest 4: Social Studies and Fine Arts 42 226 220 196 264 220025 Exceptional Needs: Mild Intervention 20 246 245 220 273 220048 Social Studies: Economics 4 219 222 176 256 220050 Social Studies: Government and Citizenship 4 238 235 223 260 220051 Social Studies: Historical Perspective 6 222 222 188 254 220019 English Learner 3 227 223 223 236 220032 High Ability 2 239 239 220 257 220039 School Administrator: Building Level 16 238 236 206 268 220040 School Administrator: District Level 3 227 231 214 237 220

014 Early Childhood Generalist Subtest 1: Reading and English Language Arts 7 218 227 191 235 220015 Early Childhood Generalist Subtest 2: Mathematics 7 224 227 205 235 220016 Early Childhood Generalist Subtest 3: Science, Health, PE 7 237 229 220 282 220017 Early Childhood Generalist Subtest 4: Social Studies and Fine Arts 7 232 229 220 247 220011 Career and Technical Education: Family and Consumer Science 6 227 223 220 246 220

021 English Language Arts 9 232 232 217 254 220030 Fine Arts: Visual Arts 4 236 236 223 248 220

035 Mathematics 12 234 234 211 275 220043 Science: Chemistry 4 236 230 223 260 220045 Science: Life Science 4 228 220 220 251 220047 Science: Physics 2 275 275 268 281 220

018 Engineering and Technology Education 1 243 243 243 243 220

PURDUE UNIVERSITYPEARSON CORE CONTENT

TEST SCORES BY PROGRAM COMPLETERS*September 1, 2014 - August 31, 2015




Note: On May 15, 2015, the Purdue University Board of Trustees approved renaming the College of Technology to Purdue Polytechnic Institute*Scores reflect program completers best attempt.


College of Science


21


Code Test Total # Takers Mean Score Median Score Low Score High Score Qualifying004 Early Childhood Education 12 238 234 227 255 220005 Elementary (K-6) 100 242 241 174 282 220006 Secondary (5-12) 91 246 244 205 282 220007 P-12 22 235 232 214 255 220

Code Test Total # Takers Success # Success % Failure # Failure %004 Early Childhood Education 12 12 100% 0 0%005 Elementary (K-6) 100 97 97% 3 3%006 Secondary (5-12) 91 89 98% 2 2%007 P-12 22 21 95% 1 5%

*Scores reflect program completers best attempt.

PURDUE UNIVERSITYPEARSON DEVELOPMENTAL (PEDAGOGY)

TEST SCORES BY PROGRAM COMPLETERS*September 1, 2014 - August 31, 2015

22


Type of Assessment2003-

2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

2013-

2014

2014-

2015

Basic Skills

CBT READING 100% 100% 100%*

CBT WRITING 98% 100% 91%*

CBT MATHEMATICS 98% 100% 100%*

PPST MATHEMATICS (0730) 97% 98% 100% 100% 100% 100% 100% 100% 100% 100%

PPST READING (0710) 97% 95% 99% 100% 98% 97% 100% 99% 99% 99%

PPST WRITING (0720) 98% 98% 100% 100% 100% 100% 99% 100% 100% 100%

PPST READING (COMPUTER) (5710) 98% 100% 100% 100% 100% 100% 100% 100%

PPST WRITING (COMPUTER) (5720) 99% 100% 100% 100% 100% 100% 100% 100%

PPST MATHEMATICS (COMPUTER) (5730) 100% 99% 100% 100% 100% 100% 100% 100%

Professional Knowledge

PRE-KINDERGARTEN EDUCATION for Early

Childhood License (0530) 100% 100% 100% 100% 100% 100%

PRE-KINDERGARTEN EDUCATION II for Early

Childhood License (0531) 100% 100%

Academic Content Areas

ELEM ED CURR INSTRUC ASSESSMENT

(0011/5011)99% 96% 100% 99% 99% 100% 100% 100% 98% 100% 100% 83%

ELEM ED MULTIPLE SUBJECTS: READING AND

LANGUAGE ARTS SUBSET (5032) 100% 100% 100% 95%

ELEM ED MULTIPLE SUBJECTS: MATHEMATICS

SUBSET (5033) 80% 94% 99% 79%

ELEM ED MULTIPLE SUBJECTS: SOCIAL STUDIES

SUBSET (5034) 73% 94% 98% 70%

ELEM ED MULTIPLE SUBJECTS: SCIENCE

SUBSET (5035) 87% 94% 100% 80%

PURDUE UNIVERSITY

PROGRAM COMPLETER PASS-RATE DATA - PRAXIS

2003-2015

23



2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

2013-

2014

2014-

2015

Academic Content Areas continued

EARLY CHILDHOOD EDUCATION (0020) 100%*

ENG LANG LIT COMP CONTENT KNOWLEDGE

(0041/5541) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 81%

MATHEMATICS: CONTENT KNOWLEDGE

(0061/5061) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

SOCIAL STUDIES: CONTENT KNOWLEDGE

(0081/5081) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 94% 72%

PHYSICAL EDUCATION

PHYSICAL ED: CONTENT KNOWLEDGE

(0091/5091)100% 93% 100% 100% 100% 100% 100% 100% 100% 100% 91% 81%

ART CONTENT KNOWLEDGE (0133) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 86%

FRENCH PRODUCTIVE LANGUAGE SKILLS

FRENCH CONTENT KNOWLEDGE (0173) 100%* 100%* 100%* 100%* 100%* 100% 100%

FRENCH: WORLD LANGUAGE (5174) 100% 100%

GERMAN CONTENT KNOWLEDGE (0181) 100%*

SPANISH PRODUCTIVE LANGUAGE SKILLS 71%* 100%* 100%*

SPANISH CONTENT KNOWLEDGE (0191) 71%* 100%* 100% 100%* 100%* 100%* 100% 100% 100%

SPANISH: WORLD LANGUAGE (5195) 100% 100% 80%

BIOLOGY CONTENT KNOWLEDGE (0235/5235) 100% 100%* 86%* 100% 100%* 100%* 100% 100% 100% 100% 100% 100%

CHEMISTRY CONTENT KNOWLEDGE (0245/5245) 100% 100%* 100%* 100%* 100%* 100%* 100% 100% 100% 100% 67% 67%

PHYSICS CONTENT KNOWLEDGE (0265/5265) 100%* 100%* 100%* 100%* 100%* 100% 100% 100% 80%

INTRODUCTION TO READING (0200) 100%

READING SPECIALIST (0300) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

GENERAL SCIENCE 100%*

EARTH SCIENCE CONTENT KNOWLEDGE

(0571/5571)100%* 100%* 100%* 100%* 100%* 100% 100% 100% 100% 100%

TECHNOLOGY EDUCATION (0050) 100% 96% 100% 100%* 100% 100% 100% 100% 100%

TECHNOLOGY EDUCATION (0051) 100% 100% 100% 100%

24



2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

2013-

2014

2014-

2015

Academic Content Areas continued

FAMILY AND CONSUMER SCIENCES (0121/5121)100% 100% 100% 100% 100% 100%* 100% 100% 100% 100% 100% 100%

SPEECH -LANGUAGE PATHOLOGY 100%*

HEALTH EDUCATION (0550/5550) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 89% 100%

HEALTH EDUCATION (5551) 92%

Teaching Special Populations

SE LEARNING DISABILITIES 100%*

SE STUDENTS W/MENTAL RETARDATION 100%* 100%* 100%*

SE KNOWLEDGE-BASED CORE PRINCIPLES 100% 100%* 100%*

EDUC. EXCEPTIONAL STUDENTS: CK (0353) 100%* 100%* 100% 100% 100% 100% 100% 100% 100% 100%

SE BEHAVIORA/ EMOTIONAL 100%* 100%* 100%*

ED EXCEPT STUDENTS: MILD TO MODERATE

DISABILITIES (0542) 100%* 100% 100% 100% 100% 100% 100% 100% 100%

SE CORE KNOWLEDGE AND MILD TO

MODERATE APPLICATIONS (0543/5543) 100% 100% 100% 100%

PROGRAM COMPLETERS SUBMITTED 537 461 416 380 394 364 376 412 338 390 280 273

PROGRAM COMPLETERS FOUND, MATCHED,

AND USED IN PASSING RATE

CALCULATIONS** 533 448 414 376 390 363 372 411 337 386 275 273

Notes: Empty cells are due to previous versions of exams replaced by newer versions or no program completers for the given year.

Basic skills assessment using the Praxis exam ended 8/31/2013

*Under 10 program completers

between Program Completers Submitted and Program Completers Found, Matched, and Used in Passing Rate Calculations.

**Until 2/01/2014 candidates completing Agricultural Education were not required to complete the content assessment. This explains the difference in the number

25

PURDUE UNIVERSITY PROGRAM COMPLETER PASS-RATE DATA - PEARSON*

2013-2015


Type of Assessment (test code) 2013 - 2014 2014 - 2015

CASA READING (001) 68% 100%CASA MATHEMATICS (002) 51% 100%CASA WRITING (003) 62% 100%PedagogyEARLY CHILDHOOD EDUCATION (004) 71% 100%ELEMENTARY EDUCATION (005) 80% 97%SECONDARY EDUCATION (006) 89% 98%P-12 EDUCATION (007) 88% 95%Academic Content AreasCTE--AGRICULTURE (009) 50% 100%CTE--FAMILY & CONSUMER SCIENCE (011) 100%EARLY CHILDHOOD GEN-SUB 1: READ/ELA (014) 57%EARLY CHILDHOOD GEN-SUB 2: MATH (015) 86%EARLY CHILDHOOD GEN-SUB 3: SCI/HLTH/PE (016) 100%EARLY CHILDHOOD GEN-SUB 4:SS/FINE ARTS (017) 100%ELEMENTARY EDUCATION GEN-SUB 1: READ/ELA (060) 20% 76%ELEMENTARY EDUCATION GEN-SUB 2: MATH (061) 25% 91%ELEMENTARY EDUCATION GEN-SUB 3: SCI/HLTH/PE (062) 33% 91%ELEMENTARY EDUCATION GEN-SUB 4: SS/FINE ARTS (063) 33% 83%EXCEPTIONAL NEEDS-INTENSE INTERVENTION (024)EXCEPTIONAL NEEDS-MILD INTERVENTION (025) 100%ENGINEERING & TECH ED (018) 100%ENGLISH LANGUAGE ARTS (021) 100% 89%FINE ARTS-VISUAL ARTS (030) 100% 100%HEALTH (066)MATHEMATICS (035) 83%

26

PURDUE UNIVERSITY PROGRAM COMPLETER PASS-RATE DATA - PEARSON*

2013-2015


Type of Assessment (test code) 2013 - 2014 2014 - 2015PHYSICAL EDUCATION (067)SCIENCE-CHEMISTRY (043) 50% 100%SCIENCE-EARTH/SPACE SCI (044)SCIENCE-LIFE SCIENCE (045) 67% 100%SCIENCE-PHYSICS (047) 100% 100%SOCIAL STUDIES- SOCIOLOGY (053) 0%SOCIAL STUDIES-ECONOMICS (048) 75%SOCIAL STUDIES-GOVERNMENT/CITIZENSHIP (050) 100% 100%SOCIAL STUDIES-HISTORICAL PERSPECTIVES (051) 100% 83%

PROGRAM COMPLETERS SUBMITTED 280 273PROGRAM COMPLETERS FOUND, MATCHED, AND USED IN PASSING RATE CALCULATIONS 275 273

*Results based on best attempt

27


Year 2007-08 2008-09 2009-10 2010-11 2011-2012 2012-2013 2013-2014Total # of Tests Taken 13 17 10 7 6 15 5Mean Score 178.2 178.3 173.4 178.6 179.0 180.2 177.2Median Score 176 177.5 173.0 177.5 179.0 180.0 176.5Low Score 165 167 162 166 170 167 170High Score 187 187 184 189 186 188 183Success # 13 17 9 7 6 13 5Success % 100% 100% 90% 100% 100% 100% 100%Failure # 0 0 1 0 0 0 0Failure % 0% 0% 10% 0% 0% 0% 0%Total # of Program Completers Required to Complete the SLLA 13 17 9 7 3 8 4Program Completer Pass Rate 100% 100% 100% 100% 100% 100% 100%

As of February 1, 2003, the School Leaders Licensure Assessment (SLLA) was required for individuals applying for an initial administrativelicense in Indiana (except for those individuals who previously held another administrative license in Indiana or any other state). Initialadministrative licenses offered at Purdue are: Building Level Administrator, Director of Career/Technical, Director of Exceptional Needs,and Superintendent. Beginning in February 2014 the IDOE began transitioning from the ETS SLLA exam to the Pearson SchoolAdministrator exams (Building Level and District Level). The deadline for successful completion of the SLLA exam was May 31, 2014.After this date only the Pearson exams can be used for initial administrative licensure.

PURDUE UNIVERSITYADMINISTRATIVE ASSESSMENT REPORTSCORES AND SUCCESS/FAILURE RATES


* The original test number was 1010 which was changed in 2009-2010. The Qualifying Score was originally 165. The previous test whichwas 1011 had a qualifying score of 163 and was valid until 12/31/2011.

SLLA Scores, Success Rates and Failure RatesTest Code 6011*

Qualifying Score 163

28


Year 2013-2014 2014-2015 2013-2014 2014-2015Total # of Tests Takers 13 16 1 3Mean Score 237.08 238 251 227Median Score 233 236 251 231Low Score 210 206 251 214High Score 256 268 251 237Success # 11 13 1 2Success % 85% 81% 100% 67%Failure # 2 3 0 1Failure % 15% 19% 15% 33%Total # of Program Completers Required to Complete the BLA 11 16 1 3Program Completer Pass Rate 100% 81% 100% 67%

YearTotal # of Tests Takers

ADMINISTRATIVE ASSESSMENT REPORT - PEARSONSCORES AND SUCCESS/FAILURE RATES


Failure %Total # of Program Completers Required to Complete the DLAProgram Completer Pass Rate

Low ScoreHigh ScoreSuccess #Success %Failure #

Mean ScoreMedian Score

Test Code 040 - District Level AdministratorQualifying Score 220

Test Code 039 - Building Level AdministratorQualifying Score 220

PURDUE UNIVERSITY

29


Content Area

Traditional

Undergraduates

Post-Bac

Alternative

SGR

Alternative

TTT

Alternative Total

College of AgricultureCareer and Technical Education: Agriculture 15 15College of EducationDual: Elementary Education, Exceptional Needs: Mild Intervention 25 25

English Language Learning 2 2

Exceptional Needs: Mild Intervention Graduate (Initial) 1 1

Exceptional Needs: Mild Intervention Graduate (Advanced) 1 1

Exceptional Needs: Mild & Intense Graduate (Initial) 1 1

Elementary Education Generalist 82 82

High Ability (Gifted and Talented) Education (Advanced Addition) 2 2

Social Studies: Historical Perspectives 2 2

Social Studies: Economics, Government & Citizenship and Historical Perspectives 17 17College of Health and Human Services

Career and Technical Education: Family and Consumer Sciences 8 1 9

Generalist: Early Childhood and Exceptional Needs 12 12

Health and Physical Education 3 3

Health Education 1 1

Physical Education 7 7College of Liberal Arts

Fine Arts: Visual Arts 9 1 10

Language Arts (English Education) 26 1 27

Communication Disorders (Speech Language & Hearing Sciences) 25 25College of Science

Mathematics 12 1 3 16

Science: Chemistry 2 2 1 5

Science: Earth/Space Sciences

Science: Life Sciences (Biology) 2 4 6

Science: Physics 1 1 2Purdue Polytechnic Institute

Technology Education 2 2

Administrative Areas

Building Level Administrator 13 13

Director of Exceptional Needs 1 1

District Administrator: Director of Career/Technical 1 1

District Administrator: Superintendent 3 3School Counselor

School Counselor 11 11

Total 224 65 9 4 302


Program Completers by Content Area

Traditional, Alternative, and Advanced Licensure Routes


Communication Disorders program completers (Speech Language and Hearing Sciences: Speech Language Pathology) apply directly to the State of Indiana for licensure; therefore Purdue

University doesn't recommend these candidates for Indiana licensing.

30

Recommendations for Licensure

Overview

Licensing Actions


Undergraduate Original Initial Practitioner Instructional 200

Post-Baccalaureate Original Initial Practitioner Instructional 2

Transition to Teaching 6

STEM Goes Rural 8

Building Level Administrator 11

District Administrator Director of Career and Technical Education 1

District Administrator Superintendent 3

School Counselor 11

License Additions 8

Conversions to Professional Practitioner 25

Renewal Recommendations 78

Out-of-State Recommendations 113

Total 466

31


LICENSE RECOMMENDATIONS 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-2012 2012-2013 2013-2014 2014-2015

Initial Practitioner 565 540 507 500 444 414 421 417 404 271 216

Post-Baccalaureate Licensing Only 16 20 18 21 17 17 24 12 29 6 15

Proficient Practitioner 1 5 8 10 9 16 6 1 14 12 1

Professional/Accomplished Practitioner 54 65 23 19 11 3 1 801

50 41 25

Additions 50 239 261 162 168 193 111 462

19 26 8

Renewals 345 544 636 494 373 290 142 1013

53 63 78

4Beginning in 2012-2013, Institutions of Higher Education (IHE) no longer make recommendations for individuals hired under an Emergency Permit. School districts work directly with

the Indiana Department of Education to complete the application process. Individuals may complete alternate licensure routes. They may either complete a licensure program at an IHE or

successfully complete a content test, depending on whether they hold an Indiana instructional administrator or school services license. Information about Emergency Permits is located at

www.doe.in.gov/licensing/emergency-permits-1. Information about adding a content area to an existing license is located at www.doe.in.gov/licensing/current-indiana-teachers-add-content-

areas. Information about alternate licensure routes is located at www.doe.in.gov/licensing/alternative-licensure-paths.

1In May 2011, the State of Indiana created a rule stating that individuals who held a Master’s degree or had 5-7 years of teaching experience were expected to be recommended for

Accomplished Practitioner/Professional licenses. Due to this rule, the Office of Professional Preparation and Licensure experienced a significant increase in license conversions to the

Professional/Accomplished Practitioner level.

2On May 2, 2011, the State of Indiana's new online licensing LVIS went live. The system no longer required that Reading licenses be added as a separate additional license, it could be

obtained with the original license. This resulted in a major reduction for additions. Had this rule not changed the Office of Professional Preparation and Licensure would have had an

additional 167 additions of Reading in association with the Elementary Education, Elementary & Special Education, and Language Arts programs.

3Prior to 2011-2012, renewals were counted by content areas regardless of how many content areas an individual had, however, licenses are now counted by the individual rather than by

content area.

LICENSE RECOMMENDATIONS

2004-2015

32


Content Area Number of Recommendations


Career/Technical Education - Agriculture 16


Dual: Elementary Generalist and Exceptional Needs: Mild Intervention 23

Elementary Generalist 73

Exceptional Needs - Mild Intervention Graduate Initial 1

Exceptional Needs - Mild Intervention Undergraduate Initial 1

Exceptional Needs - Mild & Intense Graduate Initial 1

Social Studies - Economics, Government and Citizenship, and Historical Perspectives 16

Social Studies - Historical Perspectives 1


Career/Technical Education – Family and Consumer Sciences 8

Early Childhood & Exceptional Needs: Mild Intervention 10

Health and Physical Education 3

Physical Education 7


Fine Arts (Visual Arts) 8

Language Arts (English) 21

College of Science

Mathematics 11

Science: Chemistry 6

Science: Earth/Space Sciences 1

Science: Life Sciences (Biology) 5

Science: Physics 2


Technology Education 2

Total Instructional Recommendations 216

School Services

School Counselor 11

Total School Services Recommendations 11

Administrative

Building Level Administrator 11

District Administrator - Director of Career and Technical Education 1

District Administrator - Director of Exceptional Needs 0

District Administrator - Superintendent 3

Total Administrative Recommendations 15

Total Original Licensure Recommendations 242

RECOMMENDATIONS

ORIGINAL LICENSURE


The following information contains data for Purdue Teacher Education program completers who received a degree, as well as for those who completed a post-

baccalaureate, teacher licensure program. Numbers include all individuals who requested an original license between September 1, 2014 - August 31, 2015.

Therefore, the data contains program completers of any year.

Notes: Individuals may be recommended for more than a single licensure area.

Communication Disorders program completers apply directly to the State of Indiana; therefore, they are not listed on this chart.

On May 15, 2015, the Purdue University Board of Trustees approved renaming the College of Technolgy to Purdue Polytechnic Institute. 33


License Actions Number of Recommendations

Additions:

English Language Learners 3

Exceptional Needs: Mild Intervention (Advanced) 1

High Ability (Gifted and Talented) 2

Social Studies: Sociology 2

Total Additions 8

Conversion to 10-year Professional/Accomplished Practitioner 25

Renewal 78

Total Conversion to Professional/Accomplished Practitioner and Renewal 103

Total Recommendations for All Licenses 353

Note: Individuals may be recommended for more than a single licensure area.

ADDITION, RENEWAL, AND CONVERSION TO

PROFESSIONAL/ACCOMPLISHED PRACTITIONER

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Content Area

Traditional

Undergraduates

Post-Bac

Alternative

SGR

Alternative

TTT

Alternative TotalCollege of Agriculture

Career and Technical Education: Agriculture 16 16College of EducationDual: Elementary Education, Exceptional Needs: Mild Intervention 23 23

Dual: Elementary Education, Exceptional Needs: Mild Intervention and Reading

English as a New Language (Addition) 3 3

Exceptional Needs: Mild Intervention Undergraduate K-6 (Initial) 1 1

Exceptional Needs: Mild Intervention Graduate-Advanced (Addition) 1 1

Exceptional Needs: Mild Intervention Graduate (Initial) 1 1

Exceptional Needs: Mild & Intense Graduate (Initial) 1 1

Elementary Generalist and Reading

Elementary Generalist 73 73

High Ability (Gifted and Talented) Education (Addition) 2 2

Reading (Addition)

Social Studies: Historical Perspectives 1 1

Social Studies: Government & Citizenship/Historical Perspectives

Social Studies: Economics, Government & Citizenship and Historical Perspectives 16 16

Social Studies: Sociology (Addition completed at the same time as the SS Core: Econ/Gov/HP) 2 2College of Health and Human Services

Career and Technical Education: Family and Consumer Sciences 7 1 8

Generalist: Early Childhood and Exceptional Needs 10 10


Health Education

Physical Education 7 7College of Liberal Arts

Fine Arts 8 8


Language Arts (English Education) and Reading

World Language: SpanishCollege of Science

Mathematics 8 1 2 11

Science: Chemistry 2 2 2 6

Science: Earth/Space Sciences 1 1

Science: Life Sciences (Biology) 1 4 5

Science: Physics 1 1 2Purdue Polytechnic Institute

Technology Education 2 2

Administrative

Building Level Administrator 11 11

District Administrator: Director of Career/Technical 1 1

District Administrator: Superintendent 3 3School Services

School Counselor 11 11

Total 200 36 8 6 250

On May 15, 2015, Purdue University Board of Trustees approved renaming the College of Technology to Purdue Polytechnic Institute.

License Recommendations by Content Area

Traditional, Alternative, and Advanced Licensure Routes

September 1, 2014-August 31, 2015

Communication Disorders program completers (Speech Language and Hearing Sciences and Speech Language Pathology) apply directly to the State of Indiana for licensure; therefore, Purdue

University does not recommend these candidates for Indiana licensing.

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Content Area 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015


Career and Technical Education: Agriculture 19 10 25 14 11 16


Computer Education (Educational Technology) (Addition) 2 1

Dual: Elementary Education, Exceptional Needs: Mild Intervention and/or Reading 1 6 8 22 20 23

English as a New Language (Addition) 1 1 5 3

Exceptional Needs 18 13 5 2 4

Generalist: Early and Middle Childhood (Elementary Education) and Reading 159 147 131 146 108 73

High Ability (Gifted and Talented) Education (Addition) 21 21 11 13 2

Interdisciplinary Cooperative Education (ICE) (Endorsement to an existing Rules 46-47 license) 1 2

Reading (Addition) 149 109 7 2

Social Studies: Economics, Government & Citizenship and Historical Perspectives 53 49 64 34 15 16

Social Studies: Government & Citizenship/Historical Perspectives 1

Social Studies: Historical Perspectives 1

Social Studies: Psychology (Addition completed at the same time as the SS Core: Econ/Gov/HP) 1 1Social Studies: Sociology (Addition completed at the same time as the SS Core: Econ/Gov/HP) 2 2

College of Health and Human Services

Career and Technical Education: Family and Consumer Sciences 6 13 25 10 10 8

Generalist: Early Childhood and Exceptional Needs 8 9 4 9 9 10


Health Education 10 4 18 14 1

Physical Education 25 15 24 24 6 7


Fine Arts 11 15 15 10 11 8


Language Arts (English Education) and Reading 31 44 32 44 8

World Language: French 2 1 1

World Language: Spanish 6 6 4 3 4

College of Science

Mathematics 20 36 19 31 14 11

Science: Chemistry 7 3 12 5 3 6

Science: Earth/Space Sciences 2 4 3 2 1

Science: Life Sciences (Biology) 11 12 13 9 7 5

Science: Physics 2 5 2 3 2


Technology Education 9 12 16 14 9 2

Administrative

Building Level Administrator 6 8 6 4 6 11

District Administrator: Director of Career/Technical 3 1 3 2 1

District Administrator: Director of Exceptional Needs 2 2

District Administrator: Superintendent 3 4 7 6 10 3

School Services

School Counselor 6 9 8 6 6 11

Total 573 533 485 439 301 250

Communication Disorders program completers (Speech Language and Hearing Sciences: Speech Language Pathology apply directly to the State of Indiana for licensure; therefore, Purdue

University does not recommend these candidates for Indiana licensing.

License Recommendations Trend Data by Content Area

2009-2015

On May 15, 2015, Purdue University Board of Trustees approved renaming the College of Technology to Purdue Polytechnic Institute.

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STATE Number of Recommendations

Alabama 0

Alaska 9

Arizona 0

Arkansas 0

California 1

Colorado 7

Connecticut 4

Delaware 0

District of Columbia 0

Florida 0

Georgia 0

Hawaii 2

Idaho 1

Illinois 40

Iowa 3

Kansas 1

Kentucky 4

Louisiana 1

Maine 0

Maryland 0

Massachusetts 1

Michigan 0

Minnesota 5

Mississippi 0

Missouri 0

Montana 0

Nebraska 0

Nevada 0

New Hampshire 0

New Jersey 1

New Mexico 0

New York 0

North Carolina 1

North Dakota 0

Ohio 0

Oklahoma 0

Oregon 0

Pennsylvania 3

Rhode Island 0

South Carolina 0

South Dakota 0

Tennessee 10

Texas 0

Utah 0

Vermont 0

Virginia 6

Washington 9

West Virginia 0

Wisconsin 3

Wyoming 0

Total Number of Out-of-State Recommendations 112

OUT-OF-STATE RECOMMENDATIONS


37

Purdue University Teacher Education Program Exit Survey

2014-2015

The main purpose of the Teacher Education Program Exit Survey is to identify the strengths and areas for improvement in

the Purdue University Teacher Education Program and to provide feedback to faculty for possible program revisions. The

2014-2015 survey is aligned to the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching

Standards.

In November 2014 and April 2015, the Office of Professional Preparation and Licensure, in collaboration with the Office

of Field Experiences, distributed the Teacher Education Program Exit Survey with instructions via the Purdue Qualtrics

Survey System to 85 Fall 2014 and 157 Spring/Summer 2015 student teachers. The response rate for the survey follows:

Fall 2014: 33% (Out of 85 student teachers, 28 responded)

Spring 2015: 13.4% (Out of 157 student teachers, 21 responded)

A total of 49 student teachers responded for an overall return rate of 20.3%. Approximately 35% of the survey respondents

were Elementary Education majors. The remaining respondents completed secondary and all schools (P-12) education

majors. The response rate increased from 15.3% in 2013-2014 to 20.3% in 2014-2015.

The major findings from the survey follow:

Almost all of the candidates (99%) believed that they understand how learners grow and develop, can recognize that

patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional,

and physical areas.

Almost all candidates (98%) believed that they are able to use their understanding of individual differences and

diverse cultures and communities to work independently or collaboratively with others to create inclusive,

supportive and encouraging learning environments. They also believe they are able to design and implement

developmentally appropriate and challenging learning experiences that foster individual and collaborative learning,

positive social interactions, and students’ active engagement in learning to promote positive student outcomes in

meeting high standards of learning.

95% of the candidates believed that they understand how to connect concepts and use differing perspectives to

engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and

global issues.

The majority of candidates (99%) believed that they are able to plan instruction that supports every student in

meeting rigorous learning goals by drawing upon their knowledge of content areas, curriculum, cross-disciplinary

skills, pedagogy, learners and the community context.

All candidates believed that they understand and can use a variety of instructional strategies to encourage learners to

develop deep understanding of content areas and their connections and build skills to apply knowledge in

meaningful ways.

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All candidates believed that they understand the central concepts, tools of inquiry, and structures of the content

areas they teach and are able to create learning experiences that make the information accessible and meaningful for

learners to assure mastery of the content.

The majority of candidates (96%) believed that they understand and can use multiple methods of assessment to

engage learners in their own growth, monitor learner progress, and guide their own and their students’ decision

making.

The majority of candidates (99%) believed that they can use evidence to continually evaluate their practice,

particularly the effects of their choices and actions on others (learners, families, other professionals, and the

community). They also believe they are able to adapt practice to meet the needs of each learner.

The majority of candidates (99%) believed that they engage in ongoing professional development and seek

appropriate leadership roles and opportunities to take responsibility for student learning to ensure his/her

professional growth and to collaborate with learners, families, colleagues, other school professionals and

community members to advance the education profession.

All of the respondents believed that they had been treated professionally by their academic advisors, and 90% of the

candidates agreed that their advisors were available when requested and responsive to their needs. Most of the

candidates (90%) believed that their advisors were knowledgeable about the Teacher Education Program and

university procedures.

Most candidates (96%) believed that they were treated professionally by the Office of Field Experiences staff.

Most candidates (96%) believed that their student teaching cooperating teachers were prepared to work with them

and were helpful in their development as effective pre-service teachers.

80% of the candidates believed that the school-based administrators and other school personnel assisted with matters

outside of the classroom (e.g., orientation, meetings, finding materials, counseling, etc.).

The majority of candidates (91%) believed that their university supervisors were helpful, that they had adequate

contact with their university supervisors during their student teaching experiences, and that most of their university

supervisors provided high quality feedback regarding their performance during the student teaching experience.

The majority of candidates (90%) were satisfied with their teacher education program.

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Documents

Office of Professional Preparation & Licensure … of Professional Preparation & Licensure (OPPL) Staff . ... Indiana legislative updates and the impact on teacher education, Preparation