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What, Why and How We Measure

Title II Data 

Each year we are required to submit a Title II report, which goes through the EPSB to the US Department of Education.  Title II, Teacher Quality Enhancement, is one of 8 specifications in the Higher Education Authority Act of 1965. It outlines the requirement to submit “pass rates and average scaled scores on all assessments required for teacher licensure or certification for all enrolled individuals and completers of traditional and alternative route teacher preparation programs.” Click for background information regarding the HEA, and here for Title II reporting. These data serve to understand our effectiveness at Transition Point 6.

CAEP Data Eight

A second reporting requirement pertains to accreditation. Along with the self-study report to CAEP (February 2018) each EPP will publically display, for stakeholder benefit, these data:

8 Reporting Measures Questions the Data Answer Transition Point (above)
Impact on P-12 learning and development Do our candidates, and then graduates, positively impact the P-12 learners in their classrooms or other educational settings?  Point 6
Results of completer surveys What is the perception of candidates, upon completing the Clinical Practice and (presumably) all other requirements for graduation, of the overall effectiveness of their teacher preparation program?  Do they feel prepared to enter the next stage, the Kentucky Teacher Internship Program (KTIP)? Point 5
Graduation rates Do candidates that enter the Teacher Education Program (TEP) graduate in a timely manner? Point 5
Ability of completers to meet licensing (certification) and any additional state requirement While graduation implies one set of requirements related to program and university, earning certification from the state authority implies another.  Do our graduates eventually meet those requirements (Pass Praxis, KTIP)?  What percentage of our graduates do not ultimately enter the profession? Point 6
Indicators of teaching effectiveness How do we know our graduates are on the correct trajectory toward professionalism?  What knowledge, skills, and dispositions define that professionalism throughout a teacher’s career, especially during the first year of employment? Point 6
Results of employer surveys, and including retention and employment milestones Are the colleagues, principals, and district leaders of our graduates satisfied with their knowledge, skills, dispositions, and overall ability to positively impact on P-12 learners? Do our graduates progress to occupy leadership positions?  Point 6
Ability of completers to be hired in education positions for which they have prepared Do graduates, who’ve met the requirements for certification, obtain and maintain teaching positions?  Do they stay in the profession? Point 6
Student loan default rates and other consumer information Do our graduates who carry student-loan debt have the financial ability to meet that payment obligation?  Does their income maintain their cost of living? Point 6

State Requirements / Internal Measures

The EPSB requires that all programs seeking approval report on the quality and progress of candidates, throughout the journey from admission through certification.  EPSB identified areas for measurement.

Performance Assessment Areas – Initial Programs
EPSB requires Praxis, PLT (as appropriate) and Student Teaching, all remaining assessments are selected by the EPP.
Designated Assessments
Per EPSB, an assessment may be listed multiple times if the measures apply to the appropriate areas.
Transition Point
Content Knowledge Praxis II Point 5
Other Assessment of Content Knowledge GPA in content area classes Points 2, 3, 4
Assessment of Professional Capabilities PRAXIS PLT (Principles of Learning and Teaching) (as applicable for the program category) Point 5
Clinical Experiences Measure of Teaching Proficiency Observation of teaching Points 2, 3, 4
Measure of Candidate Assessment Proficiencies Assessment Plan Points 2, 3, 4
Candidate ability to diagnose and prescribe for personalized student learning Contextual Factors / Individual Differences Points 2, 3, 4
Application of Content Knowledge and Pedagogical Skills (Instructional Practice) Lesson Plan and Lesson Reflections Points 2, 3, 4
Assessment of Literacy Outcomes Informal Reading Assessment Points 2, 3, 4
Professional Attributes and Dispositions Philosophy of education paper, Code of Ethics assignment, Dispositions (EPP created and InTASC standards dispositions) Points 1, 2, 3, 4
Other (Per Kentucky Regulatory Authority) Admission Requirements: ·Minimum Overall GPA
·Minimum GPA in Core Courses (English, Math, Communications, Education Foundations)
·Minimum Score on Praxis CASE
·Field Experience Hours
·Documentation for Critical Thinking, Communication, Creativity, Collaboration
·Code of Ethics Assessment
Point 1
  • Morehead (Residential Campus)
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  • Admissions
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  • MSU at Ashland
    1400 College Drive, Ashland, KY 41101
  • MSU at Mt. Sterling
    3400 Indian Mound Drive, Mt. Sterling, KY 40353
  • MSU at Prestonsburg
    6 Bert Combs Drive, Prestonsburg, KY 41653
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