IHE
Performance
Reports
2006- 07
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
i
PREFACE
This is the ninth IHE Performance Report issued by the State of North Carolina. Separate
reports are being issued for undergraduate programs, graduate programs, and school
administration programs. Every effort has been made to ensure the accuracy of the data
reported.
Reports on individual institutions are available on the Department of Public Instruction website
at http:// www. ncpublicschools. org/ IHE. As appropriate, separate reports on undergraduate
programs, graduate programs, and school administration programs are included for each
institution.
A definition of the terms used is contained at the end of this section of the Summary Report.
ii
TABLE OF CONTENTS
Teacher Education in North Carolina .......................................................................................... 1
Linkages with the Public Schools ................................................................................................ 7
Lateral Entry Teachers Served.................................................................................................... 9
Employment .............................................................................................................................. 11
Definitions Used........................................................................................................................ 16
UNDERGRADUATE TEACHER EDUCATION PROGRAMS
Preservice Teacher Education .................................................................................................. 17
Quality of Students Entering the Programs ............................................................................... 17
Undergraduate Teacher Education Program Admission Requirements............................... 17
Quality of Students Completing the Programs........................................................................... 22
Licensure Recommendations .............................................................................................. 22
Initial Licensure Program..................................................................................................... 22
Efforts to Ensure the Technological Competence of Beginning Teachers............................ 22
Efforts to Assist Students in Satisfying Praxis Testing Requirements .................................. 23
Employment and Program Satisfaction ..................................................................................... 29
Rewards and Sanctions ............................................................................................................ 34
Undergraduate Program Completer Surveys ............................................................................ 35
iii
TABLE OF CONTENTS ( Continued)
GRADUATE TEACHER EDUCATION PROGRAMS
Graduate Teacher Education .................................................................................................... 39
Quality of Students Entering the Programs ............................................................................... 39
Graduate Teacher Education Program Admission Requirements........................................ 40
Quality of Students Completing the Programs........................................................................... 43
Employment and Program Satisfaction ..................................................................................... 46
Rewards and Sanctions ............................................................................................................ 48
Graduate Program Completer Surveys ..................................................................................... 49
SCHOOL ADMINISTRATION PROGRAMS
Quality of Students Entering the Programs ............................................................................... 52
School Administration Program Admission Requirements................................................... 52
Quality of Students Completing the Programs........................................................................... 55
Employment and Program Satisfaction ..................................................................................... 57
Rewards and Sanctions ............................................................................................................ 59
Graduate Program Completer Surveys ..................................................................................... 60
iv
LIST OF TABLES
Table Page
I. Programs Offered by Each IHE......................................................................................... 2
II. Number of Teacher Education Faculty .............................................................................. 8
III. Lateral Entry Teachers Served........................................................................................ 10
IV. Individuals Employed in the Public Schools with Degrees from each IHE ...................... 12
V. Top 10 LEAs Employing Teachers with Degrees from each IHE..................................... 13
VI. Enrollment in Undergraduate Teacher Education Programs, Fall 2006........................... 19
VII. Admission Test Data for Undergraduate Programs......................................................... 20
VIII. Length of Time to Program Completion ( Undergraduate Students)................................. 24
IX. Praxis Performance of Undergraduate Program Completers .......................................... 26
X. Percentage of Student Teachers Licensed and Employed.............................................. 30
XI. Survey Results Undergraduate Completer ...................................................................... 32
XII. Enrollment in Graduate Teacher Education Programs, Fall 2006.................................... 41
XIII. Graduate Teacher Education Programs Admission Data ................................................ 42
XIV. Length of Time to Program Completion ( Graduate Students).......................................... 44
XV. Graduate Survey Results................................................................................................ 47
XVI. Enrollment in School Administration Programs, Fall 2006............................................... 53
XVII. School Administration Program Admission Data ............................................................. 54
XVIII. Performance on the School Leaders Licensure Assessment ( SLLA) .............................. 56
XIX. School Administration Program Completer Survey Data ................................................. 58
1
TEACHER EDUCATION IN NORTH CAROLINA
An Overview
North Carolina has 48 approved Teacher Education Programs. All 48 offer undergraduate
programs leading to initial teacher licensure; 30 offer graduate level programs leading to
master’s or doctoral level licensure; 17 offer school administration programs. While the specific
course requirements vary from institution to institution, each approved program of study has
been judged to be in compliance with the standards and indicators prescribed by the State
Board of Education ( SBE) for the specialty area. On- site reviews of approved teacher education
programs are conducted every seven years. The reviews are typically a joint venture between
the North Carolina Department of Public Instruction ( NCDPI) and the National Council for
Accreditation of Teacher Education ( NCATE). The NCDPI team members are internal to the
state; the NCATE team members are external to the state. Team members have been trained
in the program review process. NCDPI team members review individual specialty ( licensure)
areas; NCATE team members focus on the program as a whole ( referred to as the unit). In
addition to reviewing the reports prepared by the institution for the visits, team members
examine course syllabi, handbooks, samples of student work, visit clinical sites, observe
university classes, tour campus facilities, and interview current students, recent graduates,
faculty, administrators, support staff, and public school personnel. Both teams focus on
curriculum, student quality, faculty, governance, and resources. Reports of the on- site reviews,
as well as the performance of students on the Praxis exams, the performance of graduates in
the Initial Licensure Program, and the licensure of methods faculty are considered by the State
Evaluation Committee on Teacher Education ( SEC). Recommendations are forwarded from the
SEC to the SBE which makes final program approval decisions.
Table I details the teacher education programs offered by each college/ university.
2
Table I: Programs Offered by each IHE
3
Table I: Programs Offered by each IHE
4
Table I: Programs Offered by each IHE
5
Table I: Programs Offered by each IHE
6
Table I: Programs Offered by each IHE
7
LINKAGES WITH THE PUBLIC SCHOOLS
Faculty in institutions of higher education which prepare teachers are expected to be involved
with the public schools in genuine ways that go beyond simply supervising student teachers and
interns. This may include collaboratively designing curricula for public school students and
teacher education programs, formalized partnerships, grant activities, service on boards and
committees, providing assistance for beginning teachers, assisting lateral entry teachers
seeking licensure, conducting/ sponsoring professional development activities for inservice
teachers, working with groups of public school students on campus or at the school site,
sponsoring after- school programs for public school students, and providing diagnostic and
screenings/ testing for public school students. Information on the specific efforts of each
institution to work collaboratively with the public schools is contained in the individual
Institutional Reports on the NCDPI website.
In evaluating the involvement of colleges/ universities with the public schools, it is important to
consider that the number of teacher education faculty varies across campuses.
Table II summarizes the number of teacher education faculty by college/ university.
8
Table II: Number of Teacher Education Faculty
Institution
Full- Time in
Professional
Education
Part- Time in
Professional
Education; Full-
Time to IHE
Part- Time in Professional
Education; Not Otherwise
Employed by IHE
Appalachian State University 93 58 83
Barton College 6 4
Belmont Abbey College 4 7
Bennett College 2
Brevard College 2 9 1
Campbell University 11 8 11
Catawba College 4 3
Chowan University 3 7 9
Duke University 3 1 23
East Carolina University 136 82 60
Elizabeth City State University 12 11 12
Elon University 12 8 14
Fayetteville State University 38 3 21
Gardner- Webb University 5 5
Greensboro College 9 10 13
Guilford College 5 1
High Point University 8 4 14
Johnson C. Smith University 3 5 1
Lees- McRae College 8 2 23
Lenoir- Rhyne College 5 8 17
Livingstone College 3 3 1
Mars Hill College 6 7 30
Meredith College 8 7 12
Methodist University 6 7 1
Montreat College 1
NC A& T State University 54 12 5
NC Central University 42 12 21
NC State University 70 8 3
NC Wesleyan College 4 3 2
Pfeiffer University 9 6 9
Queens University 4 1 5
Salem College 7 4 5
Shaw University 7 3
Southeastern College at Wake Forest 1
St. Andrews Presbyterian College 5
St. Augustine's College 5 24 3
UNC- Asheville 8 7 11
UNC- Chapel Hill 59 5 20
UNC- Charlotte 129 9 74
UNC- Greensboro 84 36 108
UNC- Pembroke 12 1 6
UNC- Wilmington 53 9 66
Wake Forest University 14 3 4
Warren Wilson College 3
Western Carolina University 58 13 40
Wingate University 4 7 5
Winston- Salem State University 15 14 11
Totals: 1040 427 754
9
LATERAL ENTRY TEACHERS SERVED
Individuals who have not completed teacher education programs may be hired by local school
systems as lateral entry teachers. To be eligible for a lateral entry license, individuals must
have at least a bachelor’s degree from a regionally accredited institution, a 2.5 cumulative grade
point average, and an academic major related to the teaching assignment. Lateral entry
teachers are issued individual programs of study based on review of their transcripts by a
college or university with an approved teacher education program or one of the three Regional
Alternative Licensure Centers ( RALCs). Lateral entry teachers may affiliate with a college or
university to clear licensure requirements or work through the RALCs to do so. Table III
contains information provided by each institution on the number of lateral entry teachers seeking
programs of study and enrolling in programs leading to licensure. The numbers reported by the
institutions for the undergraduate and graduate levels have been combined in the table.
Individual institutional reports, accessible on the Department’s website, provide narrative
information on each institution’s efforts to serve lateral entry teachers.
10
Table III: Lateral Entry Teachers Served
Institution
Number Issued
Program of Study
Leading to Licensure
Number Enrolled in One
or More
Classes Leading to
Licensure
Appalachian State University 19 3
Barton College 103 226
Belmont Abbey College
Bennett College
Brevard College 1 1
Campbell University 53 69
Catawba College 2
Chowan University 33
Duke University
East Carolina University 335 572
Elizabeth City State University 52 52
Elon University 23 25
Fayetteville State University 12 43
Gardner- Webb University 4 11
Greensboro College 213 112
Guilford College
High Point University 101 85
Johnson C. Smith University 4
Lees- McRae College 3 6
Lenoir- Rhyne College 42 31
Livingstone College
Mars Hill College
Meredith College 1 2
Methodist University 1 1
Montreat College 1
NC A& T State University 32 16
NC Central University 582 363
NC State University 234 523
NC Wesleyan College 8 3
Pfeiffer University 23 23
Queens University
Salem College 18 39
Shaw University 240 154
Southeastern College at Wake Forest 3
St. Andrews Presbyterian College
St. Augustine's College 6 6
UNC- Asheville 50
UNC- Chapel Hill 40 24
UNC- Charlotte 314 1036
UNC- Greensboro 55 91
UNC- Pembroke 42 35
UNC- Wilmington 26 26
Wake Forest University
Warren Wilson College
Western Carolina University 75 98
Wingate University
Winston- Salem State University 42 63
Totals: 2700 3832
11
EMPLOYMENT
Graduates of the institutions with approved teacher education programs are employed with
Local Educational Agencies ( LEAs) throughout the state. Table IV contains summary
information on the number of individuals with degrees from each institution employed in the NC
public schools during the 2006- 07 school year. Table V reflects the top 10 LEAs in which
individuals with degrees from each IHE are employed. It should be noted that:
1. In the case of individuals who completed licensure- only programs, the institution at which an
individual earned a degree may not be the institution which eventually recommended the
individual for licensure.
2. If an individual has earned degrees at more than one institution, he/ she is counted in the
totals for each institution from which a degree was earned.
12
Table IV: Individuals Employed in the Public Schools with Degrees from Each IHE
Institution Number
Employed
Rank Institution Number
Employed
Rank
Appalachian State University 11,469 2 East Carolina University 12,276 1
Barton College 1538 16 Appalachian State University 11,469 2
Belmont Abbey College 334 40 UNC - Greensboro 7906 3
Bennett College 267 42 UNC - Charlotte 6361 4
Brevard College 12 46 UNC - Chapel Hill 5876 5
Campbell University 2247 14 Western Carolina University 4722 6
Catawba College 751 25 NC State University 4246 7
Chowan University 121 44 UNC - Wilmington 3850 8
Duke University 358 38 UNC - Pembroke 3730 9
East Carolina University 12,276 1 NC Central University 3059 10
Elizabeth City State University 1342 18 NC A& T State University 3004 11
Elon College 1299 20 Fayetteville State University 2981 12
Fayetteville State University 2981 12 Gardner- Webb University ,428 13
Gardner- Webb University 2428 13 Campbell University 2247 14
Greensboro College 663 28 Meredith College 1680 15
Guilford College 385 33 Barton College 1538 16
High Point University 993 22 Lenoir- Rhyne College 1453 17
Johnson C. Smith University 380 34 Elizabeth City State University 1342 18
Lees- McRae College 360 37 Winston- Salem State University 1334 19
Lenoir- Rhyne College 1453 17 Elon College 1299 20
Livingstone College 320 41 Mars Hill College 1298 21
Mars Hill College 1298 21 High Point University 993 22
Meredith College 1680 15 Wake Forest University 821 23
Methodist University 633 29 Pfeiffer University 781 24
Montreat College 65 45 Catawba College 751 25
NC A& T State University 3004 11 UNC - Asheville 706 26
NC Central University 3059 10 Wingate University 665 27
NC State University 4246 7 Greensboro College 663 28
NC Wesleyan College 529 30 Methodist University 633 29
Pfeiffer University 781 24 NC Wesleyan College 529 30
Queens College 338 39 Salem College 513 31
Salem College 513 31 Shaw University 454 32
Shaw University 454 32 Guilford College 385 33
Southeastern College at Wake Forest 2 47 Johnson C. Smith University 380 34
St. Andrews Presbyterian College 369 36 St. Augustine's College 376 35
St. Augustine's College 376 35 St. Andrews Presbyterian College 369 36
UNC - Asheville 706 26 Lees- McRae College 360 37
UNC - Chapel Hill 5876 5 Duke University 358 38
UNC - Charlotte 6361 4 Queens College 338 39
UNC - Greensboro 7906 3 Belmont Abbey College 334 40
UNC - Pembroke 3730 9 Livingstone College 320 41
UNC - Wilmington 3850 8 Bennett College 267 42
Wake Forest University 821 23 Warren Wilson College 137 43
Warren Wilson College 137 43 Chowan University 121 44
Western Carolina University 4722 6 Montreat College 65 45
Wingate University 665 27 Brevard College 12 46
Winston- Salem State University 1334 19 Southeastern College at Wake Forest 2 47
Total 95,432 Totals 95,432
13
Table V: 2006- 07 Top 10 LEAs
Employing ( at least 5) Teachers with Degrees from Each IHE
Appalachian State
University Barton College Belmont Abbey College Bennett College
Forsyth 708 Wilson 265 Gaston 192 Guilford 82
Charlotte- Mecklenburg 578 Johnston 185 Charlotte- Mecklenburg 47 Charlotte- Mecklenburg 32
Caldwell 565 Nash- Rocky Mount 156 Lincoln 29 Forsyth Co 23
Burke 527 Wake 147 Cleveland 12 Wake 12
Catawba 486 Wayne 136 Catawba 6 Durham 9
Wilkes 480 Pitt 44 Cumberland 7
Wake 473 Franklin 39 Alamance- Burlington 6
Guilford 414 Edgecombe 38 Franklin 5
Gaston 362 Craven 32 Pitt 5
Cleveland 311 Granville 31 Rockingham 5
Watauga 311
Campbell University Catawba College Chowan University Duke University
Harnett 402 Davidson 46 Hertford 21 Durham 75
Johnston 245 Davie 41 Northampton 17 Wake 45
Wake 237 Forsyth 38 Bertie 9 Charlotte- Mecklenburg 24
Cumberland 223 Iredell- Statesville 35 Gates 9 Forsyth 21
Sampson 130 Cabarrus 33 Currituck 7 Guilford 19
Lee 95 Charlotte- Mecklenburg 32 Roanoke Rapids City 6 Chapel Hill- Carrboro 17
Wayne 63 Guilford 20 Alamance- Burlington 9
Onslow 59 Catawba 16 Orange 9
Duplin 45 Gaston 14 Cumberland 7
Nash- Rocky Mount 35 Stanly 14 Granville 7
Clinton City 35 New Hanover 7
Rowan- Salisbury 275
East Carolina University
Elizabeth City State
University Elon University Fayetteville State University
Pitt 1,332 Pasquotank 238 Alamance- Burlington 343 Cumberland 1,318
Wake 1,016 Hertford 78 Guilford 152 Harnett 167
Wayne 600 Bertie 77 Wake 86 Robeson 142
Craven 589 Currituck 77 Charlotte- Mecklenburg 69 Sampson 133
Nash- Rocky Mount 533 Perquimans 61 Forsyth 56 Hoke 122
Johnston 514 Washington 60 Randolph 35 Wake 104
Lenoir 458 Halifax 59 Orange 32 Charlotte- Mecklenburg 89
Onslow 428 Edenton/ Chowan 58 Rockingham 32 Bladen 79
Beaufort 393 Camden 54 Person 30 Wayne 54
Wilson 354 Gates 49 Chatham 28 Moore 49
Gardner- Webb University Greensboro College Guilford College High Point University
Cleveland 427 Guilford 235 Guilford 119 Guilford 220
Rutherford 235 Rockingham 59 Forsyth 38 Davidson 191
Gaston 174 Forsyth 37 Rockingham 31 Randolph 134
Charlotte- Mecklenburg 155 Randolph 36 Randolph 22 Forsyth 123
Forsyth 123 Alamance- Burlington 26 Alamance- Burlington 13 Thomasville City 30
Iredell- Statesville 123 Wake 24 Wake 13 Wake 22
Burke 114 Davidson 17 Davidson 12 Rockingham 20
Surry 92 Charlotte- Mecklenburg 15 Durham Public 12 Lexington City 17
Lincoln 82 Asheboro City 12 Charlotte- Mecklenburg 9 Charlotte- Mecklenburg 16
Davidson 71 Moore 8 Chatham 7 Asheboro City 16
Johnson C. Smith
University
Lees McRae
College Lenoir- Rhyne College Livingstone College
Charlotte- Mecklenburg 255 Surry 90 Catawba 278 Charlotte- Mecklenburg 69
Union 16 Burke 60 Burke 147 Rowan- Salisbury 49
Gaston 12 Avery 29 Caldwell 116 Forsyth 14
Cumberland 11 Stokes 24 Alexander 82 Guilford 14
Wake 10 Wilkes 21 Hickory City 74 Gaston 11
Durham 8 Yadkin 18 Lincoln 72 Wake 10
Guilford 7 Mount Airy City 12 Iredell- Statesville 70 Cleveland 7
Forsyth 6 McDowell 10 Gaston 66 Durham 7
Cabarrus 5 Elkin City 8 Forsyth 35 Cumberland 6
Forsyth 7 Rowan- Salisbury 34 Union 6
14
Table V: 2006- 07 Top 10 LEAs
Employing ( at least 5) Teachers with Degrees from Each IHE
Mars Hill College Meredith College Methodist University Montreat College
Buncombe 247 Wake 557 Cumberland 311
Charlotte-
Mecklenburg 13
Henderson 100 Johnston 90 Harnett 36 McDowell Co 9
Madison 99 Forsyth 61 Wake 27 Buncombe 7
Yancey 98 Harnett 40 Sampson 19
McDowell 79 Nash- Rocky Mount 36 Robeson 16
Haywood 52 Guilford 35 Guilford 15
Mitchell 45 Granville 34 Hoke 15
Asheville City 33 Charlotte- Mecklenburg 34 Bladen 13
Burke 32 Durham 33 Johnston 12
Cherokee 32 Franklin 32 New Hanover 9
Gaston 32
NC A& T State
University NC Central University NC State University
NC Wesleyan
College
Guilford 837 Durham Public 618 Wake 1,447 Nash- Rocky Mount 155
Forsyth 249 Wake 500 Johnston 287 Halifax 43
Charlotte- Mecklenburg 213 Charlotte- Mecklenburg 156 Durham Public 136 Wayne 35
Rockingham 127 Cumberland 144 Guilford 114 Edgecombe 31
Wake 120 Vance 106 Charlotte- Mecklenburg 111 Wake 27
Alamance- Burlington 107 Granville 94 Cumberland 86 Roanoke Rapids City 22
Randolph 100 Guilford 92 Franklin 84 Lenoir 18
Cumberland 86 Chapel Hill- Carrboro 82 Harnett 83 Johnston 14
Davidson 77 Person 74 Forsyth 70 Wilson 14
Durham 74 Forsyth 72 Granville 65 Franklin 11
Northampton 11
Pfeiffer University Queens University Salem College Shaw University
Stanly 197 Charlotte- Mecklenburg 188 Forsyth 249 Wake 78
Rowan- Salisbury 108 Union 29 Davidson 30 Halifax 30
Charlotte- Mecklenburg 73 Gaston 17 Stokes 30 Nash- Rocky Mount 30
Cabarrus 52 Iredell- Statesville 10 Davie 20 Cumberland 29
Montgomery 43 Cabarrus 9 Surry 19 Durham Public 22
Randolph 29 Guilford 5 14
Charlotte-
Mecklenburg 18
Union 24 Rowan- Salisbury 5 Wake 14 Guilford 16
Davidson 23 Stanly 5 Wilkes 12 Vance 16
Guilford 19 Charlotte- Mecklenburg 10 Bertie 14
Forsyth 18 Yadkin 10 Harnett 14
Southeastern College
at Wake Forest
St. Augustine's College
St. Andrews Presbyterian
College UNC- Asheville
Less than five graduates Wake 114 Moore 56 Buncombe 222
employed in any LEA. Nash- Rocky Mount 31 Scotland 50 Henderson 66
No data reported. Durham Public 18 Richmond 33 Asheville City 53
Charlotte- Mecklenburg 17 Montgomery 30 McDowell 26
Johnston 13 Lee 24 Charlotte- Mecklenburg 24
Halifax 12 Charlotte- Mecklenburg 19 Transylvania 20
Pitt 12 Wake 17 Haywood 19
Vance 11 Robeson 13 Madison 19
Cumberland 10 Harnett 9 Rutherford 17
Guilford 10 Randolph 9 Yancey 15
UNC- Chapel Hill UNC- Charlotte UNC- Greensboro UNC- Pembroke
Wake 876 Charlotte- Mecklenburg 1,909 Guilford 1,715 Robeson 1,092
Durham Public 496 Cabarrus 682 Forsyth 773 Cumberland 535
Charlotte- Mecklenburg 405 Gaston 462 Randolph 460 Richmond 261
Chapel Hill- Carrboro 319 Union Co Public 448 Wake 370 Scotland 256
Guilford 280 Rowan- Salisbury 340 Rockingham 354 Columbus 235
Forsyth 270 Iredell- Statesville 258 Charlotte- Mecklenburg 352 Bladen 167
Alamance- Burlington 165 Cleveland 249 Alamance- Burlington 345 Moore 137
Orange 156 Stanly 218 Davidson 305 Hoke 124
Cumberland 133 Lincoln 209 Durham Public 140 Wake 77
Chatham 129 Kannapolis City 125 Cumberland 127 Anson 60
15
Table V: 2006- 07 Top 10 LEAs
Employing ( at least 5) Teachers with Degrees from Each IHE
UNC- Wilmington Wake Forest University Warren Wilson College Western Carolina University
New Hanover 725 Forsyth 220 Buncombe 35 Buncombe 582
Onslow 490 Wake 72 Asheville City 16 Haywood 361
Brunswick 288 Charlotte- Mecklenburg 59 McDowell 12 Henderson 248
Pender 269 Guilford 49 Henderson 10 Macon 228
Wake 238 Davidson 23 Haywood 5 Jackson 208
Duplin 208 Durham Public 20 Mitchell 5 Cherokee 204
Johnston 108 Stokes 19 Charlotte- Mecklenburg 154
Columbus 102 Gaston 16 Gaston 138
Sampson 95 Surry 15 McDowell 122
Charlotte- Mecklenburg 94 Rowan- Salisbury 13 Cleveland 120
Winston- Salem State
Wingate University University
Union Co Public 250 Forsyth 465
Stanly 68 Charlotte- Mecklenburg 143
Anson 64 Guilford 87
Charlotte- Mecklenburg 49 Wake 63
Cabarrus 19 Durham Public 34
Richmond 14 Cumberland 29
Rowan- Salisbury 14 Stokes 25
Gaston 13 Surry 22
Randolph 12 Rockingham 19
Lincoln 9 Davidson 18
Halifax 18
Nash- Rocky Mount 18
Wayne Co Public 18
16
DEFINITIONS USED
Baccalaureate Degree Program: A program that culminates in the awarding of a
baccalaureate degree. Such programs may be five- year or extended programs that result in
awarding of a baccalaureate degree.
Full- time Students: Undergraduate students taking a minimum of 12 semester hours or the
equivalent; graduate students taking a minimum of 9 semester hours or the equivalent.
Lateral Entry/ Provisionally Licensed: Individuals employed by public schools on lateral entry
or provisional licenses.
LEA: Local Education Agency; the 115 school systems in North Carolina.
License Completer: Individuals who have completed programs of study leading to licensure
and satisfied testing requirements prescribed by the State for the licensure area.
Licensure: The official recognition by a state governmental agency that an individual has met
state- mandated requirements and, therefore, is approved to practice as a duly licensed
educator in that state. Licensure is used synonymously with certification in many states.
Licensure- Only: Programs designed for individuals who possess the appropriate level degree
to complete requirements to be issued a license.
Master's Degree Program: A graduate program for the advanced preparation of teachers or
the initial or advanced preparation of other school personnel.
Part- time Students: Undergraduate students taking fewer than 12 semester hours or the
equivalent; graduate students taking fewer than 9 semester hours or the equivalent.
Program: A sequence of courses and experiences in general, specialty, and professional
studies required by a college/ university for the preparation of professional education candidates
to teach a specific subject or academic area, to provide professional education services ( e. g.,
school psychology or counseling), or administer schools. A program area could be a major in
education; it could also be a major, minor, or endorsement sequence in an academic area with
professional education requirements for licensure.
Program Completers: Students who complete professional education programs in the
institution. Such programs include those intended to prepare students for licensure; to
culminate in a degree; to provide endorsement credentials; to provide professional
development, or for other purposes. To complete a program does not necessarily mean
licensure was obtained or a degree earned. See Program.
Undergraduate
Teacher Education
Programs
2006- 07
17
UNDERGRADUATE TEACHER EDUCATION PROGRAMS
Preservice Teacher Education
Preservice teachers, like all students enrolled in the college/ university, complete a series of
General Education courses which typically include mathematics, science, English, history,
social science, and fine arts. In addition, preservice teachers complete a sequence of
Professional Studies courses which typically include foundations of education, educational
psychology, developmental psychology, reading/ writing in the content areas, exceptional
children, and a sequence of Specialty Studies courses which are related to the specific
licensure area ( e. g., prospective math teachers complete courses in trigonometry, calculus,
linear algebra, etc.; prospective social studies teachers complete courses in history, economics,
political science, geography, etc.). Additional elective hours may be required to fulfill semester-hour
graduation requirements.
Throughout their professional studies and specialty studies sequences preservice teachers
complete supervised field experiences in public school settings, culminating in a 10- week
minimum student teaching experience.
Quality of Students Entering the Programs
Colleges and universities with approved teacher education programs seek to recruit and retain
quality students who reflect the diversity of the state and nation. They work closely with their
college/ university admission offices to promote teacher education programs. Brochures and
other promotional materials are routinely distributed. Teacher education faculty regularly
participate in career days, open houses, and other recruitment activities for prospective
students. Some institutions have developed specific programs to recruit teacher assistants into
teacher education programs. A growing number of institutions offer off- campus programs
designed to bring teacher education programs to prospective students. Some have earmarked
special scholarships for teacher education majors in addition to the Teaching Fellows
Scholarships and Prospective Teacher Scholarship Loans available from the State.
Information on institution- specific efforts to recruit students into teacher education programs and
to recruit minority teacher education candidates is contained in the individual Institutional
Reports on the NCDPI website.
Undergraduate Teacher Education Program Admission Requirements
To be admitted to an approved teacher education program, prospective teachers must:
  have a 2.5 ( on a 4.0 scale) grade point average;
  satisfactorily complete the Preprofessional Skills Tests ( PPST) in Reading, Writing, and
Mathematics; and
  satisfy institution specific requirements such as an interview, speech proficiency screening,
completion of prescribed courses with designated grades ( e. g., usually a grade of " C" or
better is required in a foundations of education course)
18
Per State Board of Education policy, undergraduate degree- seeking students must earn at least
the following scores on the PPST exams to be admitted to teacher education:
Test Required Score * Rescaled Score
PPST Reading 176 * C- PPST Reading 176
PPST Math 173 * C- PPST Math 173
PPST Writing 173 * C- PPST Writing 173
CBT Reading 323
CBT Math 318
CBT Writing 319
* Note: Educational Testing Service has now rescaled the scores candidates earn on the
computerized versions of the PPST to match the scale used on the paper version of the exams,
and the same scores ( 176, 173, 173) are now required on both formats of the exams. However,
individuals included in this year’s report may have been admitted to the program under the
previous CBT scoring scale.
In May 2007, the SBE approved a composite score of 522 for Praxis I.
In January 2006, the Board approved the use of the SAT or ACT in lieu of Praxis I as follows:
Individuals with a total SAT score of 1100 are exempt from Praxis I testing
requirements for teacher education program admission.
Individuals with a total SAT score of less than 1100, but a score of at least 550 on
the Verbal test are exempt from the Preprofessional Skills Tests in Reading and
Writing for teacher education program admission.
Individuals with a total SAT score of less than 1100, but a score of at least 550 on
the Math test are exempt from the Preprofessional Skills Test in Mathematics for
teacher education program admission.
Individuals with a composite ACT score of 24 are exempt from Praxis I testing
requirements for teacher education program admission.
Individuals with a composite ACT score of less than 24, but with a score of at least
24 on the English test are exempt from the Preprofessional Skills Tests in
Reading and Writing for teacher education program admission.
Individuals with a composite ACT score of less than 24, but a score of at least 24
on the Math test are exempt from the Preprofessional Skills Test in Mathematics
for teacher education program admission.
Candidates must be admitted to the teacher education program at least one semester prior to
student teaching.
Table VI summarizes the Fall 2006 enrollment in teacher education programs. This data was
provided by the institution. Table VII summarizes admission test results. This data was
provided by the institutions for the students reported as admitted to their programs.
19
Table VI: Enrollment in Undergraduate Teacher Education Programs 2006- 07
Full- Time Part- Time
Undergraduate Licensure- Only Undergraduate Licensure- Only
M= Minority, T= Total M T M T M T M T
Appalachian State University 54 1026 3 58 10 223 11 70
Barton College 3 59 2 3 11 5 21
Belmont Abbey College 2 17 2 6 1 1 1
Bennett College 7 8
Brevard College 12 1 7 1
Campbell University 2 68 1 11 8 59
Catawba College 30 6 18
Chowan University 8 1
Duke University 5 24
East Carolina University 150 1283 1 11 1 6 220 681
Elizabeth City State University 31 136 2 6 1 6 129 209
Elon University 12 220 1 1 3 24
Fayetteville State University 29 48 2 3 90 134
Gardner- Webb University 5 101 2 9 1 8 2 9
Greensboro College 3 69 2 12 6 34 131
Guilford College 2 32 3 10
High Point University 14 176 1 21
Johnson C Smith University 8 8 1 1
Lees- McRae College 5 163 1 5 1
Lenoir- Rhyne college 7 103 8 10 6 104
Livingstone College 7 9
Mars Hill College 8 157 1 8 10 19
Meredith College 13 107 1 29 2 16
Methodist University 14 32
Montreat College 7
NC A& T State University 132 154 1 2 12 22 8 9
NC Central University 143 166 45 66 11 17 92 166
NC State University 50 506 1 13 99 509
NC Wesleyan College 5 24 1 1 1 6 1 3
Pfeiffer University 6 61 1 9 1 4
Queens University 3 23 3 2 8 4 18
Salem College 2 30 78 303 2 2
Shaw University 7 8 3 5 2 3
Southeastern College at Wake Forest 3
St. Andrews Presbyterian College 3 24 1 8 2 27 1 18
St. Augustine’s College 10 10 15 17
UNC- Asheville 4 119 1 24 2 1 43
UNC- Chapel Hill 41 231 17 111
UNC- Charlotte 106 749 16 74 43 282 256 749
UNC- Greensboro 110 763 10 62 6 21 41 166
UNC- Pembroke 51 205 15 35 3 15 61 118
UNC- Wilmington 61 789 13 111 4 38 13 115
Wake Forest University 1 46
Warren Wilson College 13
Western Carolina University 14 392 2 28 4 63 5 70
Wingate University 3 84 3
Winston- Salem State University 24 33 2 1 4 1 9
Totals: 1157 8336 211 951 107 801 1130 3627
20
Table VII: Admission Test Data for Undergraduate Programs
State Average 180 176 180 328 318 324 3.32
Institution
PPST-R
PPST-W
PPST-M
CBT
- R
CBT-W
CBT-M
GPA
Appalachian State University 180 176 179 3.36
Barton College 179 176 179 3.20
Belmont Abbey College 180 175 178 3.42
Bennett College 178 174 178 3.33
Brevard College 182 177 180 3.45
Campbell University 181 178 181 3.35
Catawba College 180 176 179 3.17
Chowan University 179 177 178 3.38
Duke University 184 180 183 3.42
East Carolina University 180 176 180 329 322 325 3.32
Elizabeth City State University 180 177 179 3.39
Elon University 181 179 183 3.38
Fayetteville State University 180 177 180 328 324 326 3.34
Gardner- Webb University 180 177 180 3.34
Greensboro College 180 177 180 3.50
Guilford College 181 177 181 3.24
High Point University 179 176 178 3.44
Johnson C Smith University 178 176 178 3.25
Lees- McRae College 179 176 179 3.80
Lenoir- Rhyne College 180 177 179 3.28
Livingstone College 177 175 177 3.81
Mars Hill College 180 176 179 3.44
Meredith College 181 178 180 3.29
Methodist University 180 176 178 3.44
Montreat College 180 177 178 3.31
NC A& T State University 179 177 179 327 323 3.29
NC Central University 181 177 179 3.17
NC State University 181 178 182 3.28
NC Wesleyan College 179 176 179 3.42
Pfeiffer University 179 175 179 3.41
Queens University 180 177 179 3.44
Salem College 180 177 179 3.12
Shaw University 179 177 177 3.57
Southeastern College at Wake Forest
St. Andrews Presbyterian College 180 175 177 3.54
St. Augustine’s College 178 175 175 3.43
UNC- Asheville 181 178 182 3.34
UNC- Chapel Hill 181 178 181 3.17
UNC- Charlotte 179 175 179 3.21
UNC- Greensboro 180 177 180 331 324 3.27
UNC- Pembroke 180 176 179 328 323 3.20
UNC- Wilmington 180 176 180 325 3.45
Wake Forest University 183 181 181 3.28
Warren Wilson College 183 178 182 3.39
Western Carolina University 179 176 178 3.46
Wingate University 180 177 181 3.38
Winston- Salem State University 179 176 177 3.39
21
Table VII ( Continued): Admission Test Data for Undergraduate Programs
State Average 1202 577 576 27 25 25 3.32
Institution
SAT
Total
SAT
Math
SAT
Verbal
ACT
Composite
ACT
Math
ACT
English
GPA
Appalachian State University 568 562 26 3.36
Barton College 1197 3.20
Belmont Abbey College 3.42
Bennett College 3.33
Brevard College 3.45
Campbell University 1183 3.35
Catawba College 582 3.17
Chowan University 3.38
Duke University 1381 3.42
East Carolina University 1167 572 565 3.32
Elizabeth City State University 1218 3.39
Elon University 1,219 615 604 3.38
Fayetteville State University 3.34
Gardner- Webb University 3.34
Greensboro College 1153 3.50
Guilford College 1205 579 626 3.24
High Point University 1174 572 567 3.44
Johnson C Smith University 3.25
Lees- McRae College 3.80
Lenoir- Rhyne College 1180 3.28
Livingstone College 3.81
Mars Hill College 1177 3.44
Meredith College 1200 3.29
Methodist University 3.44
Montreat College 3.31
NC A& T State University
3.29
NC Central University 3.17
NC State University 1,221 572 559 3.28
NC Wesleyan College 552 3.42
Pfeiffer University 3.41
Queens University 3.44
Salem College 3.12
Shaw University 3.57
Southeastern College at Wake Forest
St. Andrews Presbyterian College 3.54
St. Augustine’s College 3.43
UNC- Asheville 1243 3.34
UNC- Chapel Hill 1250 3.17
UNC- Charlotte 1191 568 570 3.21
UNC- Greensboro 1209 570 570 26 3.27
UNC- Pembroke 1171 3.20
UNC- Wilmington 1172 579 574 26 3.45
Wake Forest University 3.28
Warren Wilson College 3.39
Western Carolina University 1197 574 571 26 25 3.46
Wingate University 1202 575 3.38
Winston- Salem State University 3.39
22
QUALITY OF STUDENTS COMPLETING TEACHER EDUCATION PROGRAMS
Teacher Education Programs are designed to provide preservice teachers with the knowledge,
skills, and dispositions that will allow them to effectively meet the needs of diverse learners in
the public school setting. Colleges and universities take seriously their responsibility to
recommend individuals for licensure. For this reason, the progress of students in completing
program requirements is monitored and the competence of students is assessed throughout the
program of study. As appropriate, students may be advised to consider alternative majors.
Licensure Recommendations
In addition to satisfying all program/ course requirements, to be recommended for a Standard
Professional 1 License ( formerly called the Initial Teaching License) upon program completion
prospective teachers must:
  prepare a satisfactory technology product of learning ( portfolio) which demonstrates the
technology standards adopted by the SBE;
  have the recommendation of the LEA in which student teaching was completed;
  have the recommendation of the college/ university; and
  satisfy Praxis testing requirements if required by No Child Left Behind.
Initial Licensure Program
After completion of a Teacher Education Program, preservice teachers are issued a Standard
Professional 1 License. Upon employment with a LEA, they participate in the Initial Licensure
Program. This three- year program is designed to provide continued support and assistance to
the beginning teacher. During this time, the novice teacher is observed at least three times
annually by the principal or principal's designee and at least once annually by a teacher. During
the first two years of teaching the novice teacher is provided a paid mentor.
The success of individuals recommended for licensure by each approved teacher education
program in converting a Standard Professional 1 License to a Standard Professional 2 License
( formerly called the Continuing Teaching License) is monitored by the NCDPI and current
Teacher Education Program approval criteria require institutions to maintain at least a 95%
conversion rate. Since the inception of the Initial Licensure Program in the mid- 1980s, all
institutions have met this criterion.
Efforts to Ensure the Technological Competence of Beginning Teachers
To be recommended for initial licensure, preservice teachers are required to complete a
technology “ product of learning” which demonstrates their mastery of the technology standards
prescribed by the SBE. These products of learning are to be evaluated by teams of
college/ university faculty and public school practitioners.
All Teacher Education Programs are expected to integrate the utilization of technology across
the curriculum and teacher education faculty are expected to model the use of technology in
their instruction. To prepare prospective teachers to effectively use technology to enhance
instruction, a number of Teacher Education Programs require prospective teachers to complete
specific course work in the use of technology in teaching. Teacher education faculty have
23
participated in workshops to update their technology skills. Grants have been written to obtain
funding to support technology training for teacher education faculty and public school teachers.
Each of the public universities with an approved teacher education program is provided funds to
employ a technology specialist to work with faculty and students.
Efforts to Assist Students in Satisfying Praxis Testing Requirements
Institutions utilize a variety of means to assist students in satisfying Praxis testing requirements.
Information on Praxis testing examination requirements is distributed to students early in their
programs of study. Study materials, including those published by the ETS, are made available
to students. Most institutions have purchased computer- based programs from ETS to assist
students preparing to take the PPST. In some cases, use of this program is tied to specific
courses; in other cases its use is optional. Faculty at a number of institutions have actually
taken the Praxis II Specialty Area exams so that they are familiar with the format and scope of
the exams. They have used this experience to restructure courses to assure better alignment of
course and exam contents. The format of exams used in some university courses has been
modified to prepare students for the types of questions they will encounter on the Praxis II
Specialty Area exams. Some institutions have brought external consultants, including
individuals from ETS, to campus to conduct workshops for faculty and students. Some
institutions indicate that they provide tutoring for individuals experiencing difficulty with the
exams. Efforts of individual institutions to assist students in satisfying Praxis testing
requirements are detailed in the individual institutional reports.
Table VIII summarizes information provided by the institutions on the length of time taken by
students to complete the teacher education program from the time of formal admission.
Table IX provides summary information on the performance of program completers on the
Praxis exams for elementary education and special education ( those required by No Child Left
Behind). The data in Table IX were generated by comparing those individuals identified by the
institution as having student taught in 2005- 06 to the Praxis database available to the
Department of Public Instruction. Institutions were provided the opportunity to verify the scores.
It should be noted that if less than five students took an exam pass rates have not been
reported. Elementary education and special education Praxis testing requirements that were in
effect for the 2005- 06 year are as follows.
AREA OF LICENSURE REQUIRED TESTS REQUIRED SCORE
Elementary ( K- 6) 0011 and 0012 313 ( total score)
Sp Ed: Adapted Curriculum 0353 and 0544 287
Sp Ed: General Curriculum 0353 and 0542 302
Behaviorally/ Emotionally Disabled 0351 and 0371 0351 - 143; 0371 - 147
Cross Categorical 0351 and 0352 0351 - 143; 0352 - 136
Mentally Disabled 0351 and 0321 0351 - 143; 0321 - 144
Severely Profoundly Mentally Disabled 0351 and 0321 0351 - 143; 0321 - 144
Learning Disabled 0351 and 0381 0351 - 143; 0381 - 139
Visually Impaired 0280 550
24
Table VIII: Length of Time to Program Completion
( Undergraduate Students)
Full- Time Students Part- Time Students
Number of Semesters 1- 3 4 5 6 7 8 1- 3 4 5 6 7 8
Appalachian State University 47 95 138 73 17 6 4 2 2 10 23 11
Barton College 23 9 1 4 1 1
Belmont Abbey College 13 3 1 1
Bennett College
Brevard College 5
Campbell University 19 11 1
Catawba College 1 9
Chowan University 8 3
Duke University 20
East Carolina University 46 64 91 82 63 112 1 2 1 1 2
Elizabeth City State University 25 2
Elon University 11 54 25 1
Fayetteville State University 6 12
Gardner- Webb University 9 24 5
Greensboro College 10 7 9 3 2
Guilford College 18
High Point University 7 54 7
Johnson C. Smith University 5
Lees- McRae College 80
Lenoir- Rhyne College 13 12 8 5 1
Livingstone College 3
Mars Hill College 39 13 12 40 20 20
Meredith College 36 12 5 1
Methodist University 18 1
Montreat College
NC A& T State University 27 58 1 1
NC Central University 10 98 5 3 12 6
NC State University 161 4 18 2
NC Wesleyan College 3 1 1
Pfeiffer University 20 11 1 5 2 1
Queens University 13 4 3 4 5 2 1
Salem College
Shaw University 1 3
Southeast College at Wake
Forest 3 1
St Augustine’s College 3 2
St. Andrews Presbyterian
College 13 4 1
UNC- Asheville 26 2 1 2
UNC- Chapel Hill 101
UNC- Charlotte 23 70 114 36 11 5 9 2 1 2
UNC- Greensboro 49 182 45 13 4 5 9 3 1
UNC- Pembroke 36 34 15 3
UNC- Wilmington 147 90 22 5 1 3 5 3 1
Wake Forest University 27
Warren Wilson College 5 3
Western Carolina University 19 31 49 10 2 1 2 2 2 1
Wingate University 3 6 19 1
Winston- Salem State University 17 1 1 1 1 1
Totals: 1048 1068 609 285 108 151 69 44 18 19 27 16
25
Table VIII: Length of Time to Program Completion
( Undergraduate Licensure- Only Students)
Full- Time Students Part- Time Students
Number of Semesters 1- 3 4 5 6 7 8 1- 3 4 5 6 7 8
Appalachian State University 1 2 2 2 3 3 1 2
Barton College 1 2 2 1 1
Belmont Abbey College 5 1 1
Bennett College
Brevard College 3 1
Campbell University 7 1 1 4 3 1
Catawba College 4 1 2
Chowan University
Duke University
East Carolina University 5 1 1 43 62 21 18 11 10
Elizabeth City State University 2 16
Elon University 3 6 1 2
Fayetteville State University 3 16 116
Gardner- Webb University
Greensboro College 7 2 27 14 3 3
Guilford College
High Point University 4
Johnson C. Smith University 1
Lees- McRae College 3
Lenoir- Rhyne College 3 5 6 1 4
Livingstone College
Mars Hill College 10 20 10
Meredith College 17 4 2 1
Methodist University
Montreat College
NC A& T State University 1 3
NC Central University 3 19 3 1 15 20 8 17 3
NC State University 3 3 104 6 29 8
NC Wesleyan College
Pfeiffer University 1 1
Queens University 3 1 1 1 1
Salem College 21 19 8
Shaw University 1 1 2
Southeast College at Wake Forest
St Augustine’s College 1 1 1
St. Andrews Presbyterian College
UNC- Asheville 20 1 13 1
UNC- Chapel Hill 26 19 3 1
UNC- Charlotte 2 83 59 45 26 6 10
UNC- Greensboro 2 1 3 7 1 4 2 5
UNC- Pembroke
UNC- Wilmington 10 2
Wake Forest University
Warren Wilson College
Western Carolina University 6 1 1 2 1 2 3 2 2
Wingate University
Winston- Salem State University 1 4 1
Totals: 128 79 22 4 3 9 373 204 126 83 45 154
26
Table IX: Praxis Performance of Undergraduate Program Completers
Special Education
Overall Passrate Elementary Ed
Adapted
Curriculum
Institution N % N % N %
Appalachian State University 242 99 219 99
Barton College 26 100 22 100
Belmont Abbey College 23 100 23 100
Bennett College 1 *
Campbell University 32 100 32 100
Catawba College 9 100 9 100
Chowan University 17 82 17 82
Duke University 12 100 12 100
East Carolina University 272 96 245 96 9 100
Elizabeth City State University 25 100 23 100
Elon University 59 98 49 98
Fayetteville State University 50 90 43 91
Gardner- Webb University 31 100 31 100
Greensboro College 15 100 12 100 2 *
Guilford College 17 94 17 94
High Point University 35 100 32 100
Johnson C. Smith University 5 100 5 100
Lees- McRae College 78 96 78 96
Lenoir- Rhyne College 4 * 4 *
Livingstone College 3 * 3 *
Mars Hill College 41 95 34 94
Meredith College 34 100 34 100
Methodist University 10 100 9 100
Montreat College 6 100 6 100
NC A& T State University 17 100 17 100
NC Central University 52 87 47 85
NC State University 1 *
NC Wesleyan College 5 100 5 100
Pfeiffer University 32 100 28 100
Queens University 23 100 23 100
Salem College 5 100 5 100
Shaw University 2 * 1 *
St Andrews Presbyterian College 30 97 30 97
St Augustine’s College 1 * 1 *
UNC- Asheville 30 100 30 100
UNC- Chapel Hill 64 100 64 100
UNC- Charlotte 285 98 215 98 13 100
UNC- Greensboro 170 100 150 100
UNC- Pembroke 49 96 45 96
UNC- Wilmington 185 99 181 99
Wake Forest University 22 100 22 100
Warren Wilson College 7 100 7 100
Western Carolina University 66 100 56 100
Wingate University 19 95 19 95
Winston- Salem State University 18 83 17 82
State Rates 2130 98 1922 98 24 100
* Pass Rates Not Reported if less than 5 test takers.
27
Table IX: Praxis Performance of Undergraduate Program Completers
Special Education
General BED Cross Learning
Curriculum Categorical Disabled
Institution N % N % N % N %
Appalachian State University 1 * 2 * 20 100
Barton College 4 *
Belmont Abbey College
Bennett College 1 *
Campbell University
Catawba College
Chowan University
Duke University
East Carolina University 18 100
Elizabeth City State University 2 *
Elon University 9 100 1 *
Fayetteville State University 6 83
Gardner- Webb University
Greensboro College 1 *
Guilford College
High Point University 3 *
Johnson C. Smith University
Lees- McRae College
Lenoir- Rhyne College
Livingstone College
Mars Hill College 7 100
Meredith College
Methodist University 1 *
Montreat College
NC A& T State University
NC Central University 3 * 1 *
NC State University 1 *
NC Wesleyan College
Pfeiffer University 4 *
Queens University
Salem College
Shaw University 1 *
St Andrews Presbyterian College
St Augustine’s College
UNC- Asheville
UNC- Chapel Hill
UNC- Charlotte 52 100 4 * 1 *
UNC- Greensboro 20 100
UNC- Pembroke 4 *
UNC- Wilmington 3 * 1 *
Wake Forest University
Warren Wilson College
Western Carolina University 9 100 1 *
Wingate University
Winston- Salem State University 1 *
State Rates 148 99 4 * 4 * 26 100
* Pass Rates Not Reported if less than 5 test takers.
28
Table IX: Praxis Performance of Undergraduate Program Completers
Special Education
Mentally Disabled
Institution N %
Appalachian State University
Barton College
Belmont Abbey College
Bennett College
Campbell University
Catawba College
Chowan University
Duke University
East Carolina University
Elizabeth City State University
Elon University
Fayetteville State University 1 *
Gardner- Webb University
Greensboro College
Guilford College
High Point University
Johnson C. Smith University
Lees- McRae College
Lenoir- Rhyne College
Livingstone College
Mars Hill College
Meredith College
Methodist University
Montreat College
NC A& T State University
NC Central University 1 *
NC State University
NC Wesleyan College
Pfeiffer University
Queens University
Salem College
Shaw University
St Andrews Presbyterian College
St Augustine’s College
UNC- Asheville
UNC- Chapel Hill
UNC- Charlotte
UNC- Greensboro
UNC- Pembroke
UNC- Wilmington
Wake Forest University
Warren Wilson College
Western Carolina University
Wingate University
Winston- Salem State University
State Pass rates: 2 *
* Pass Rates Not Reported if less than 5 test takers.
29
EMPLOYMENT AND PROGRAM SATISFACTION
To determine the percent of individuals completing initial licensure programs at each institution
who actually were licensed and employed in the public schools of North Carolina one year after
program completion, a search of the NCDPI Licensure and the Salary Administration databases
was conducted using the names of individuals provided by the institutions.
To determine the satisfaction with Teacher Education Programs of individuals who have
completed the programs and their employers, a survey was distributed to recent undergraduate
program completers employed in the public schools of North Carolina, their mentors, and their
principals. Respondents were asked to rate their satisfaction with the teacher education
program in general, the beginning teacher’s preparation for managing the classroom, his/ her
preparation for using technology as an instructional tool, his/ her preparation for meeting the
needs of diverse learners, and his/ her preparation in curriculum content and delivery strategies.
A copy of the surveys is included at the end of this section of the Summary Report.
On a 4.0 scale, program completers expressed the greatest satisfaction with their preparation in
Instructional delivery ( 3.58), followed by the program in general ( 3.52). [ This is consistent with
previous years.] Their satisfaction with their preparation to utilize technology, meet the needs of
diverse learners, and manage the classroom were 3.38, 3.38, and 3.33 respectively. The mean
ratings of principals and mentor teachers ranged from 3.27 to 3.56.
Table X provides information on the number of individuals completing undergraduate teacher
education programs who were licensed and employed in the public schools of North Carolina
within one year of program completion. Table XI summarizes the results of the survey of
program completers, mentor teachers, and principals.
30
Table X: Percentage of Student Teachers Licensed/ Employed
Within 1 Year of Program Completion
Institution
Number of
Student
Teachers % Licensed % Employed
Appalachian State University 512 96 70
Barton College 34 100 82
Belmont Abbey College 23 100 83
Bennett College 2 * *
Brevard College 3 * *
Campbell University 57 93 72
Catawba College 19 89 79
Chowan University 22 86 59
Duke University 20 85 10
East Carolina University 511 94 67
Elizabeth City State University 34 97 74
Elon University 102 93 51
Fayetteville State University 113 82 65
Gardner- Webb University 44 93 75
Greensboro College 24 100 79
Guilford College 21 90 76
High Point University 44 91 66
Johnson C. Smith University 8 88 63
Lees- McRae College 78 97 65
Lenoir- Rhyne College 27 96 56
Livingstone College 3 * *
Mars Hill College 58 91 69
Meredith College 64 100 81
Methodist University 20 95 55
Montreat College 6 100 83
NC A& T State University 30 100 80
NC Central University 93 77 57
NC State University 161 90 63
NC Wesleyan College 8 100 75
Pfeiffer University 40 95 85
Queens University 31 84 48
Salem College 11 100 55
Shaw University 3 * *
Southeast College at Wake Forest 3 * *
St Augustine’s College 3 * *
St. Andrews Presbyterian College 43 91 74
UNC- Asheville 77 99 61
UNC- Chapel Hill 96 95 66
UNC- Charlotte 471 97 77
UNC- Greensboro 338 92 72
UNC- Pembroke 80 96 85
UNC- Wilmington 312 98 69
Wake Forest University 31 97 39
Warren Wilson College 15 80 40
Western Carolina University 153 94 66
Wingate University 30 90 50
Winston- Salem State University 31 81 52
State Summary 3909 94% 68%
* % not reported if less than 5 completer
31
Table X: ( Continued) Ranking of Institutions by % Licensed and % Employed
Ranking by Number
of Student Teachers
Number
of
Student
Teachers
Ranking by Percentage of
Student Teachers Licensed
Percent
Licensed
Ranking by Percentage of
Student Teachers Employed
Percent
Employed
Appalachian State University 512 Barton College 100 Pfeiffer University 85
East Carolina University 511 Belmont Abbey College 100 UNC- Pembroke 85
UNC- Charlotte 471 Greensboro College 100 Belmont Abbey College 83
UNC- Greensboro 338 Meredith College 100 Montreat College 83
UNC- Wilmington 312 Montreat College 100 Barton College 82
NC State University 161 NC A& T State University 100 Meredith College 81
Western Carolina University 153 NC Wesleyan College 100 NC A& T State University 80
Fayetteville State University 113 Salem College 100 Catawba College 79
Elon University 102 UNC- Asheville 99 Greensboro College 79
UNC- Chapel Hill 96 UNC- Wilmington 98 UNC- Charlotte 77
NC Central University 93 Elizabeth City State University 97 Guilford College 76
UNC- Pembroke 80 Lees- McRae College 97 Gardner- Webb University 75
Lees- McRae College 78 UNC- Charlotte 97 NC Wesleyan College 75
UNC- Asheville 77 Wake Forest University 97 Elizabeth City State University 74
Meredith College 64 Appalachian State University 96 St. Andrews Presbyterian College 74
Mars Hill College 58 Lenoir- Rhyne College 96 Campbell University 72
Campbell University 57 UNC- Pembroke 96 UNC- Greensboro 72
Gardner- Webb University 44 Methodist University 95 Appalachian State University 70
High Point University 44 Pfeiffer University 95 Mars Hill College 69
St. Andrews Presbyterian College 43 UNC- Chapel Hill 95 UNC- Wilmington 69
Pfeiffer University 40 East Carolina University 94 East Carolina University 67
Barton College 34 Western Carolina University 94 High Point University 66
Elizabeth City State University 34 Campbell University 93 UNC- Chapel Hill 66
Queens University 31 Elon University 93 Western Carolina University 66
Wake Forest University 31 Gardner- Webb University 93 Fayetteville State University 65
Winston- Salem State University 31 UNC- Greensboro 92 Lees- McRae College 65
NC A& T State University 30 High Point University 91 Johnson C. Smith University 63
Wingate University 30 Mars Hill College 91 NC State University 63
Lenoir- Rhyne College 27 St. Andrews Presbyterian College 91 UNC- Asheville 61
Greensboro College 24 Guilford College 90 Chowan University 59
Belmont Abbey College 23 NC State University 90 NC Central University 57
Chowan University 22 Wingate University 90 Lenoir- Rhyne College 56
Guilford College 21 Catawba College 89 Methodist University 55
Duke University 20 Johnson C. Smith University 88 Salem College 55
Methodist University 20 Chowan University 86 Winston- Salem State University 52
Catawba College 19 Duke University 85 Elon University 51
Warren Wilson College 15 Queens University 84 Wingate University 50
Salem College 11 Fayetteville State University 82 Queens University 48
Johnson C. Smith University 8 Winston- Salem State University 81 Warren Wilson College 40
NC Wesleyan College 8 Warren Wilson College 80 Wake Forest University 39
Montreat College 6 NC Central University 77 Duke University 10
Bennett College 2 Bennett College * Bennett College *
Brevard College 3 Brevard College * Brevard College *
Livingstone College 3 Livingstone College * Livingstone College *
Shaw University 3 Shaw University * Shaw University *
Southeast College at Wake Forest 3 Southeast College at Wake Forest * Southeast College at Wake Forest *
St Augustine’s College 3 St Augustine’s College * St Augustine’s College *
State Summary 3909 94 68
32
Table XI: Survey Results
Undergraduate Completers
Satisfaction
Number
Responding Program in General
Managing the
Classroom Technology Diverse Learners
Instructional
Delivery
C = Program Completer
M = Mentor
P = Principal
C M P C M P C M P C M P C M P C M P
Appalachian State University 145 221 191 3.50 3.53 3.48 3.26 3.30 3.23 3.40 3.56 3.32 3.21 3.32 3.19 3.51 3.45 3.35
Barton College 16 17 14 3.44 3.71 3.57 3.44 3.65 3.50 3.56 3.71 3.50 3.63 3.71 3.64 3.69 3.82 3.64
Belmont Abbey College 9 9 11 3.78 3.67 3.73 3.33 3.22 3.55 3.22 3.44 3.55 3.33 3.78 3.45 3.89 3.67 3.55
Bennett College   2 1   3 * * * * * * * * * * * * * * *
Brevard College 1 * * * * *
Campbell University 20 25 21 3.65 3.60 3.14 3.55 3.36 3.00 3.45 3.52 3.20 3.30 3.40 3.10 3.65 3.48 3.05
Catawba College 10 9 14 3.50 3.67 3.43 3.40 3.44 3.14 3.10 3.56 3.36 3.30 3.44 3.36 3.20 3.67 3.07
Chowan University 8 9 3 4.00 3.22 * 3.75 3.56 * 3.88 3.44 * 3.88 3.67 * 3.88 3.67 *
Duke University   4 6   7 * 3.83 3.14 * 3.83 2.86 * 4.00 3.29 * 3.83 3.00 * 4.00 3.14
East Carolina University 145 179 199 3.59 3.58 3.57 3.37 3.33 3.36 3.40 3.55 3.41 3.39 3.35 3.30 3.65 3.50 3.47
Elizabeth City State University 14 18 16 3.21 3.59 3.50 3.36 3.33 3.31 3.00 3.61 3.38 3.36 3.50 3.06 3.14 3.67 3.31
Elon University 28 23 22 3.74 3.65 3.59 3.43 3.26 3.23 3.71 3.52 3.23 3.61 3.39 3.27 3.89 3.61 3.45
Fayetteville State University 40 36 41 3.50 3.50 3.58 3.30 3.33 3.27 3.25 3.47 3.29 3.35 3.39 3.30 3.45 3.44 3.29
Gardner- Webb University 11 29 17 3.73 3.72 3.75 3.82 3.59 3.47 3.64 3.59 3.13 3.64 3.69 3.31 3.91 3.66 3.31
Greensboro College   10 10 8 2.60 3.50 3.63 2.50 3.20 3.63 2.70 3.70 3.25 2.60 3.60 3.75 2.60 3.60 3.25
Guilford College 4 9 7 * 3.22 3.43 * 2.89 3.29 * 3.89 3.43 * 3.67 3.43 * 3.56 3.29
High Point University 14 18 16 3.71 3.50 3.53 3.57 3.44 3.38 3.43 3.44 3.25 3.43 3.28 3.38 3.57 3.44 3.50
Johnson C. Smith University 2 4   5 * * 3.00 * * 2.80 * 3.50 2.80 * * 2.40 * * 2.60
Lees- McRae College 29 24 27 3.59 3.50 3.42 3.48 3.54 3.33 3.34 3.50 3.22 3.31 3.33 3.15 3.69 3.54 3.33
Lenoir- Rhyne College 5 1 5 3.40 * 4.00 3.20 * 3.80 4.00 * 3.60 3.80 * 3.80 3.80 * 4.00
Livingstone College 1   4   4 * * * * * * * * * * * * * * *
Mars Hill College 23 27 17 3.48 3.59 3.24 3.39 3.33 3.18 3.30 3.52 2.88 3.39 3.41 2.94 3.52 3.44 3.12
Meredith College 26 34 25 3.88 3.71 3.48 3.69 3.53 3.56 3.65 3.68 3.40 3.65 3.53 3.28 3.92 3.71 3.36
Methodist University 8 7 6 3.88 3.00 3.83 3.88 2.86 3.83 4.00 3.43 3.50 3.88 2.86 3.50 4.00 3.29 3.83
Montreat College 4 4 5 * * 3.40 * * 3.20 * * 3.40 * * 3.20 * * 3.20
NC A& T State University 10 16 16 3.60 3.47 2.94 3.30 3.25 2.88 3.70 3.40 2.69 3.40 3.19 2.63 3.70 3.44 2.75
NC Central University 22 18 18 3.18 3.22 3.33 3.05 3.00 3.44 3.05 3.06 3.22 3.14 3.06 3.22 3.24 3.28 3.28
33
Table XI: Survey Results
Undergraduate Completers
Satisfaction
Number
Responding Program in General
Managing the
Classroom Technology Diverse Learners
Instructional
Delivery
C = Program Completer
M = Mentor
P = Principal
C M P C M P C M P C M P C M P C M P
NC State University 32 53 43 3.50 3.57 3.56 3.03 3.23 3.28 3.66 3.55 3.49 3.47 3.17 3.24 3.56 3.38 3.38
NC Wesleyan College 4 2 1 * * * * * * * * * * * * * * *
Pfeiffer University 11 16 17 3.73 3.06 3.65 3.55 2.88 3.41 3.45 3.19 3.41 3.55 2.94 3.35 3.73 3.06 3.53
Queens University 8 8 6 3.75 3.50 3.17 3.25 3.50 2.83 3.75 3.25 2.83 3.63 3.38 3.00 3.75 3.38 3.00
Salem College 24 19 24 3.78 3.58 3.38 3.58 3.53 3.17 3.54 3.47 3.04 3.83 3.58 3.04 3.88 3.58 3.38
Shaw University 3 3 1 * * * * * * * * * * * * * * *
Southeast College at Wake Forest   1   1   3 * * * * * * * * * * * * * * *
St Augustine’s College 0 0 0
St. Andrews Presbyterian College 16 18 16 3.31 3.72 3.63 3.44 3.61 3.31 3.50 3.39 3.38 3.63 3.61 3.56 3.69 3.78 3.50
UNC- Asheville 27 23 17 3.56 3.71 3.76 3.33 3.48 3.41 3.56 3.43 3.94 3.26 3.39 3.41 3.52 3.74 3.53
UNC- Chapel Hill 41 46 46 3.56 3.70 3.67 3.27 3.26 3.39 3.05 3.54 3.59 3.56 3.52 3.57 3.63 3.61 3.67
UNC- Charlotte 147 174 148 3.40 3.55 3.51 3.27 3.39 3.46 3.20 3.48 3.33 3.33 3.39 3.39 3.46 3.57 3.44
UNC- Greensboro 116 148 119 3.55 3.61 3.57 3.34 3.37 3.36 3.29 3.57 3.22 3.41 3.45 3.29 3.63 3.58 3.40
UNC- Pembroke 33 35 30 3.70 3.66 3.60 3.39 3.43 3.27 3.44 3.71 3.30 3.45 3.44 3.43 3.64 3.68 3.33
UNC- Wilmington 94 127 134 3.48 3.50 3.43 3.21 3.31 3.29 3.51 3.48 3.29 3.28 3.31 3.17 3.60 3.47 3.27
Wake Forest University 10 17 12 3.60 3.76 3.58 3.40 3.41 3.17 4.00 3.88 3.58 3.70 3.65 3.25 3.70 3.71 3.50
Warren Wilson College   2   5   4 * 3.40 * * 2.80 2.75 * 3.20 * * 3.40 * * 3.40 *
Western Carolina University 54 56 45 3.47 3.58 3.47 3.35 3.30 3.27 3.46 3.55 3.24 3.31 3.45 3.29 3.63 3.61 3.36
Wingate University 9 12 9 3.67 3.75 3.44 3.44 3.33 3.33 3.11 3.17 3.22 3.33 3.33 3.22 3.44 3.50 3.22
Winston- Salem State University 8 10 7 3.00 3.40 3.57 3.13 3.20 3.14 3.00 3.30 3.00 3.13 3.40 3.29 3.38 3.30 3.00
** Grand Totals 1251 1535 1404
State Averages 3.52 3.56 3.51 3.33 3.34 3.31 3.38 3.52 3.31 3.38 3.39 3.27 3.58 3.53 3.37
* Less than five survey responses received, responses will be held and combined with next year's survey responses.
** Contains only the number of surveys received this year.
  Last year, less than five survey responses were received. They are included with this year's responses.
34
REWARDS AND SANCTIONS
Undergraduate Programs
If schools are to succeed, they must be staffed with quality professionals. The quality of teacher
education programs is a significant factor in determining the quality of the teaching profession.
Because of this, programs should be assessed on a regular basis. One key method of
assessing program quality is found in the Teacher Education Program Approval process. This
process requires on- site reviews of teacher education programs by trained teams of
professionals at least every seven years. To assist in carrying out this process and in assessing
the on- going quality of teacher preparation, a Performance Report will be issued for each North
Carolina college or university with an approved teacher education program. Data from the
program approval process and the IHE Performance Report will be used to reward and sanction
programs as required by the Excellent Schools Act.
Undergraduate teacher education programs must:
( a) Maintain annually a passing rate of at least 70% on Praxis II exams.
( b) Receive annually positive ratings ( 3 or 4) from at least 70% of graduates and employers
responding to surveys.
( c) Exhibit direct and ongoing involvement with the public schools.
An undergraduate teacher education program shall be designated as “ Low Performing” if:
( a) It does not meet 2 of the above 3 criteria in a single year; or
( b) It does not meet the same 1 of the above 3 criteria twice in three years; or
( c) It does not meet any 1 of the above 3 criteria for 3 consecutive years.
The public disclosure of the IHE Performance Reports serves as a means of rewards/ sanctions
itself, as institutions seek to attract students and garner alumni support. Further sanctions are
described below.
For any criterion that the institution does not meet, it will be required to submit a written plan to
the NCDPI detailing the actions that will be taken to correct the deficiency( ies); technical
assistance will be available through the Teacher Education Section. The reports will be
reviewed by the SEC, which may recommend further action ( e. g., sending a team to campus;
requiring additional information, etc.) If an institution is designated “ Low- Performing,” on two
consecutive assessments, the Department will conduct an on- site review of the program. The
results of this review will be reported to the SBE and may result in closure of the licensure
program.
A “ rule of 5” will be applied to Praxis II and survey data; i. e., data with an “ N” fewer than 5 will
not be reported. Data will be banked until a minimum of 5 scores or responses are recorded
and then reported.
35
SURVEYS OF UNDERGRADUATE PROGRAM
COMPLETERS, MENTORS, PRINCIPALS
36
37
38
Graduate
Teacher Education
Programs
2006- 07
39
GRADUATE TEACHER EDUCATION PROGRAMS
During the 2006- 07 academic year, 30 institutions were approved to offer programs leading to
graduate level licensure. The institutions are:
Appalachian State University
Campbell University
Catawba College
Duke University
East Carolina University
Elizabeth City State University
Elon University
Fayetteville State University
Gardner- Webb University
Greensboro College
High Point University
Lenoir Rhyne College
Meredith College
Montreat College
NC A& T State University
NC Central University
NC State University
Pfeiffer University
Queens University
Salem College
Shaw University
UNC – Chapel Hill
UNC - Charlotte
UNC - Greensboro
UNC - Pembroke
UNC - Wilmington
Wake Forest University
Western Carolina University
Wingate University
Winston- Salem State University
Graduate Teacher Education
In compliance with the Excellent Schools Act of 1997, institutions with graduate teacher
education programs redesigned their programs leading to master’s level licensure. The
redesigned programs are based on standards and guidelines derived from research, reports of
best practice, and nationally recognized models including the National Board for Professional
Teaching Standards.
Experienced teachers, university faculty, and other practicing educators were involved in the
redesign of the programs. The curricula focus on current trends and issues in education,
teaching of reading and writing across the curriculum, meeting the needs of diverse students in
inclusive classroom settings, using technology to enhance and support teaching and other
professional activities, applying research findings to curriculum development and classroom
instruction, developing peer leadership and mentoring skills, and diagnosing and prescribing
instruction that fosters student learning. It is expected that on- going clinical or field experiences
link program faculty, students enrolled in the program, and master practitioners in the schools.
Students are expected to develop a culminating “ product of learning” and demonstrate
competencies related to instructional expertise, knowledge of learners, research expertise,
connecting subject matter and learners, and professional growth and leadership.
Quality of Students Entering the Programs
Colleges and universities with approved Teacher Education Programs seek to recruit and retain
quality students who reflect the diversity of the state and nation. They work closely with their
college/ university graduate admission offices and area school systems to promote teacher
education programs. Brochures and other promotional materials are routinely distributed. A
number of institutions offer off- campus programs and on- line courses designed to bring teacher
education programs to prospective students.
40
Graduate Teacher Education Program Admission Requirements
Graduate teacher education program admission requirements vary from institution to institution.
Most require prospective students to have a prescribed grade point average and to earn a
satisfactory score on a standardized examination such as the Miller Analogies Test ( MAT) or
Graduate Record Exam ( GRE). Many require references; a number require a writing sample
( essay). Prospective students who do not hold an “ A” ( undergraduate) level teaching license in
the proposed area of study may be required to complete additional undergraduate course work.
Table XII summarizes the Fall 2006 enrollment in graduate teacher education programs. This
data was provided by the institution. Table XIII summarizes admission test results. This data
was provided by the institutions for the students reported as admitted to their programs. The
column MAT 1 reflects MAT scores based on the 0- 100 scoring rubric; MAT 2 reflects the new
MAT scoring rubric that ranges from 200 – 600. The column GRE 1 reflects the combined
Verbal and Quantitative scores ( each can range from 200- 800); GRE 2 reflects the GRE
analytical writing score which ranges from 0- 6.
41
Table XII: Enrollment in Graduate Teacher Education Programs, Fall 2006
Full- Time Part- Time
Graduate
Licensure-
Only Graduate
Licensure-
Only
M= Minority, T= Total M T M T M T M T
Appalachian State University 15 190 47 779 7
Campbell University 12 76 1 5 17 104 2 5
Catawba College 37
Duke University 3 13
East Carolina University 2 20 143 1069 6 25
Elizabeth City State University 31 67
Elon University 11 93
Fayetteville State University 1 8 28
Gardner- Webb University 1 64 286
Greensboro College 1 25
High Point University 1 12 1 1
Lenoir- Rhyne College 3 3 10
Meredith College 6 34 1 3
NC A& T State University 30 43 15 18 19 46 26 47
NC Central University 130 172 1 50 67 3 5
NC State University 13 92 53 342
Pfeiffer University 13 45 5 15
Queens University 9 69
Salem College 16 96 1
Shaw University 7 7 1 1
UNC- Chapel Hill 19 152 33 207 8 21
UNC- Charlotte 11 59 130 623 19 41
UNC- Greensboro 74 316 2 11 42 190 14 73
UNC- Pembroke 3 7 72 306 1 1
UNC- Wilmington 4 42 1 4 118 1 7
Wake Forest University 1 10
Western Carolina University 15 126 20 231
Wingate University 7 48
Winston- Salem State University 5 20
Totals 369 1491 19 40 778 4809 81 245
42
Table XIII: Graduate Teacher Education Programs Admission Data
MAT 1 MAT 2 GRE 1 GRE 2 GPA
State Averages 45 405 1012 3.39
Appalachian State University 42 405 958 3.33
Campbell University * 933 4 3.37
Catawba College 3.29
Duke University 1281 5 3.65
East Carolina University 45 405 1015 3.23
Elizabeth City State University 34 384 3.62
Elon University 42 407 3.27
Fayetteville State University 1393 3.38
Gardner- Webb University 41 401 1135 3.31
Greensboro College 847 3.86
High Point University 397 806 3.32
Lenoir- Rhyne College * * 978 3.64
Meredith College 48 406 1140 4 3.75
NC A& T State University 3.63
NC Central University 3.59
NC State University 55 419 1049
Pfeiffer University 38 * 854 3.80
Queens University 1106 4 3.88
Salem College 3.33
Shaw University 654 3.60
UNC- Chapel Hill 1180 5 3.35
UNC- Charlotte 44 408 1008 3.30
UNC- Greensboro 32 962 3.47
UNC- Pembroke 33 400 3.45
UNC- Wilmington 56 407 1064 4 3.91
Wake Forest University 1195 3.51
Western Carolina University * 1003 4
Wingate University 45 396 1055 3.30
Winston- Salem State University * 395 785 3.29
* Less than 5 takers of the test reported. Average not reported.
43
QUALITY OF STUDENTS COMPLETING THE PROGRAMS
Graduate Teacher Education Programs are designed to refine and extend the knowledge, skills,
abilities, and dispositions of inservice teachers. To this end, students are required to complete
defined programs of study which include courses in professional education, content pedagogy,
and the academic discipline( s) the individual teaches. To a much greater extent than
undergraduate teacher education programs, graduate teacher education programs focus on the
application of research findings to curriculum development and classroom instruction, the
development of peer leadership and mentoring skills, and the diagnosis and prescription of
instruction that fosters student learning. It is expected that on- going clinical or field experiences
link program faculty, students enrolled in the program, and master practitioners in the schools.
The progress of students in completing program requirements is monitored and the competence
of students is assessed throughout the program of study. Students are expected to develop a
culminating “ product of learning” and demonstrate competencies related to instructional
expertise, knowledge of learners, research expertise, connecting subject matter and learners,
and professional growth and leadership.
Teachers are not required to take additional Praxis exams to upgrade their licenses from the “ A”
( bachelor’s level) to the “ M” ( master’s level) unless they are adding an area to the license. For
this reason, most individuals completing graduate teacher education programs are not required
to take Praxis exams.
Table XIV summarizes data provided by the institutions on the length of time taken by students
to complete the graduate Teacher Education Programs.
44
Table XIV: Length of Time to Program Completion
( Graduate Students)
Full- Time Students Part- Time Students
Number of Semesters 1- 3 4 5 6 7 8 1- 3 4 5 6 7 8
Appalachian State University 17 17 22 7 3 28 13 12 106 66 29
Campbell University
Catawba College
Chowan University
Duke University 13
East Carolina University 6 52 1
Elizabeth City State University
Elon University 1
Fayetteville State University 1 2 22
Gardner- Webb University
Greensboro College 11
High Point University
Lenoir- Rhyne College
Meredith College
Montreat College
NC A& T State University 23 20 31
NC Central University 115 36
NC State University 9 25 9 26
Pfeiffer University 26 1 1
Queens University 1
Salem College 38 2
Shaw University
UNC- Chapel Hill 95 5 8 53 16 1 1
UNC- Charlotte 2 2 3 1 36 29 29 33 30 25
UNC- Greensboro 5 17 21 24 13 32 3 1 12 5 12 40
UNC- Pembroke 4 19 14 9 46
UNC- Wilmington 14 7 6
Wake Forest University 27 8
Western Carolina University 1 4 10 9 4 3 2 19 37 16 21
Wingate University 1 6 2 3 5
Winston- Salem State University 5
Totals:
264
255
56
49
20
36
78
196
113
203
159
219
45
Table XIV: Length of Time to Program Completion
( Graduate Licensure- Only Students)
Full- Time Students Part- Time Students
Number of Semesters 1- 3 4 5 6 7 8 1- 3 4 5 6 7 8
Appalachian State University
Campbell University 3
Catawba College
Chowan University
Duke University
East Carolina University 15 3
Elizabeth City State University
Elon University
Fayetteville State University
Gardner- Webb University
Greensboro College
High Point University 3
Lenoir- Rhyne College
Meredith College
Montreat College
NC A& T State University
NC Central University 1 5
NC State University
Pfeiffer University
Queens University
Salem College
UNC- Chapel Hill 18 3 3 3 2
UNC- Charlotte 5 4
UNC- Greensboro 1 1 2 14 5 5 6 2
UNC- Pembroke 1
UNC- Wilmington
Wake Forest University
Western Carolina University 1 2 2 1 1
Wingate University
Winston- Salem State University
Totals:
4
5 - -
1 -
40
32
7
9
10
4
46
EMPLOYMENT AND PROGRAM SATISFACTION
To determine the satisfaction with graduate Teacher Education Programs of individuals who
have completed the programs and their employers, a survey was distributed to recent graduate
program completers employed in the public schools of North Carolina and their principals.
Respondents were asked to rate their satisfaction with the graduate teacher education program
in general, and the impact of the graduate program on the teacher’s ability to connect subject
matter and learners’ needs, implement research- based approaches, assume leadership roles,
facilitate learning for diverse students, and engage in continuous professional development.
On a 4.0 scale, the average ratings on each of the items by both program completers and their
principals ranged from 3.50 to 3.70.
Table XV summarizes the results of the surveys of program completers and principals.
47
Table XV: Graduate Survey Results
Satisfaction
C = Completer
E = Employer
Number
Responding
Overall
Quality
Connecting
Subject Matter
Research
Base
Leadership
Role
Diverse
Learner
Professional
Development
C E C E C E C E C E C E C E
Appalachian State University 69 79 3.70 3.72 3.65 3.66 3.59 3.63 3.63 3.49 3.62 3.53 3.60 3.70
Campbell University 32 44 3.72 3.75 3.78 3.68 3.81 3.59 3.66 3.64 3.75 3.61 3.72 3.68
Catawba College 3 2 * * * * * * * * * * * *
East Carolina University 161 152 3.80 3.66 3.64 3.53 3.61 3.44 3.65 3.43 3.62 3.45 3.69 3.58
Elizabeth City State University 2 2 * * * * * * * * * * * *
Elon University 14 9 3.79 3.89 3.79 3.44 3.71 3.56 3.71 3.44 3.71 3.78 3.79 3.56
Fayetteville State University 10 14 3.00 3.93 2.90 3.79 2.90 3.57 3.20 3.64 3.30 3.43 2.90 3.69
Gardner- Webb University 11 9 3.64 3.78 3.64 3.78 3.64 3.78 3.64 3.67 3.82 3.89 3.91 3.89
Greensboro College   9 5 4.00 3.80 3.78 3.80 3.78 3.60 3.33 3.20 3.67 3.80 3.56 3.60
Lenoir- Rhyne College   5   5 3.00 3.80 3.40 3.80 2.80 3.80 3.40 3.60 3.20 3.60 3.60 3.80
Meredith College 2 4 * * * * * * * * * * * *
NC A& T State University   33   23 3.24 3.57 3.36 3.70 3.27 3.52 3.28 3.57 3.48 3.52 3.35 3.48
NC Central University 1 2 * * * * * * * * * * * *
NC State University 31 28 3.58 3.85 3.65 3.68 3.81 3.61 3.63 3.68 3.47 3.64 3.68 3.71
Pfeiffer University   11 6 3.91 3.67 4.00 4.00 3.91 3.83 3.82 3.67 3.91 3.67 3.82 3.83
Queens University 10 8 3.80 3.50 3.90 3.38 3.90 3.50 3.60 3.38 3.80 3.38 3.90 3.50
Salem College 27 27 3.78 3.48 3.89 3.48 3.81 3.26 3.74 3.04 3.81 3.26 3.85 3.44
Shaw University 1 0 * . * . * . * . * . * .
UNC- Chapel Hill 45 36 3.60 3.72 3.60 3.75 3.64 3.72 3.58 3.58 3.62 3.61 3.67 3.75
UNC- Charlotte 55 49 3.49 3.60 3.57 3.63 3.69 3.47 3.58 3.49 3.58 3.49 3.51 3.63
UNC- Greensboro 51 47 3.73 3.83 3.59 3.68 3.67 3.55 3.53 3.51 3.65 3.62 3.65 3.67
UNC- Pembroke 13 17 3.85 3.71 3.92 3.53 3.77 3.53 3.92 3.35 3.85 3.35 4.00 3.50
UNC- Wilmington 13 33 3.69 3.79 3.69 3.79 3.69 3.76 3.62 3.76 3.46 3.73 3.69 3.76
Wake Forest University 6 7 4.00 4.00 3.83 3.86 3.83 4.00 4.00 3.57 3.33 3.57 4.00 4.00
Western Carolina University 44 29 3.50 3.76 3.52 3.76 3.55 3.62 3.52 3.59 3.43 3.79 3.48 3.69
Wingate University 5 3 2.80 * 3.00 * 3.00 * 3.20 * 2.60 * 2.40 *
Winston- Salem State University 3 7 * 3.14 * 2.71 * 2.86 * 3.14 * 3.14 3.67 3.00
** Grand Totals: 670 645
State Averages: 3.65 3.70 3.63 3.63 3.63 3.55 3.60 3.50 3.60 3.54 3.63 3.64
* Less than five survey responses received. Responses will be held and combined with next year's survey responses.
** Contains only the number of surveys received this year.
  Last year, less than five survey responses were received. They are included with this year's responses.
48
REWARDS AND SANCTIONS
Graduate Programs
If schools are to succeed, they must be staffed with quality professionals. The quality of Teacher
Education Programs is a significant factor in determining the quality of the teaching profession.
Because of this, programs should be assessed on a regular basis. One key method of
assessing program quality is found in the Teacher Education Program Approval process. This
process requires on- site reviews of teacher education programs by trained teams of
professionals at least every seven years. To assist in carrying out this process and in assessing
the on- going quality of teacher preparation, a Performance Report will be issued for each North
Carolina college or university with an approved teacher education program. Data from the
program approval process and the IHE Performance Report will be used to reward and sanction
programs as required by the Excellent Schools Act.
Graduate Teacher Education Programs:
• must receive annually positive ratings ( 3 or 4) from at least 70% of graduates and
employers responding to surveys; and
• shall be designated as “ Low Performing” if they do not meet this criterion twice in three
years.
The public disclosure of the IHE Performance Reports serves as a means of rewards/ sanctions
itself, as institutions seek to attract students and garner alumni support. Further sanctions are
described below.
For any criterion that the institution does not meet, it will be required to submit a written plan to
the NCDPI detailing the actions that will be taken to correct the deficiency( ies); technical
assistance will be available through the Teacher Education Section. The reports will be
reviewed by the SEC, which may recommend further action ( e. g., sending a team to campus;
requiring additional information, etc.) If an institution is designated “ Low- Performing,” on two
consecutive assessments, the Department will conduct an on- site review of the program. The
results of this review will be reported to the SBE and may result in closure of the licensure
program.
A “ rule of 5” will be applied to Praxis II and survey data; i. e., data with an “ N” fewer than 5 will
not be reported. Data will be banked until a minimum of 5 scores or responses are recorded
and then reported.
49
SURVEYS OF GRADUATE PROGRAM COMPLETERS AND PRINCIPALS
50
51
School
Administration
Programs
2006- 07
52
SCHOOL ADMINISTRATION PROGRAMS
School administration programs are designed to prepare educational leaders who have the
knowledge, skills, and dispositions to promote the success of all students. While specific course
requirements vary from institution to institution, they are focused on enabling graduates to be
able to facilitate the formation, articulation, and dissemination of a school or district vision of
learning supported by the school community; promote and maintain a positive school culture for
learning, by promoting effective instructional programs, applying best practices to student
learning, and designing and implementing comprehensive professional growth programs for
staff; manage organizational operations and resources in a way that promotes safe, efficient,
and effective learning environments; collaborate with families and other community members,
responding to diverse community interests and needs, and mobilizing community resources;
understand the larger political, social, economic, legal, and cultural context of schools; and
advocate for all students.
During the 2006- 07 academic year 17 institutions offered school administration programs. The
institutions are:
Appalachian State University
Campbell University
East Carolina University
Elizabeth City State University
Fayetteville State University
Gardner- Webb University
High Point University
NC A & T State University
NC Central University
NC State University
UNC - Chapel Hill
UNC - Charlotte
UNC - Greensboro
UNC - Pembroke
UNC - Wilmington
Western Carolina University
Wingate University
Quality of Students Entering the Programs
Institutions with approved school administration programs seek to recruit and retain quality
students who reflect the diversity of the state and nation. They work closely with their
college/ university graduate admission offices and area school systems to promote their
programs. Brochures and other promotional materials are routinely distributed. A number of
institutions offer off- campus programs designed to bring programs to prospective school
administrators.
School Administration Program Admission Requirements
School Administration Program admission requirements vary from institution to institution. Most
require prospective students to have a prescribed grade point average and to earn a
satisfactory score on a standardized examination such as MAT or GRE. Many require
references; a number require a writing sample ( essay).
Table XVI summarizes the Fall 2006 enrollment in school administration programs. This data
was provided by the institution. Table XVII summarizes admission test results. This data was
provided by the institutions for the students reported as admitted to their programs. The MAT
scores are based on the new MAT scoring rubric that ranges from 200 – 600. The GRE scores
reflect the combined Verbal and Quantitative scores ( each can range from 200- 800).
53
Table XVI: Enrollment in School Administration Programs
Fall 2006
Full- Time Part- Time
Graduate Licensure Only Graduate Licensure Only
M= Minority, T= Total M T M T M T M T
Appalachian State University 13 56 8 60 4 24
Campbell University 6 34 1 4 5 23 1
East Carolina University 69 283 1
Elizabeth City State University 14 18
Fayetteville State University 2 5 10 13
Gardner- Webb University 164 553 45 83
High Point University 5 32 12 25
NC A& T State University 2 4 16 16
NC Central University 22 28 1 1
NC State University 2 10 43 179
UNC- Chapel Hill 50 115 1 1 4 5
UNC- Charlotte 13 39 1 4 45 14 37
UNC- Greensboro 31 66 11 37
UNC- Pembroke 5 7 46 132 4 8
UNC- Wilmington 1 15 2 8 25 3 9
Western Carolina University 8 1 14 176 6
Wingate University 42 103
Totals: 176 459 19 41 405 1501 70 150
54
Table XVII: School Administration Program Admission Data
MAT GRE GPA
State Averages 407 964 3.26
Appalachian State
University
412 908 3.31
Campbell University 862 3.49
East Carolina University 411 1,086 3.07
Elizabeth City State
University
389 3.76
Fayetteville State University * 3.36
Gardner- Webb University 409 1,207 3.12
High Point University 405 814 3.56
NC A& T State University * 3.41
NC Central University 3.81
NC State University 414 968
UNC- Chapel Hill 402 952 3.12
UNC- Charlotte 404 908 3.35
UNC- Greensboro 937 3.23
UNC- Pembroke 399 3.50
UNC- Wilmington * * 3.94
Western Carolina University 983
Wingate University 401 * 3.46
* Less than five students took the test. Results not reported.
55
QUALITY OF STUDENTS COMPLETING THE PROGRAMS
School administration programs are designed to prepare educational leaders who have the
knowledge, skills, and dispositions to promote the success of all students. To this end,
candidates are required to complete defined programs of study which include significant
internship experiences. These experiences are expected to provide opportunities for
synthesizing and applying knowledge and practicing skills through substantial, sustained,
standards- based work in real settings, planned and guided cooperatively by the institution and
school district personnel. The progress of candidates in completing program requirements is
monitored and the competence of candidates is assessed throughout the program of study.
To be licensed as a school administrator, candidates must satisfactorily complete the School
Leaders Licensure Assessment ( SLLA) exam. A score of 155 is required to pass the exam.
Table XVIII summarizes the performance of candidates on the SLLA exam.
56
Table XVIII: Performance of MSA Program Completers
on the School Leaders Licensure Assessment
Number
Tested
Pass Rate
State- wide 497 100
Appalachian State University 59 100
Campbell University 11 100
East Carolina University 45 100
Fayetteville State University 29 100
Gardner- Webb University 124 100
High Point University 5 100
NC A& T State University 5 100
NC Central University 19 100
NC State University 54 100
UNC- Chapel Hill 38 100
UNC- Charlotte 45 100
UNC- Greensboro 28 100
UNC- Pembroke 22 100
UNC- Wilmington 18 100
Western Carolina University 14 100
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EMPLOYMENT AND PROGRAM SATISFACTION
To determine the satisfaction with school administration programs of individuals who have
completed the programs and their employers, a survey was distributed to recent school
administration program completers employed in the public schools of North Carolina and their
employers. Respondents were asked to rate their satisfaction with the program in general, their
preparation to use technology to support the instructional program, their preparation in
instructional leadership, and their preparation to assist teachers in meeting the needs of diverse
learners.
On a 4.0 scale, ratings by program completers ranged from 3.29 ( preparation to use technology)
to 3.59 ( overall program). Employer ratings ranged from 3.57 ( diverse learners and instructional
leadership) to 3.68 ( overall program).
Table XIX summarizes the results of the survey of program completers and their employers.
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Table XIX: School Administration Program Completer Survey Data
Satisfaction Number Overall Instructional Diverse
C = Completer Responding Quality Technology Leadership Learners
E = Employer C E C E C E C E C E
Appalachian State University 27 35 3.63 3.66 3.33 3.71 3.50 3.57 3.30 3.54
Campbell University 5 5 4.00 3.80 3.40 3.80 4.00 3.60 3.60 3.60
East Carolina University 26 31 3.85 3.81 3.27 3.74 3.65 3.58 3.50 3.58
Fayetteville State University 9 12 3.33 3.55 3.56 3.25 3.44 3.42 3.56 3.50
Gardner- Webb University 61 43 3.74 3.69 3.41 3.56 3.67 3.60 3.56 3.56
High Point University 4 4 * * * * * * * *
NC A& T State University   19   18 2.68 3.22 2.37 3.44 2.78 3.41 2.63 3.44
NC Central University 9 3 3.78 * 3.44 * 3.56 * 3.44 *
NC State University 36 27 3.72 3.81 3.44 3.78 3.65 3.56 3.53 3.62
UNC- Chapel Hill 15 11 4.00 3.91 3.20 3.91 3.73 3.91 3.47 3.91
UNC- Charlotte 35 18 3.11 3.50 3.14 3.61 3.24 3.44 3.26 3.44
UNC- Greensboro 17 13 3.71 3.85 3.47 3.62 3.69 3.54 3.76 3.85
UNC- Pembroke 7 7 4.00 3.83 3.43 3.71 4.00 3.71 3.86 3.43
UNC- Wilmington   17   17 3.59 3.47 3.24 3.59 3.65 3.35 3.47 3.35
Western Carolina University 14 11 3.50 3.82 3.29 3.73 3.57 3.73 3.21 3.64
** Grand Totals 301 256
State Averages 3.59 3.68 3.29 3.65 3.55 3.57 3.43 3.57
* Less than five survey responses received. Responses will be held and combined with next year's survey responses.
** Contains only the number of surveys received this year.
  Last year, less than fieve survey responses were received. They are included with this year's responses.
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REWARDS AND SANCTIONS
School Administration Programs
If schools are to succeed, they must be staffed with quality professionals. The quality of teacher
education programs is a significant factor in determining the quality of the teaching profession.
Because of this, programs should be assessed on a regular basis. One key method of
assessing program quality is found in the Teacher Education Program Approval process. This
process requires on- site reviews of teacher education programs by trained teams of
professionals at least every seven years. To assist in carrying out this process and in assessing
the on- going quality of teacher preparation, a Performance Report will be issued for each North
Carolina college or university with an approved teacher education program. Data from the
program approval process and the IHE Performance Report will be used to reward and sanction
programs as required by the Excellent Schools Act.
Masters of School Administration Programs ( MSAs) must:
( a) Maintain annually a passing rate of at least 70% on the exam.
( b) Receive annually positive ratings ( 3 or 4) from at least 70% of graduates and employers
responding to surveys
( c) Exhibit direct and ongoing involvement with the public schools.
An MSA program shall be designated as “ Low Performing” if:
( a) It does not meet 2 of the above 3 criteria in a single year; or
( b) It does not meet the same 1 of the above 3 criteria twice in three years; or
( c) It does not meet any 1 of the above 3 criteria for 3 consecutive years.
The public disclosure of the IHE Performance Reports serves as a means of rewards/ sanctions
itself, as institutions seek to attract students and garner alumni support. Further sanctions are
described below.
For any criterion that the institution does not meet, it will be required to submit a written plan to
NCDPI detailing the actions that will be taken to correct the deficiency( ies); technical assistance
will be available through the Teacher Education Section. The reports will be reviewed by the
SEC, which may recommend further action ( e. g., sending a team to campus; requiring
additional information, etc.) If an institution is designated “ Low- Performing,” on two consecutive
assessments, the Department will conduct an on- site review of the program. The results of this
review will be reported to the SBE and may result in closure of the licensure program.
A “ rule of 5” will be applied to Praxis II and survey data; i. e., data with an “ N” fewer than 5 will
not be reported. Data will be banked until a minimum of 5 scores or responses are recorded
and then reported.
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SURVEYS OF SCHOOL ADMINISTRATION PROGRAM COMPLETERS AND EMPLOYERS
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