IHE performance reports

              IHE
Performance
Reports
2007- 08
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
i
PREFACE
This is the tenth 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/ reports/. 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 .................................................................................................... 42
Quality of Students Entering the Programs ............................................................................... 42
Graduate Teacher Education Program Admission Requirements........................................ 43
Quality of Students Completing the Programs........................................................................... 46
Employment and Program Satisfaction ..................................................................................... 49
Rewards and Sanctions ............................................................................................................ 51
Graduate Program Completer Surveys ..................................................................................... 52
SCHOOL ADMINISTRATION PROGRAMS
Quality of Students Entering the Programs ............................................................................... 57
School Administration Program Admission Requirements................................................... 57
Quality of Students Completing the Programs........................................................................... 60
Employment and Program Satisfaction ..................................................................................... 62
Rewards and Sanctions ............................................................................................................ 64
Graduate Program Completer Surveys ..................................................................................... 65
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 with Degrees from each IHE Employed in the Public Schools ....................... 12
V. Top 10 LEAs Employing Graduates of Each IHE ............................................................ 13
VI. Enrollment in Undergraduate Teacher Education Programs, Fall 2007........................... 19
VII. Undergraduate Admission Test Data .............................................................................. 20
VIII. Length of Time to Program Completion ( Undergraduate)................................................ 24
IX. Praxis Performance of Undergraduate Program Completers .......................................... 26
X. Percentage of Student Teachers Licensed and Employed.............................................. 30
XI. Undergraduate Program Completer Survey Results ....................................................... 32
XII. Enrollment in Graduate Teacher Education Programs, Fall 2007.................................... 44
XIII. Graduate Admission Test Data ....................................................................................... 45
XIV. Length of Time to Program Completion ( Graduate) ........................................................ 47
XV. Graduate Program Completer Survey Results ................................................................ 50
XVI. Enrollment in School Administration Programs, Fall 2007............................................... 58
XVII. School Administration Program Admission Data ............................................................. 59
XVIII. Performance on the School Leaders Licensure Assessment ( SLLA) .............................. 61
XIX. School Administration Program Completer Survey Results............................................. 63
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; 18 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) or Teacher Education Accreditation Council
( TEAC). 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), TEAC team members focus on the all licensure
options as defined by the IHE ( referred to as the program). 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. All 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 97 61 75
Barton College 6 6 9
Belmont Abbey College 5 0 11
Bennett College 4 5 3
Brevard College 2 7 3
Campbell University 12 9 19
Catawba College 5 4 3
Chowan University 4 5 9
Duke University 5 3 7
East Carolina University 173 82 118
Elizabeth City State University 16 8 13
Elon College 9 6 10
Fayetteville State University 36 4 23
Gardner- Webb University 14 7 10
Greensboro College 11 11 12
Guilford College 5 1 0
High Point University 8 2 18
Johnson C. Smith University 3 5 1
Lees- McRae College 9 2 22
Lenoir- Rhyne College 0 0 0
Livingstone College 3 5 2
Mars Hill College 6 7 32
Meredith College 9 12 7
Methodist University 6 7 1
Montreat College 2 1 3
NC A& T State University 57 12 5
NC Central University 41 15 12
NC State University 77 8 2
NC Wesleyan College 3 3 8
Peace College 2 0 6
Pfeiffer University 9 6 8
Queens University of Charlotte 0 0 0
Salem College 8 2 16
Shaw University 8 0 3
Southeastern College at Wake Forest 0 1 3
St. Andrews Presbyterian College 5 0 8
St. Augustine's College 2 2 2
UNC- Asheville 10 7 7
UNC- Chapel Hill 58 6 19
UNC- Charlotte 109 14 74
UNC- Greensboro 79 49 135
UNC- Pembroke 13 0 6
UNC- Wilmington 56 9 64
Wake Forest University 10 3 6
Warren Wilson College 2 0 1
Western Carolina University 62 15 45
Wingate University 6 0 0
Winston- Salem State University 14 15 18
Totals 1,081 427 859
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 Licensing 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 are included 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
Undergraduate Graduate
Institution
Number
Issued
Program of
Study Leading
to Licensure
Number
Enrolled in One
or More
Classes
Leading to
Licensure
Number
Issued
Program of
Study
Leading to
Licensure
Number
Enrolled in
One or More
Classes
Leading to
Licensure
Appalachian State University 3 15
Barton College
Belmont Abbey College
Bennett College
Brevard College
Campbell University
Catawba College
Chowan University
Duke University
East Carolina University 256 481
Elizabeth City State University 30 30 8 8
Elon University
Fayetteville State University 7
Gardner- Webb University 3 5
Greensboro College 172 141
Guilford College
High Point University 55 31
Johnson C. Smith University
Lees- McRae College
Lenoir- Rhyne College 82 20
Livingstone College 50
Mars Hill College
Meredith College
Methodist University
Montreat College
NC A& T State University
NC Central University 274 270 162 164
NC State University 140 580
NC Wesleyan College
Peace College 2 2
Pfeiffer University 7 7
Queens University of Charlotte 48 108
Salem College
Shaw University 263 134
Southeastern College at Wake Forest
St. Andrews Presbyterian College
St. Augustine's College
UNC- Asheville 48
UNC- Chapel Hill 70 85
UNC- Charlotte
UNC- Greensboro 35 50 14 32
UNC- Pembroke 170 424
UNC- Wilmington 9 17
Wake Forest University
Warren Wilson College
Western Carolina University 508 401 4 44
Wingate University
Winston- Salem State University
Totals 2,086 2,839 188 356
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 2007- 08 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 11,368 2 East Carolina University 12,301 1
Barton College 1,491 16 Appalachian State University 11,368 2
Belmont Abbey College 341 39 UNC- Greensboro 8,006 3
Bennett College 258 42 UNC- Charlotte 6,427 4
Brevard College 13 46 UNC- Chapel Hill 5,882 5
Campbell University 2,195 14 Western Carolina University 4,645 6
Catawba College 722 25 NC State University 4,347 7
Chowan University 122 44 UNC- Wilmington 3,957 8
Duke University 349 38 UNC- Pembroke 3,761 9
East Carolina University 12,301 1 NC Central University 3,047 10
Elizabeth City State University 1,342 18 NC A& T State University 2,989 11
Elon University 1,340 19 Fayetteville State University 2,960 12
Fayetteville State University 2,960 12 Gardner- Webb University 2,504 13
Gardner- Webb University 2,504 13 Campbell University 2,195 14
Greensboro College 656 28 Meredith College 1,679 15
Guilford College 397 33 Barton College 1,491 16
High Point University 1,053 22 Lenoir- Rhyne College 1,437 17
Johnson C. Smith University 367 37 Elizabeth City State University 1,342 18
Lees- McRae College 393 34 Elon University 1,340 19
Lenoir- Rhyne College 1,437 17 Winston- Salem State University 1,332 20
Livingstone College 295 41 Mars Hill College 1,265 21
Mars Hill College 1,265 21 High Point University 1,053 22
Meredith College 1,679 15 Pfeiffer University 821 23
Methodist University 639 29 Wake Forest University 820 24
Montreat College 65 45 Catawba College 722 25
NC A& T State University 2,989 11 UNC- Asheville 719 26
NC Central University 3,047 10 Wingate University 685 27
NC State University 4,347 7 Greensboro College 656 28
NC Wesleyan College 521 31 Methodist University 639 29
Pfeiffer University 821 23 Salem College 567 30
Queens University of Charlotte 341 40 NC Wesleyan College 521 31
Salem College 567 30 Shaw University 452 32
Shaw University 452 32 Guilford College 397 33
Southeastern College at Wake Forest 3 47 Lees- McRae College 393 34
St. Andrews Presbyterian College 372 36 St. Augustine's College 379 35
St. Augustine's College 379 35 St. Andrews Presbyterian College 372 36
UNC- Asheville 719 26 Johnson C. Smith University 367 37
UNC- Chapel Hill 5,882 5 Duke University 349 38
UNC- Charlotte 6,427 4 Belmont Abbey College 341 39
UNC- Greensboro 8,006 3 Queens University of Charlotte 341 40
UNC- Pembroke 3,761 9 Livingstone College 295 41
UNC- Wilmington 3,957 8 Bennett College 258 42
Wake Forest University 820 24 Warren Wilson College 127 43
Warren Wilson College 127 43 Chowan University 122 44
Western Carolina University 4,645 6 Montreat College 65 45
Wingate University 685 27 Brevard College 13 46
Winston- Salem State University 1,332 20 Southeastern College at Wake Forest 3 47
Totals 95,752 Totals 95,752
13
Table V: 2007- 08 Top 10 LEAs
Employing ( at least 5) Teachers with Degrees from Each IHE
Appalachian State University Barton College Belmont Abbey College Bennett College
Forsyth 690 Wilson 250 Gaston 198 Guilford 76
Caldwell 557 Johnston 189 Charlotte- Mecklenburg 43 Charlotte- Mecklenburg 32
Charlotte- Mecklenburg 556 Nash- Rocky Mount 147 Lincoln 27 Forsyth 26
Burke 527 Wake 146 Cleveland 20 Wake 14
Catawba 495 Wayne 133 Durham 9
Wilkes 482 Pitt 40 Cumberland 8
Wake 462 Franklin 38 Alamance- Burlington 7
Guilford 392 Edgecombe 37 Franklin 5
Gaston 362 Craven 32 Pitt 5
Cleveland 317 Granville 28
Lenoir 28
Brevard College Campbell University Catawba College Chowan University
Less than five graduates Harnett 402 Rowan- Salisbury 268 Hertford 19
employed in any LEA. Wake 238 Davidson 45 Northampton 18
No data reported. Johnston 232 Iredell- Statesville 35 Bertie 12
Cumberland 196 Cabarrus 34 Gates 9
Sampson 130 Davie 31 Currituck 6
Lee 96 Forsyth 31 Halifax 5
Wayne 66 Charlotte- Mecklenburg 31 Roanoke Rapids City 5
Onslow 61 Guilford 20
Duplin 46 Lexington City 14
Moore 33 Gaston 14
Duke University East Carolina University Elizabeth City State University Elon University
Durham 87 Pitt 1,328 Pasquotank 244 Alamance- Burlington 348
Wake 45 Wake 1,052 Currituck 76 Guilford 158
Charlotte- Mecklenburg 24 Wayne 625 Hertford 76 Wake 91
Forsyth 19 Craven 618 Bertie 69 Charlotte- Mecklenburg 77
Guilford 19 Johnston 528 Edenton/ Chowan 63 Forsyth 61
Chapel Hill- Carrboro 15 Nash- Rocky Mount 507 Perquimans 62 Orange 40
Orange 9 Lenoir 464 Camden 60 Randolph 38
Alamance- Burlington 8 Onslow 420 Washington 56 Rockingham 34
Cumberland 7 Beaufort 377 Halifax 54 Person 31
Buncombe 6 Wilson 352 Gates 49 Chatham 30
Granville 6 Durham 30
New Hanover 6
Union 6
Fayetteville State University Gardner- Webb University Greensboro College Guilford College
Cumberland 1,300 Cleveland 438 Guilford 239 Guilford 126
Harnett 181 Rutherford 237 Rockingham 61 Forsyth 40
Robeson 148 Gaston 179 Forsyth 37 Rockingham 33
Sampson 126 Charlotte- Mecklenburg 179 Randolph 32 Randolph 21
Hoke 123 Iredell- Statesville 130 Alamance- Burlington 26 Alamance- Burlington 14
Wake 112 Forsyth 128 Wake 24 Davidson 14
Charlotte- Mecklenburg 81 Burke 113 Davidson 17 Durham 13
Bladen 74 Surry 89 Charlotte- Mecklenburg 13 Wake 13
Wayne 55 Lincoln 84 Moore 9 Charlotte- Mecklenburg 10
Moore 46 Davidson 72 Asheboro City 9 Buncombe 5
Chatham 5
Lee 5
Rowan- Salisbury 5
Surry 5
14
Table V: 2007- 08 Top 10 LEAs
Employing ( at least 5) Teachers with Degrees from Each IHE
High Point University Johnson C. Smith University Lees- McRae College Lenoir- Rhyne College
Guilford 239 Charlotte- Mecklenburg 245 Surry 101 Catawba 278
Davidson 201 Union 18 Burke 67 Burke 141
Randolph 138 Gaston 13 Avery 31 Caldwell 115
Forsyth 129 Cumberland 9 Stokes 26 Alexander 82
Thomasville City 32 Wake 9 Wilkes 23 Hickory City 76
Wake 22 Guilford 7 Yadkin 19 Lincoln 69
Rockingham 19 Durham 6 McDowell 13 Iredell- Statesville 68
Lexington City 18 Forsyth 6 Mount Airy City 11 Gaston 64
Davie Co 17 Forsyth 7 Forsyth 38
Asheboro City 17 Elkin City 7 Newton Conover City 37
Livingstone College Mars Hill College Meredith College Methodist University
Charlotte- Mecklenburg 66 Buncombe 236 Wake 557 Cumberland 312
Rowan- Salisbury 47 Henderson 101 Johnston 92 Harnett 36
Forsyth 12 Madison 99 Forsyth 59 Wake 31
Guilford 11 Yancey 97 Harnett 40 Sampson 19
Gaston 10 McDowell 81 Guilford 37 Hoke 17
Wake 10 Haywood 49 Franklin 36 Robeson 16
Cleveland 7 Mitchell 44 Nash- Rocky Mount 36 Guilford 15
Durham 7 Burke 36 Granville 34 Bladen 13
Rockingham 6 Asheville City 34 Charlotte- Mecklenburg 34 Moore 11
Cabarrus 5 Cherokee 31 Durham 33 Johnston 10
Caswell 5
Cumberland 5
Moore 5
Robeson 5
Union 5
Montreat College NC A& T State University NC Central University NC State University
Charlotte- Mecklenburg 13 Guilford 834 Durham 617 Wake 1,497
McDowell 10 Forsyth 259 Wake 526 Johnston 308
Buncombe 8 Charlotte- Mecklenburg 217 Charlotte- Mecklenburg 151 Durham 127
Rockingham 132 Cumberland 143 Charlotte- Mecklenburg 118
Wake 123 Vance 105 Guilford 105
Alamance- Burlington 111 Granville 94 Franklin 94
Randolph 101 Guilford 94 Harnett 86
Durham 84 Chapel Hill- Carrboro 88 Cumberland 82
Cumberland 81 Person 78 Forsyth 71
Davidson 66 Forsyth 68 Granville 64
NC Wesleyan College Peace College Pfeiffer University Queens University of Charlotte
Nash- Rocky Mount 146 Less than five graduates Stanly 200 Charlotte- Mecklenburg 191
Halifax 41 employed in any LEA. Rowan- Salisbury 119 Union 30
Wayne 37 No data reported. Charlotte- Mecklenburg 92 Gaston 17
Edgecombe 32 Cabarrus 56 Cabarrus 12
Wake 31 Montgomery 46 Iredell- Statesville 8
Roanoke Rapids City 22 Randolph 32 Forsyth 6
Lenoir 21 Union 24 Stanly 5
Wilson 16 Forsyth 23
Franklin 14 Davidson 20
Johnston 14 Guilford 19
15
Table V: 2007- 08 Top 10 LEAs
Employing ( at least 5) Teachers with Degrees from Each IHE
Salem College Shaw University
Southeastern College at Wake
Forest
St. Andrews Presbyterian
College
Forsyth 278 Wake 73 Less than five graduates Moore 64
Stokes 34 Cumberland 32 employed in any LEA. Scotland 46
Davidson 33 Halifax 32 No data reported. Montgomery 31
Surry 23 Nash- Rocky Mount 31 Richmond 31
Davie 22 Durham 24 Lee 25
Guilford 17 Charlotte- Mecklenburg 18 Wake 17
Wake 14 Guilford 15 Charlotte- Mecklenburg 16
Charlotte- Mecklenburg 12 Vance 14 Robeson 13
Wilkes 12 Bertie 13 Guilford 11
Mt Airy City 9 Wilson 13 Hoke 10
Yadkin 9 Randolph 10
St. Augustine’s College UNC- Asheville UNC- Chapel Hill UNC- Charlotte
Wake 124 Henderson 65 Durham 485 Cabarrus 724
Nash- Rocky Mount 27 Asheville City 49 Charlotte- Mecklenburg 382 Gaston 480
Durham 18 McDowell 30 Chapel Hill- Carrboro 316 Union 474
Cumberland 15 Transylvania 20 Guilford 290 Rowan- Salisbury 351
Charlotte- Mecklenburg 15 Haywood 19 Forsyth 281 Cleveland 252
Halifax 12 Charlotte- Mecklenburg 19 Alamance- Burlington 175 Iredell- Statesville 243
Pitt 12 Madison 17 Orange 159 Stanly 220
Vance 12 Forsyth 15 Chatham 134 Lincoln 205
Johnston 11 Rutherford 14 Cumberland 129 Kannapolis City 128
Guilford 9 Wake 14
UNC- Greensboro UNC- Pembroke UNC- Wilmington Wake Forest University
Guilford 1,762 Robeson 1,132 New Hanover 743 Forsyth 217
Forsyth 790 Cumberland 524 Onslow 490 Wake 80
Randolph 486 Richmond 256 Brunswick 295 Charlotte- Mecklenburg 56
Wake 373 Scotland 243 Pender 269 Guilford 52
Alamance- Burlington 361 Columbus 223 Wake 252 Davidson 23
Charlotte- Mecklenburg 348 Bladen 171 Duplin 201 Durham 19
Rockingham 348 Moore 142 Johnston 109 Stokes 18
Davidson 312 Hoke 131 Columbus 102 Cabarrus 16
Durham 136 Wake 79 Sampson 99 Surry 16
Cumberland 135 Brunswick 59 Charlotte- Mecklenburg 96 Gaston 14
Warren Wilson
College Western Carolina University Wingate University
Winston- Salem State
University
Buncombe 34 Buncombe 574 Union 254 Forsyth 482
Asheville 16 Haywood 357 Stanly 67 Charlotte- Mecklenburg 144
Henderson 9 Henderson 238 Anson 60 Guilford 94
McDowell 9 Macon 224 Charlotte- Mecklenburg 57 Wake 65
Mitchell 5 Jackson 204 Cabarrus 23 Durham 35
Cherokee 190 Gaston 15 Stokes 27
Charlotte- Mecklenburg 144 Rowan- Salisbury 14 Cumberland 26
Gaston 139 Richmond Co 12 Surry 24
McDowell 120 Guilford 9 Wayne 20
Swain 118 Iredell- Statesville 9 Davidson 17
Randolph 9 Halifax 17
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
2007- 08
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 Pre- Professional Skills Test ( 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 ( ETS) 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 2007 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 2007- 08
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 56 1,160 1 29 9 198 6 56
Barton College 9 65 1 3 2 6 7 26
Belmont Abbey College 2 26 2 8
Bennett College 17 17
Brevard College 11 6
Campbell University 7 106 2 8 9 57
Catawba College 2 41 5 14
Chowan University 1 15
Duke University 7 28
East Carolina University 185 1,362 13 57 12 68 217 638
Elizabeth City State University 57 200 4 8 1 6 154 248
Elon University 9 184 1 3 24
Fayetteville State University 82 156 29 36 1 2
Gardner- Webb University 5 75 1 7 1 10 2 8
Greensboro College 8 91 3 19 1 6 27 87
Guilford College 5 34 3 12
High Point University 14 162 3 20
Johnson C. Smith University 6 6 2 2
Lees- McRae College 5 175 1
Lenoir- Rhyne College 5 109 2 1 6 52
Livingstone College 7 7
Mars Hill College 6 134 10 4 23
Meredith College 16 108 1 6 3 17
Methodist University 9 47
Montreat College 1 12
NC A& T State University 118 142 1 2 11 17 8 10
NC Central University 60 95 32 54 10 11 79 126
NC State University 51 505 2 10 1 121 568
NC Wesleyan College 5 23 2 2 2 1
Peace College 9 1 17
Pfeiffer University 6 68 2 7 3
Queens University of Charlotte 3 36 2 1 13 2 13
Salem College 3 18 36 144 3
Shaw University 18 21
Southeastern College at Wake
Forest
6
St. Andrews Presbyterian College 3 24 1 7 1 35 2 19
St. Augustine’s College 4 4 6 7
UNC- Asheville 3 116 1 25 1 1 36
UNC- Chapel Hill 34 238 8 56
UNC- Charlotte 133 874 12 58 21 136 282 962
UNC- Greensboro 121 815 21 94 7 21 77 204
UNC- Pembroke 70 230 16 39 9 24 51 109
UNC- Wilmington 82 813 11 61 15 81 21 116
Wake Forest University 1 53
Warren Wilson College 1 12
Western Carolina University 20 593 4 23 5 74 46 244
Wingate University 4 75 1 10
Winston- Salem State University 53 62 3 5 5 10 4 9
Totals 1,314 9,163 179 741 140 772 1,144 3,752
20
Table VII: Admission Test Data for Undergraduate Programs
State Average 179 176 179 334 323 323 3.32
Institution
PPST
- R
PPST
- W
PPST
- M
CBT -
R
CBT -
W
CBT -
M
GPA
Appalachian State University 178 176 178 3.26
Barton College 177 176 178 3.14
Belmont Abbey College 179 176 177 3.49
Bennett College 176 174 177 3.28
Brevard College 179 175 179 3.30
Campbell University 180 177 179 3.39
Catawba College 177 175 179 3.19
Chowan University 177 176 178 3.31
Duke University 3.40
East Carolina University 179 176 179 329 322 323 3.32
Elizabeth City State University 179 176 179 3.39
Elon University 181 178 182 3.36
Fayetteville State University 179 175 177 3.34
Gardner- Webb University 180 176 179 3.33
Greensboro College 179 176 179 3.52
Guilford College 180 175 178 3.28
High Point University 178 176 178 3.39
Johnson C. Smith University 178 174 176 3.31
Lees- McRae College 179 176 178 3.87
Lenoir- Rhyne College 179 176 178 3.28
Livingstone College 3.17
Mars Hill College 179 176 178 3.38
Meredith College 180 177 178 3.27
Methodist University 179 176 179 3.45
Montreat College 178 173 173 3.48
NC A& T State University 180 177 180 327 323 3.21
NC Central University 180 176 179 3.15
NC State University 181 177 181 3.27
NC Wesleyan College 178 176 178 3.37
Peace College 179 176 181 3.20
Pfeiffer University 179 176 178 3.45
Queens University of Charlotte 180 177 178 3.40
Salem College 181 177 179 3.09
Shaw University 177 175 177 3.50
Southeastern College at Wake Forest 3.31
St. Andrews Presbyterian College 180 176 178 3.52
St. Augustine’s College 3.41
UNC- Asheville 181 178 181 3.33
UNC- Chapel Hill 182 179 184 3.21
UNC- Charlotte 179 175 179 3.21
UNC- Greensboro 179 176 179 3.27
UNC- Pembroke 179 176 178 3.23
UNC- Wilmington 180 176 179 3.43
Wake Forest University 3.22
Warren Wilson College 182 177 178 3.32
Western Carolina University 178 175 178 3.44
Wingate University 178 176 179 3.40
Winston- Salem State University 178 175 177 3.36
21
Table VII ( Continued): Admission Test Data for Undergraduate Programs
State Average 1,201 569 566 26 25 25 3.32
Institution
SAT
Total
SAT
Math
SAT
Verbal
ACT
Composite
ACT
Math
ACT
English GPA
Appalachian State University 1,199 570 567 24 3.26
Barton College 1,257 3.14
Belmont Abbey College 3.49
Bennett College 3.28
Brevard College 3.30
Campbell University 1,187 568 3.39
Catawba College 1,172 3.19
Chowan University 3.31
Duke University 1,368 3.40
East Carolina University 1,169 572 569 26 3.32
Elizabeth City State University 1,169 3.39
Elon University 1,218 3.36
Fayetteville State University 3.34
Gardner- Webb University 1,176 3.33
Greensboro College 1,169 581 3.52
Guilford College 1,218 3.28
High Point University 1,174 569 565 3.39
Johnson C. Smith University 3.31
Lees- McRae College 3.87
Lenoir- Rhyne College 1,195 25 3.28
Livingstone College 3.17
Mars Hill College 1,186 3.38
Meredith College 1,207 567 3.27
Methodist University 3.45
Montreat College 3.48
NC A& T State University 3.21
NC Central University 3.15
NC State University 1,185 567 25 3.27
NC Wesleyan College 3.37
Peace College 3.20
Pfeiffer University 1,183 3.45
Queens University of Charlotte 1,058 489 491 3.40
Salem College 1,306 3.09
Shaw University 3.50
Southeastern College at Wake Forest 3.31
St Andrews Presbyterian College 3.52
St Augustine’s College 3.41
UNC- Asheville 1,224 25 3.33
UNC- Chapel Hill 1,267 26 3.21
UNC- Charlotte 1,193 575 567 3.21
UNC- Greensboro 1,202 569 570 26 26 3.27
UNC- Pembroke 1,181 562 3.23
UNC- Wilmington 1,183 573 568 26 24 3.43
Wake Forest University 1,303 3.22
Warren Wilson College 1,196 3.32
Western Carolina University 1,198 570 568 25 3.44
Wingate University 1,209 3.40
Winston- Salem State University 1,120 3.36
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 an 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 2006- 07 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 2006- 07 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 0353 - 143; 0544 - 144
Sp Ed: General Curriculum 0353 and 0542 0353 - 143; 0542 - 159
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 46 91 132 70 25 15 2 1 7 24
Barton College 17 5 3 1 1 2
Belmont Abbey College 23 1 1
Bennett College 9 1
Brevard College 5 1
Campbell University 27 5 5 4 1
Catawba College 3 12
Chowan University 7
Duke University 12
East Carolina University 243 166 57 7 3 1 2 1
Elizabeth City State University 46
Elon University 35 30 25 1
Fayetteville State University 54 7 1
Gardner- Webb University 19 7 7 3 3 3
Greensboro College 10 3 2 1
Guilford College 10 9 1
High Point University 8 35 12 2 3
Johnson C. Smith University 0 4 2
Lees- McRae College 81
Lenoir- Rhyne College 2 15 14 2 12 5 1
Livingstone College 1
Mars Hill College 27 16 9 6 1 1
Meredith College
Methodist University 30 1
Montreat College 6
NC A& T State University 22 20 2 1
NC Central University 12 3 15 9 20 7 10 8 6 16 14
NC State University 216 5 25 2
NC Wesleyan College 4 3 1 1 1
Pfeiffer University 12 8 4 3 5 1
Queens University of Charlotte 1 2 1 1 2
Salem College
Shaw University 6
Southeast College at Wake Forest 6
St. Andrews Presbyterian College
St. Augustine’s College 2
UNC- Asheville 10 10 5 1 4 1 1 1
UNC- Chapel Hill 72 5
UNC- Charlotte 40 109 121 27 1 2 4 5 5 3 3 2
UNC- Greensboro 60 202 50 7 2 3 7 1 1 1
UNC- Pembroke 63 19 6 2 3 4 3 1
UNC- Wilmington 91 20 105 22 9 4
Wake Forest University 24
Warren Wilson College 6
Western Carolina University 46 44 50 37 8 1 3 2 2 3 1
Wingate University 1 3 16 5
Winston- Salem State University 20 2 1 1
Totals: 1327 947 661 229 70 57 44 32 22 18 32 44
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 5 4 2 1 1 2 1 3 3 1
Barton College 1 1
Belmont Abbey College 8
Bennett College
Brevard College 4
Campbell University 3 1 4 3 1 2 0
Catawba College 3 2
Chowan University
Duke University
East Carolina University 1 2 73 66 23 11 6 9
Elizabeth City State University 23
Elon University 4 3 2 1 1 1
Fayetteville State University 1 1 20 9
Gardner- Webb University 1
Greensboro College 4 5 1 1 18 5 1
Guilford College 1 4
High Point University 2 3 1 2
Johnson C. Smith University
Lees- McRae College
Lenoir- Rhyne College 1 12 5 1
Livingstone College
Mars Hill College 2 3 1 1 2 1
Meredith College
Methodist University
Montreat College
NC A& T State University
NC Central University 10 15 9 22 6 11 12 7 13 20 24 17
NC State University 2 1 105 6 30 7
NC Wesleyan College 1
Pfeiffer University 1
Queens University of Charlotte
Salem College 3 31 1 1 20 17 2
Shaw University 1
Southeast College at Wake Forest
St. Andrews Presbyterian College
St. Augustine’s College
UNC- Asheville 5 1 1 9 4 1 1
UNC- Chapel Hill 2
UNC- Charlotte 2 1 1 83 46 37 33 6 13
UNC- Greensboro 6 3 1 1 2 15 7 2 7 4 4
UNC- Pembroke 6 3 22 4 3
UNC- Wilmington 25 1 10 2 1 7 11 3 3 1 3
Wake Forest University
Warren Wilson College
Western Carolina University 4 16
Wingate University
Winston- Salem State University 1 1 1
Totals: 89 48 57 28 13 14 415 170 142 106 71 59
26
Table IX: Praxis Performance of Undergraduate Program Completers
Special Education
Overall Pass
Rate Elementary Ed
Adapted
Curriculum
Institution N % N % N %
Appalachian State University 200 99 175 99 9 100
Barton College 24 100 21 100
Belmont Abbey College 25 88 25 88
Bennett College 2 * 1 *
Brevard College 1 * 1 *
Campbell University 40 98 40 98
Catawba College 11 100 11 100
Chowan University 5 100 5 100
East Carolina University 282 98 235 97 8 100
Elizabeth City State University 27 93 24 92
Elon University 55 100 52 100
Fayetteville State University 42 90 42 90
Gardner- Webb University 25 96 25 96
Greensboro College 28 100 21 100 1 *
Guilford College 16 100 16 100
High Point University 59 98 51 98
Johnson C. Smith University 4 * 4 *
Lees- McRae College 82 96 82 96
Lenoir- Rhyne College 22 100 22 100
Livingstone College 2 * 2 *
Mars Hill College 50 98 42 98
Meredith College 48 100 48 100
Methodist University 7 86 5 80
Montreat College 5 100 5 100
NC A& T State University 10 100 9 100
NC Central University 55 95 43 93
NC State University 21 100 3 * 2 *
NC Wesleyan College 3 * 3 *
Pfeiffer University 34 94 33 94
Queens University of Charlotte 30 97 30 97
Salem College 28 100 27 100
Shaw University 6 83 6 83
St. Andrews Presbyterian College 18 100 18 100
St. Augustine’s College 3 * 3 *
UNC- Asheville 27 100 27 100
UNC- Chapel Hill 74 100 70 100
UNC- Charlotte 297 97 244 97 12 100
UNC- Greensboro 152 99 124 98 2 *
UNC- Pembroke 59 93 50 92
UNC- Wilmington 208 98 194 97 7 100
Wake Forest University 13 100 13 100
Warren Wilson College 5 100 5 100
Western Carolina University 68 100 47 100 6 100
Wingate University 9 100 9 100
Winston- Salem State University 17 100 9 100
State Pass Rates: 2199 97 1922 97 47 100
* Pass Rates not reported if less than five test takers.
27
Table IX: Praxis Performance of Undergraduate Program Completers
Special Education
General Cross Learning
Curriculum BED Categorical Disabled
Institution N % N % N % N %
Appalachian State University 15 100
Barton College 3 *
Belmont Abbey College
Bennett College 1 *
Brevard College
Campbell University
Catawba College
Chowan University
East Carolina University 39 100
Elizabeth City State University 3 *
Elon University 2 * 1 *
Fayetteville State University
Gardner- Webb University
Greensboro College 6 100
Guilford College
High Point University 8 100
Johnson C. Smith University
Lees- McRae College
Lenoir- Rhyne College
Livingstone College
Mars Hill College 8 100
Meredith College
Methodist University 2 *
Montreat College
NC A& T State University 1 *
NC Central University 6 100 2 * 2 * 2 *
NC State University 6 100 1 * 4 100
NC Wesleyan College
Pfeiffer University 1 *
Queens University of Charlotte
Salem College 1 *
Shaw University
St. Andrews Presbyterian College
St. Augustine’s College
UNC- Asheville
UNC- Chapel Hill 3 * 1 *
UNC- Charlotte 39 100 2 *
UNC- Greensboro 24 100 1 *
UNC- Pembroke 8 100
UNC- Wilmington 7 100
Wake Forest University
Warren Wilson College
Western Carolina University 14 100 1 *
Wingate University
Winston- Salem State University 2 * 6 100
State Pass Rates: 198 100 2 * 9 100 13 100
* Pass Rates Not Reported if less than 5 test takers.
28
Table IX: Praxis Performance of Undergraduate Program Completers
Special Education
Mentally Disabled Visually Impaired
Institution N % N %
Appalachian State University 1 *
Barton College
Belmont Abbey College
Bennett College
Brevard College
Campbell University
Catawba College
Chowan University
East Carolina University
Elizabeth City State University
Elon University
Fayetteville State University
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
NC State University 4 100 1 *
NC Wesleyan College
Pfeiffer University
Queens University of Charlotte
Salem College
Shaw University
St. Andrews Presbyterian College
St. Augustine’s College
UNC- Asheville
UNC- Chapel Hill
UNC- Charlotte
UNC- Greensboro 1 *
UNC- Pembroke 1 *
UNC- Wilmington
Wake Forest University
Warren Wilson College
Western Carolina University
Wingate University
Winston- Salem State University
State Pass Rates: 6 100 2 *
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 the preparation
program in general ( 3.52), followed by preparation in instructional delivery ( 3.51). [ In previous
years, these two categories have ranked consistently at the top. Their satisfaction with their
preparation to utilize technology, meet the needs of diverse learners, and manage the
classroom were 3.35, 3.36, and 3.31respectively. The mean ratings of principals and mentor
teachers ranged from 3.24 to 3.49.
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 464 96 69
Barton College 41 100 71
Belmont Abbey College 25 88 80
Bennett College 2 * *
Brevard College 7 57 14
Campbell University 71 90 69
Catawba College 15 100 93
Chowan University 11 91 36
Duke University 18 94 50
East Carolina University 500 95 69
Elizabeth City State University 43 84 67
Elon University 92 98 55
Fayetteville State University 83 84 61
Gardner- Webb University 41 98 46
Greensboro College 42 95 64
Guilford College 18 100 61
High Point University 68 96 78
Johnson C. Smith University 4 * *
Lees- McRae College 86 88 62
Lenoir- Rhyne College 42 100 88
Livingstone College 3 33 33
Mars Hill College 76 92 66
Meredith College 86 98 72
Methodist University 7 71 57
Montreat College 7 57 43
NC A& T State University 33 97 58
NC Central University 101 85 66
NC State University 218 90 58
NC Wesleyan College 4 * *
Pfeiffer University 46 85 63
Queens University of Charlotte 40 83 40
Salem College 58 98 79
Shaw University 11 27 36
Southeast College at Wake Forest 4 * *
St Augustine’s College 7 57 0
St. Andrews Presbyterian College 22 95 77
UNC- Asheville 65 97 52
UNC- Chapel Hill 105 96 72
UNC- Charlotte 471 97 73
UNC- Greensboro 343 90 69
UNC- Pembroke 103 94 72
UNC- Wilmington 316 96 59
Wake Forest University 45 91 53
Warren Wilson College 8 100 13
Western Carolina University 143 93 66
Wingate University 29 100 59
Winston- Salem State University 28 89 64
State Summary 4,052 93% 66%
* Less than five student teachers. Percent licensed and employed not shown.
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
East Carolina University 500 Barton College 100 Catawba College 93
UNC- Charlotte 471 Catawba College 100 Lenoir- Rhyne College 88
Appalachian State University 464 Guilford College 100 Belmont Abbey College 80
UNC- Greensboro 343 Lenoir- Rhyne College 100 Salem College 79
UNC- Wilmington 316 Warren Wilson College 100 High Point University 78
NC State University 218 Wingate University 100 St. Andrews Presbyterian College 77
Western Carolina University 143 Elon University 98 UNC- Charlotte 73
UNC- Chapel Hill 105 Gardner- Webb University 98 Meredith College 72
UNC- Pembroke 103 Meredith College 98 UNC- Chapel Hill 72
NC Central University 101 Salem College 98 UNC- Pembroke 72
Elon University 92 NC A& T State University 97 Barton College 71
Lees- McRae College 86 UNC- Asheville 97 Appalachian State University 69
Meredith College 86 UNC- Charlotte 97 Campbell University 69
Fayetteville State University 83 Appalachian State University 96 East Carolina University 69
Mars Hill College 76 High Point University 96 UNC- Greensboro 69
Campbell University 71 UNC- Chapel Hill 96 Elizabeth City State University 67
High Point University 68 UNC- Wilmington 96 Mars Hill College 66
UNC- Asheville 65 East Carolina University 95 NC Central University 66
Salem College 58 Greensboro College 95 Western Carolina University 66
Pfeiffer University 46 St. Andrews Presbyterian College 95 Greensboro College 64
Wake Forest University 45 Duke University 94 Winston- Salem State University 64
Elizabeth City State University 43 UNC- Pembroke 94 Pfeiffer University 63
Greensboro College 42 Western Carolina University 93 Lees- McRae College 62
Lenoir- Rhyne College 42 Mars Hill College 92 Fayetteville State University 61
Barton College 41 Chowan University 91 Guilford College 61
Gardner- Webb University 41 Wake Forest University 91 UNC- Wilmington 59
Queens University of Charlotte 40 Campbell University 90 Wingate University 59
NC A& T State University 33 NC State University 90 NC A& T State University 58
Wingate University 29 UNC- Greensboro 90 NC State University 58
Winston- Salem State University 28 Winston- Salem State University 89 Methodist University 57
Belmont Abbey College 25 Belmont Abbey College 88 Elon University 55
St. Andrews Presbyterian College 22 Lees- McRae College 88 Wake Forest University 53
Duke University 18 NC Central University 85 UNC- Asheville 52
Guilford College 18 Pfeiffer University 85 Duke University 50
Catawba College 15 Elizabeth City State University 84 Gardner- Webb University 46
Chowan University 11 Fayetteville State University 84 Montreat College 43
Shaw University 11 Queens University of Charlotte 83 Queens University of Charlotte 40
Warren Wilson College 8 Methodist University 71 Chowan University 36
Brevard College 7 Brevard College 57 Shaw University 36
Methodist University 7 Montreat College 57 Livingstone College 33
Montreat College 7 St Augustine’s College 57 Brevard College 14
St Augustine’s College 7 Livingstone College 33 Warren Wilson College 13
Johnson C. Smith University 4 Shaw University 27 St Augustine’s College 0
NC Wesleyan College 4 Bennett College * Bennett College *
Southeast College at Wake Forest 4 Johnson C. Smith University * Johnson C. Smith University *
Livingstone College 3 NC Wesleyan College * NC Wesleyan College *
Bennett College 2 Southeast College at Wake Forest * Southeast College at Wake Forest *
State Summary 4,052 State Summary 93% State Summary 66%
* If less than five student teachers, percent licensed and percent employed not shown.
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 139 140 112 3.57 3.61 3.53 3.29 3.36 3.29 3.47 3.54 3.38 3.35 3.26 3.21 3.54 3.45 3.34
Barton College 16 17 10 3.63 3.53 3.30 3.56 3.41 3.20 3.56 3.18 3.20 3.38 3.41 3.20 3.56 3.41 3.30
Belmont Abbey College 8 5 9 3.88 3.20 3.11 3.50 3.20 3.22 3.63 3.40 3.11 3.63 3.20 3.00 3.88 3.20 3.33
Bennett College 2 2 3 * * * * * * * * * * * * * * *
Brevard College * 1 1 * * * * * * * * * * * * * * *
Campbell University 24 22 15 3.71 3.55 3.60 3.46 3.41 3.20 3.29 3.41 3.27 3.38 3.23 3.33 3.63 3.50 3.40
Catawba College 8 * 7 3.88 * 3.29 3.63 * 3.00 3.50 * 3.00 3.75 * 3.00 3.63 * 3.00
Chowan University 1 1 4 * * * * * * * * * * * * * * *
Duke University ~ 5 * * 3.40 * * 3.20 * * 3.00 * * 3.20 * * 3.40 * *
East Carolina University 162 164 162 3.59 3.53 3.49 3.40 3.27 3.28 3.35 3.54 3.40 3.39 3.28 3.20 3.56 3.43 3.35
Elizabeth City State University 13 15 14 3.08 2.93 3.29 3.00 3.13 3.14 3.46 3.13 3.14 3.08 3.00 3.07 3.15 3.13 3.29
Elon University 30 31 20 3.77 3.45 3.55 3.33 3.29 3.35 3.63 3.58 3.45 3.70 3.32 3.35 3.73 3.42 3.50
Fayetteville State University 20 23 13 3.35 3.52 3.31 3.25 3.35 3.08 3.20 3.43 3.31 3.35 3.09 3.08 3.30 3.35 3.23
Gardner- Webb University 13 11 6 3.69 3.55 3.67 3.46 3.18 3.33 3.38 3.64 3.50 3.38 3.27 3.50 3.54 3.27 3.67
Greensboro College 13 9 5 3.92 3.67 3.60 3.69 3.33 3.40 3.69 3.22 3.40 3.77 3.11 3.40 3.85 3.56 3.40
Guilford College ~ 9 * * 3.44 * * 3.00 * * 3.33 * * 3.22 * * 3.33 * *
High Point University 27 26 14 3.67 3.65 3.29 3.44 3.50 3.21 3.48 3.38 3.29 3.37 3.27 3.29 3.56 3.58 3.14
Johnson C. Smith University 3 4 * * * * * * * * * * * * * * * *
Lees- McRae College 22 27 27 3.27 3.26 3.56 3.27 3.19 3.37 2.68 3.41 3.30 3.05 3.07 3.30 3.50 3.26 3.33
Lenoir- Rhyne College 11 20 13 3.09 3.45 3.77 2.91 3.10 3.54 3.09 3.55 3.54 3.27 3.25 3.69 3.36 3.30 3.62
Livingstone College 3 4 4 * * * * * * * * * * * * * * *
Mars Hill College 25 17 19 3.44 3.35 3.68 3.24 3.24 3.58 3.20 3.29 3.68 3.28 3.12 3.53 3.56 3.35 3.63
Meredith College 28 36 33 3.79 3.67 3.73 3.46 3.50 3.42 3.68 3.39 3.55 3.50 3.33 3.33 3.82 3.61 3.61
Methodist University 2 2 * * * * * * * * * * * * * * * *
Montreat College 4 4 * * * * * * * * * * * * * * * *
NC A& T State University 8 6 8 3.50 3.17 3.50 3.13 2.83 3.50 3.50 3.00 3.38 3.50 3.00 3.00 3.63 3.17 3.25
NC Central University 21 25 12 3.52 3.32 2.92 3.24 3.24 3.00 3.43 3.40 3.08 3.48 3.28 3.17 3.33 3.36 3.00
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 58 47 44 3.38 3.34 3.48 3.03 3.17 3.32 3.53 3.57 3.39 3.26 3.15 3.23 3.43 3.38 3.25
NC Wesleyan College ~ 5 * * 4.00 * * 3.80 * * 4.00 * * 3.80 * * 4.00 * *
Pfeiffer University 8 16 8 3.63 3.31 3.00 3.50 3.25 3.25 3.38 3.19 3.13 3.38 2.94 3.13 3.50 3.13 3.13
Queens University * 5 6 * 3.00 3.50 * 3.00 3.17 * 3.40 3.00 * 3.00 3.00 * 3.20 3.17
Salem College 15 21 17 3.27 3.57 3.35 3.27 3.29 2.88 3.33 3.29 3.06 3.53 3.38 2.94 3.60 3.52 3.12
Shaw University ~ 5 ~ 5 * 3.40 3.60 * 3.40 3.20 * 3.00 3.40 * 3.20 3.00 * 3.20 3.20 *
Southeast College at Wake Forest 1 1 4 * * * * * * * * * * * * * * *
St Augustine's College * * * * * * * * * * * * * * * * * *
St. Andrews Presbyterian College * 1 * * * * * * * * * * * * * * * *
UNC- Asheville 17 12 14 3.53 3.75 3.36 3.29 3.50 3.14 3.35 3.67 3.36 3.35 3.58 3.07 3.65 3.67 3.43
UNC- Chapel Hill 28 33 19 3.61 3.39 3.58 3.25 3.27 3.21 3.32 3.33 3.32 3.32 3.21 3.37 3.54 3.30 3.53
UNC- Charlotte 135 133 115 3.37 3.44 3.39 3.27 3.32 3.17 3.21 3.44 3.30 3.28 3.26 3.23 3.39 3.49 3.29
UNC- Greensboro 110 105 74 3.49 3.56 3.50 3.31 3.40 3.24 3.21 3.50 3.34 3.35 3.31 3.30 3.49 3.50 3.31
UNC- Pembroke 38 37 20 3.47 3.54 3.30 3.26 3.38 3.20 3.24 3.46 3.15 3.32 3.49 3.05 3.45 3.57 3.25
UNC- Wilmington 86 80 64 3.44 3.38 3.48 3.27 3.25 3.33 3.36 3.41 3.36 3.26 3.11 3.25 3.47 3.38 3.33
Wake Forest University * 9 7 * 3.67 3.57 * 3.33 3.29 * 3.44 3.43 * 3.33 3.14 * 3.56 3.29
Warren Wilson College 3 1 4 * * * * * * * * * * * * * * *
Western Carolina University 49 40 35 3.55 3.50 3.69 3.37 3.40 3.51 3.43 3.63 3.60 3.41 3.35 3.34 3.53 3.40 3.57
Wingate University 5 5 5 4.00 3.20 3.60 3.80 3.20 3.40 3.40 3.00 3.40 3.80 3.20 3.60 4.00 3.20 3.60
Winston- Salem State University 6 9 5 3.00 3.56 3.40 2.83 3.67 3.60 3.00 3.56 3.80 3.50 3.33 3.40 3.17 3.44 3.60
** Grand Totals 1,192 1,183 962
State Averages 3.52 3.49 3.48 3.31 3.31 3.27 3.35 3.46 3.36 3.36 3.25 3.24 3.51 3.43 3.35
* 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
39
40
41
Graduate
Teacher Education
Programs
2007- 08
42
GRADUATE TEACHER EDUCATION PROGRAMS
During the 2007- 08 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 and programs designed
to bring teacher education programs to prospective students.
43
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 2007 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.
44
Table XII: Enrollment in Graduate Teacher Education Programs, Fall 2007
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 11 177 1 37 777 6
Campbell University 6 94 4 18 97 21 61
Catawba College 38
Duke University 4 12
East Carolina University 24 217 1 175 1,203 1 26
Elizabeth City State University 34 76
Elon University 14 110
Fayetteville State University 19 29 100 164 8 15
Gardner- Webb University 1 40 234
Greensboro College 1 7 26
High Point University 3 18
Lenoir- Rhyne College 1 8 3 15 1 6
Meredith College 3 40 1
Montreat College ~ ~ ~ ~ ~ ~ ~ ~
NC A& T State University 134 175 13 16 33 66 16 26
NC Central University 59 87 57 108
NC State University 17 81 36 204
Pfeiffer University 24 65 6 15
Queens University 9 14 88
Salem College 81 329 1 1
Shaw University 6 6
UNC- Chapel Hill 27 205 42 201 7 36
UNC- Charlotte 8 55 139 628 21 57
UNC- Greensboro 103 442 1 10 39 213 3 37
UNC- Pembroke 29 109 76 281
UNC- Wilmington 9 81 1 29 236 1 8
Wake Forest University 9 69
Western Carolina University 9 111 38 379 1 16
Wingate University 12 84
Winston- Salem State University 11 58
Totals 605 2,465 14 33 952 5,258 80 295
~ No data reported by the institution
45
Table XIII: Graduate Teacher Education Programs Admission Data
~ reported by the institution
~ No data reported by the institution
MAT 1 MAT 2 GRE 1 GRE 2 GPA
State Averages 46 402 1,005 4 3.37
Appalachian State University 35 404 978 3.33
Campbell University 53 936 4 3.55
Catawba College 3.29
Duke University 1,207 5 3.68
East Carolina University 46 405 994 3.22
Elizabeth City State University 34 387 552 3.63
Elon University 15 410 1,023 3.30
Fayetteville State University 39 393 901 3.37
Gardner- Webb University 45 401 1,105 3.33
Greensboro College 791 3.81
High Point University 392 745 3.33
Lenoir- Rhyne College 49 404 1,003 3.46
Meredith College 45 409 993 4 3.50
Montreat College ~ ~ ~ ~ ~
NC A& T State University 940 3.65
NC Central University 816 4 3.14
NC State University 56 409 1,046
Pfeiffer University 34 386 825 3.76
Queens University 1,015 4 3.84
Salem College 3.13
Shaw University 790 3.62
UNC- Chapel Hill 22 1,183 3.33
UNC- Charlotte 44 386 1,003 4 3.27
UNC- Greensboro 38 427 976 3.44
UNC- Pembroke 40 400 932 4 3.42
UNC- Wilmington 62 403 1,024 4 3.62
Wake Forest University 1,227 3.52
Western Carolina University 994 4
Wingate University 398 901 4 3.21
Winston- Salem State University 33 395 776 4 3.41
46
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.
47
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 11 13 7 2 5 22 13 48 78 51 38
Campbell University 1 8 5 1 5 8 5
Catawba College 5
Duke University 12
East Carolina University 31 124 15 1 2 48 73 86 28 32
Elizabeth City State University 4
Elon University 27 1 1
Fayetteville State University 3 24 14 16
Gardner- Webb University 1 1 7
Greensboro College 11 1 1
High Point University 1 1 1
Lenoir- Rhyne College 1 1 1
Meredith College
Montreat College
NC A& T State University 17 5 11
NC Central University 18 30 7 15 10 1 5 2
NC State University 6 16 7 6 18 15 10 4 4
Pfeiffer University 7 10 1 3 2 2 4 1
Queens University 3 1 6 11 5 6 8
Salem College 1 8 11 18 1
Shaw University
UNC- Chapel Hill 82 6 1 4 1 2 1 31 2 1
UNC- Charlotte 3 4 3 17 37 42 52 16 47
UNC- Greensboro 4 17 21 26 12 39 1 2 3 5 18 44
UNC- Pembroke 3 4 18 19 17 11 12
UNC- Wilmington 19 2 4 2 1 7 14 14 1 1 3
Wake Forest University 23
Western Carolina University 3 26 7 1 3 30 40 27 4 2 6
Wingate University 1 2 2 9 5 3
Winston- Salem State University 4 1
Totals: 224 284 88 73 38 54 134 238 273 308 181 229
48
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 2 1
Campbell University 1 1
Catawba College
Duke University
East Carolina University 1 14 5 6 2 4
Elizabeth City State University
Elon University
Fayetteville State University
Gardner- Webb University
Greensboro College
High Point University
Lenoir- Rhyne College 1
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 16 4 1
UNC- Charlotte 7 2 4
UNC- Greensboro 2 10 1 2 1
UNC- Pembroke
UNC- Wilmington 1
Wake Forest University
Western Carolina University 1 1 1
Wingate University
Winston- Salem State University
Totals 1 43 24 12 4 2 6
49
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 3.41 to 3.62.
Table XV summarizes the results of the surveys of program completers and principals.
50
Table XV: Graduate Survey Results
Satisfaction
Number
Responding
Overall
Quality
Connecting
Subject Matter
Research
Base
Leadership
Role
Diverse
Learners
Professional
Development
C = Program Completer
E = Employer C E C E C E C E C E C E C E
Appalachian State University 101 85 3.63 3.55 3.54 3.52 3.46 3.46 3.50 3.45 3.44 3.48 3.55 3.46
Campbell University 14 8 3.86 3.75 3.79 3.75 3.57 3.75 3.57 3.75 3.71 3.88 3.71 3.88
Catawba College ~ 9 * 3.89 * 3.89 * 3.78 * 3.78 * 3.78 * 3.78 *
Duke University * * * * * * * * * * * * * *
East Carolina University 159 112 3.65 3.67 3.60 3.66 3.48 3.58 3.57 3.46 3.52 3.38 3.53 3.54
Elizabeth City State University ~ 17 ~ 17 3.35 3.18 3.41 3.18 3.35 3.29 3.53 3.18 3.35 3.12 3.47 3.18
Elon University 13 5 3.92 3.40 3.85 3.60 3.77 3.60 3.62 3.40 3.69 3.60 3.62 3.60
Fayetteville State University 4 * * * * * * * * * * * * *
Gardner- Webb University 19 18 3.42 3.50 3.58 3.50 3.53 3.33 3.53 3.39 3.53 3.39 3.53 3.39
Greensboro College * 5.00 * 3.00 * 3.20 * 3.20 * 2.80 * 2.80 * 2.80
High Point University * 1 * * * * * * * * * * * *
Lenoir- Rhyne College * 3.80 * 3.80 * 3.80 * 3.60 * 3.80 * 3.60
Meredith College ~ 5 * 4.00 * 4.00 * 3.80 * 3.80 * 4.00 * 4.00 *
NC A& T State University 24 15 3.17 2.87 3.42 2.80 3.42 2.80 3.33 2.53 3.50 2.93 3.33 2.93
NC Central University ~ 28 ~ 12 3.43 3.83 3.43 3.58 3.36 3.50 3.57 3.50 3.39 3.67 3.57 3.58
NC State University 35 26 3.77 3.54 3.66 3.50 3.77 3.50 3.66 3.54 3.51 3.54 3.71 3.54
Pfeiffer University 10 8 3.80 3.25 3.60 3.13 3.40 3.13 3.70 3.25 3.50 3.25 3.80 3.25
Queens University of Charlotte 3 * * * * * * * * * * * * *
Salem College 16 9 3.88 3.89 3.81 3.56 3.75 3.56 3.69 3.56 3.88 3.78 3.75 3.56
Shaw University 3 * * * * * * * * * * * * *
UNC- Chapel Hill 70 33 3.50 3.61 3.43 3.55 3.34 3.45 3.43 3.39 3.46 3.48 3.29 3.48
UNC- Charlotte 55 36 3.55 3.42 3.53 3.39 3.53 3.39 3.62 3.36 3.49 3.56 3.40 3.50
UNC- Greensboro 79 34 3.76 3.41 3.73 3.32 3.65 3.35 3.62 3.35 3.58 3.29 3.62 3.32
UNC- Pembroke 41 18 3.78 3.61 3.71 3.56 3.63 3.72 3.66 3.67 3.63 3.56 3.76 3.50
UNC- Wilmington 18 12 3.78 3.50 3.72 3.33 3.83 3.42 3.83 3.42 3.72 3.33 3.72 3.33
Wake Forest University 11 * 3.36 * 3.55 * 3.55 * 3.45 * 3.64 * 3.55 *
Western Carolina University 31 16 3.42 3.56 3.39 3.56 3.23 3.50 3.29 3.50 3.32 3.50 3.13 3.44
Wingate University 4 3 * * * * * * * * * * * *
Winston- Salem State University 3 * * * * * * * * * * * * *
** Grand Totals 776 487
State Averages 3.62 3.53 3.59 3.49 3.51 3.46 3.56 3.41 3.52 3.43 3.53 3.45
* 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.
51
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.
52
SURVEYS OF GRADUATE PROGRAM COMPLETERS AND PRINCIPALS
53
54
55
56
School
Administration
Programs
2007- 08
57
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 2007- 08 academic year 18 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
Pfeiffer 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 2007 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 old GRE
scores reflect the combined Verbal and Quantitative scores ( each can range from 200- 800).
58
Table XVI: Enrollment in School Administration Programs
Fall 2007
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 2 2 8 121 7 91
Campbell University 5 26 1 4 5 26 11 32
East Carolina University 4 17 54 221 1 5
Elizabeth City State University 17 27 5
Fayetteville State University 30 44 28 40
Gardner- Webb University 138 488 63 117
High Point University 9 24 20 40
NC A& T State University 5 5 45 55
NC Central University 1 2 12 17
NC State University 2 10 46 170
UNC- Chapel Hill 25 46 17 46 6 15
UNC- Charlotte 10 41 5 33 20 50
UNC- Greensboro 40 77 1 2 5 21
UNC- Pembroke 3 12 7 10 34 87 4 17
UNC- Wilmington 4 20 5 17 1
Western Carolina University 1 12 1 13 150 2 27
Wingate University 14 38 50 104
Totals 153 376 29 59 432 1519 164 464
59
Table XVII: School Administration Program Admission Data
MAT GRE GPA
State Averages 406 955 3.30
Appalachian State University 406 978 3.19
Campbell University 858 3.68
East Carolina University 410 973 3.11
Elizabeth City State University 396 981 3.74
Fayetteville State University 398 969 3.39
Gardner- Webb University 409 1,202 3.16
High Point University 405 881 3.44
NC A& T State University 3.72
NC Central University 1,000 3.49
NC State University 410 978
UNC- Chapel Hill 398 985 3.11
UNC- Charlotte 938 3.09
UNC- Greensboro 398 926 3.33
UNC- Pembroke 400 885 3.52
UNC- Wilmington 412 946 3.82
Western Carolina University 947
Wingate University 403 994 3.48
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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.
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Table XVIII: Performance of MSA Program Completers
on the School Leaders Licensure Assessment
Institution Number Tested Pass Rate
Appalachian State University 41 100
Campbell University 3 *
East Carolina University 92 100
Fayetteville State University 13 100
Gardner- Webb University 108 100
High Point University 14 100
NC A& T State University 11 100
NC Central University 12 100
NC State University 71 100
UNC- Chapel Hill 48 100
UNC- Charlotte 44 100
UNC- Greensboro 27 100
UNC- Pembroke 64 100
UNC- Wilmington 18 100
Western Carolina University 25 100
State Total and Pass Rate 591 100
* Pass Rates not reported if less than five test takers.
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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 3.37 ( preparation to use technology)
to 3.63 ( overall quality). Employer ratings ranged from 3.49 ( instructional leadership) to 3.56
( overall quality).
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
Responding Overall Quality Technology
Instructional
Leadership
Diverse
Learners
C = Program Completer
E = Employer C E C E C E C E C E
Appalachian State University 19 8 3.47 3.50 3.26 3.38 3.42 3.25 3.53 3.38
Campbell University * * * * * * * * * *
East Carolina University 40 22 3.75 3.59 3.40 3.55 3.73 3.32 3.25 3.27
Elizabeth City State University * * * * * * * * * *
Fayetteville State University 8 * 3.13 * 3.00 * 3.00 * 3.00 *
Gardner- Webb University 36 27 3.61 3.48 3.33 3.52 3.58 3.41 3.47 3.56
High Point University 10 7 3.90 3.86 3.50 3.67 3.80 4.00 3.80 3.86
NC A& T State University * 5 * 3.80 * 3.60 * 3.20 * 3.20
NC Central University 5 8 3.60 3.63 3.40 3.63 3.80 3.63 3.60 3.88
NC State University 18 13 3.44 3.54 3.33 3.54 3.50 3.54 3.28 3.54
UNC- Chapel Hill 17 11 3.88 3.64 3.71 3.45 3.76 3.82 3.47 3.73
UNC- Charlotte 13 * 3.38 * 3.15 * 3.23 * 3.15 *
UNC- Greensboro 6 * 3.67 * 3.67 * 3.67 * 3.50 *
UNC- Pembroke 26 16 3.73 3.31 3.38 3.31 3.73 3.38 3.62 3.38
UNC- Wilmington 6 * 3.50 * 3.33 * 3.67 * 3.33 *
Western Carolina University 10 14 3.70 3.71 3.40 3.64 3.70 3.64 3.60 3.57
Wingate University * * * * * * * * * *
** Grand Totals 214 131
State Averages 3.63 3.56 3.37 3.52 3.60 3.49 3.42 3.51
* 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.
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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 SLLA 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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