2021 Annual Report
2021 Annual Reporting Measures
Impact Measures
Impact on P-12 Student Learning and Development
CAEP Standard 4.1: The provider documents, using multiple measures, that program completers contribute to an expected level of student-learning growth. Multiple measures shall include all available growth measures (including value-added measures, student-growth percentiles, and student learning and development objectives) required by the state for its teachers and available to educator preparation providers, other state-supported P-12 impact measures, and any other measures employed by the provider.
Texas Education Agency Principal Survey on First Year Teachers is completed by school administrators in the State of Texas on first year teachers, evaluating them on a wide array of attributes.
Due to the global COVID-19 pandemic, the Texas Education Agency did not ask school principals to complete the first year teacher survey in 2020.
Undergraduate Secondary and All-Level Grades Teacher Certification candidates are evaluated with a Unit Lesson Plan. See section on Pre and Post Assessments.
Rubric 2019-20 Aggregated Assessment Data
Undergraduate Early Childhood through Sixth Grade Teacher Certification Candidates, and Fourth through Eighth Grade ELAR/Social Studies Teacher Certification Candidates are evaluated with a Case Study Rubric. See sections on Data Analysis and Final Reflection.
Rubric 2019-20 Aggregated Assessment Data
Undergraduate Early Childhood through Sixth Grade Teacher Certification Candidates are evaluated with an Elementary Content Methods Lesson Plan for Mathematics, Science and Social Studies. See sections on Objective and Assessment/Evaluation. See sections on Objective and Assessment/Evaluation.
Rubric 2019-20 Aggregated Assessment Data
Undergraduate Fourth through Eighth Grade Teacher Certification Candidates, and all Post-Baccalaureate Teacher Candidates are evaluated with a Lesson Plan Rubric. See sections on Objective and Assessment/Evaluation. See sections on Objective and Assessment/Evaluation.
Rubric 2019-20 Aggregated Assessment Data
Indicators of Teaching Effectiveness
CAEP Standard 4.2: The provider demonstrates, through structured and validated observation instruments and/or student surveys, that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve.
The Texas Education Agency requires school principals to formally evaluate first time teachers.
Due to the global COVID-19 pandemic, TEA did not ask school principals to complete the first year teacher survey in 2020.
During student teaching or a graduate's teaching internship, candidates are evaluated using an SHSU modification of the T-TESS (Texas Teacher Evaluation and Support System) three or four times during the semesters(s).
Rubric 2019-20 Aggregated Assessment Data
Undergraduates who are seeking certification in Physical Education, Spanish, Art, History, Social Studies, Math or Science also receive a Focused Content Observation from a faculty member certified in that area.
Due to the global COVID-19 pandemic, Spring 2020 Focused Content Observations did not occur; the data below represent what was collected in Fall 2019.
All Level PE Rubric 2019-20 Aggregated Assessment Data
All Level Spanish Rubric 2019-20 Aggregated Assessment Data
Secondary History Rubric 2019-20 Aggregated Assessment Data
Secondary Math Rubric 2019-20 Aggregated Assessment Data
Satisfaction of Employers
CAEP Standard 4.3: The provider demonstrates, using measures that result in valid and reliable data and including employment milestones such as promotion and retention, that employers are satisfied with the completers’ preparation for their assigned responsibilities in working with P-12 students.
The Texas Education Agency requires school principals complete a first year teacher survey on any first year teacher in their school.
Due to the global COVID-19 pandemic, TEA did not ask school principals to complete the first year teacher survey in 2020.
The SHSU College of Education surveys employers of graduates and completers in advanced certification or studies 12 to 36 months after graduating or completing. Most of the programs specify that the survey should only go to grads who are working in a job that is associated with the program. That is, the School Librarian Graduate Survey is only sent to grad employers 12-36 months after they graduate with an MLS, and only if the person is working as a Librarian.
Rubric 2019-20 Aggregated Assessment Data
Satisfaction of Completers
CAEP Standard 4.4: The provider demonstrates, using measures that result in valid and reliable data, that program completers perceive their preparation as relevant to the responsibilities they confront on the job, and that the preparation was effective.
The Texas Education Agency requires newly certified teachers to complete a survey based on their recent program completion. The aggregated data below is only for SHSU first year teachers in 2019-20.
2019-20 Aggregated Assessment Data and Rubric
In addition to the State's requirements, SHSU surveys all student teachers and other COE program completers with an exit survey.
2019-20 Aggregated Assessment Data and Rubric (Student Teachers)
2019-20 Aggregated Assessment Data and Rubric (Teacher Interns)
2019-20 Aggregated Assessment Data and Rubric (Other COE Programs)
The SHSU College of Education surveys graduates and completers in advanced certification or studies 12 to 36 months after graduating or completing. Most of the programs specify that the survey should only go to grads who are working in a job that is associated with the program. That is, the School Librarian Graduate Survey is only sent to grads 12-36 months after they graduate with an MLS, and only if they are working as a School Librarian.
Rubric 2019-20 Aggregated Assessment Data
Outcome Measures
CAEP Standard 5.4: Graduation Rates (initial and advanced levels)
The data below compares those admitted to SBEC certification programs at SHSU in years past versus how many completed the programs by 2019-20. Five years of Teacher Candidate data are shown; three years of Advanced Program Candidate data are shown. Note that admission numbers reported previously differ slightly from the ones below; we are now using a method that better corresponds to the state database.
2019-20 Teacher Candidate Completion Rate
2019-20 Advanced Program Candidate Completion Rate
CAEP Standard 5.4: Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial and advanced levels)
Candidates must pass Texas certification exams "TExES" in order to become certified as teachers or in advanced roles. The State provides official pass rates on an annual basis. In addition, teacher candidate pass rates are pushed to the US Department of Education Title II database. These pass rates are also available on an annual basis. Lastly, the State's Legislative Budget Board (LBB) provides a report on undergraduate teacher certification seekers, testers and applicants for certification.
2019-20 State Board for Educator Certification (SBEC) Content TExES Pass Rates
2019-20 SBEC PPR TExES Pass Rate
2019-20 Title II Report Summary
2019-20 LBB Performance Measure Report
CAEP Standard 5.4: Ability of completers to be hired in education positions for which they have prepared (initial and advanced levels)
Every year, SHSU requests employment data from the Texas Education Agency for the tracking of completers and finishers. The data below is based on candidates who graduated from or completed a program at SHSU, both teacher preparation programs and advanced programs in Academic Year 2019-20 and were employed at a TEA associated school or district in 2020-21.
2020-21 Employment Data of 2019-20 Finishers and Program Completers
CAEP Standard 5.4: Student loan default rates and other consumer information (initial and advanced levels)
Certification seeking candidates at both the initial teacher level and advanced levels who finished a program and received a student loan in the last 5 years are shown in the linked table below. These data are fluid across all completion years, and may change on future annual reports.