Accredited Educator Preparation Provider

CAEP Impact and Outcome Measures

Measure 1. Completer Effectiveness (R4.1)

Impact on P-12 Learning and Development

The impact of completers on P-12 Student Learning from 2016-17, 2017-18, 2018-19, 2019-20, 2020-21, and 2021-22 is provided in the charts below, from the Louisiana Board of Regents. Data are based upon the value-added results of program completers with less than two years of teaching. Teacher value-added results are limited to grades and subjects with state administered assessments. Completers “value added effectiveness” scores range among “highly effective”, “effective proficient” and “emerging effective” levels only. The "ineffective" value-added score was 0%. The data also reflect most of our completers scored in the “highly effective” and “effective proficient” levels. Note: The number of content area completers in grades 4-8 were fewer than 10. To be eligible for VAM analysis with LDE, EPPs must have at least 10 students per content. Tulane’s Post-Baccalaureate Teacher Certification Programs overall mean scores and percentages of teacher effectiveness levels as per student growth results are included.

Outcome data in the 2023 Board of Regents Teacher Preparation Report pertains to 2020-21 program completers who taught in 2021-22. Retention data has been provided for 2020-21 completers who taught in 2021-22. Moreover, five-year retention data are provided for 2016-17 completers who taught in 2017-18, 2018-19, 2019-20, 2020-21, and 2021-22.

2023 Board of Regents Teacher Preparation Report
2022 Louisiana Teacher Preparation Data Dashboard
2021 Louisiana Teacher Preparation Data Dashboard
2020 Louisiana Teacher Preparation Data Dashboard

Value-added Effectiveness Levels

Compass Evaluation Scores for First- and Second-year Teachers at Public Schools (Undergraduate & Alternate Programs)

(Three-year Averages for Academic Years: 2018-19, 2020-21, 2021-22)

*Note: Due to COVID-19, school districts did not conduct Compass teacher evaluations in 2019-20. During this time, Louisiana's public schools did not administer achievement tests. Compass teacher evaluations provide three-year averages for first- and second-year teachers who taught in 2018-19, 2020-21 and 2021-22.

The Louisiana Department of Education states that Compass is Louisiana's educator support and evaluation system designed to provide all educators with regular, meaningful feedback on their performance.

Under this system, all teachers in public schools in Louisiana are evaluated annually using a four-tiered rating: Highly Effective, Effective: Proficient, Effective: Emerging, and Ineffective. Half of the evaluation is based on achievement student learning targets to generate the Compass Student Growth score, and half of the evaluation is based on observations by supervisors using the appropriate Compass rubric to generate a Compass Professional Practice score. The two scores are averaged to generate Compass Final Evaluation Scores that range from 1.00 to 4.00.

2023 Board of Regents Teacher Preparation Report
2022 Louisiana Teacher Preparation Data Dashboard
2021 Louisiana Teacher Preparation Data Dashboard
2020 Louisiana Teacher Preparation Data Dashboard

Measure 2. Satisfaction of Employers (R4.2, R5.3)

Satisfaction of Employers and Employment Milestones

Retention data is not available in the 2023 Board of Regents Teacher Preparation Report. Employer satisfaction is determined here by examining Student Growth data taken from the 2023 Board of Regents Teacher Preparation Report for the academic years 2018-19, 2020-21, and 2021-22.

Measure 3. Candidate Competency at Completion (R3.3)

Ability of Completers to Meet Licensing (Certification) and Any Additional State Requirements; Title II (Initial & Advanced Levels)

2023-24 Praxis Content Knowledge Data
2022-23 Praxis Content Knowledge Data
2021-22 Praxis Content Knowledge Data
2020-21 Praxis Content Knowledge Data
Praxis, National Means

NIET Aspiring Teacher Rubric (ATR)

The NIET ATR provides a streamlined set of performance indicators to be used with teacher candidates to define effective instruction. These 12 indicators, which are based on and aligned to NIET’s research-based Teaching Standards Rubric, describe the key skills and abilities that aspiring teachers must have to be prepared for the classroom. The descriptions within NIET’s Aspiring Teacher Rubric create common language for observation, feedback, and support as well as foster collaboration between an aspiring teacher and peers or faculty around instructional practices. The vision represented within the rubric maximizes instructional excellence and correlates with student achievement. Each indicator, listed below, includes a list of bulleted descriptors and a rubric defining performance at five different levels. Aspiring teachers can earn a score of 1 (Improvement Needed), 2 (Developing), 3 (Proficient), 4 (Distinguished), or 5 (Exemplary) for each of the 12 indicators below.

• Instructional Plans
• Assessment
• Standards and Objectives
• Presenting Instructional Content
• Activities and Materials
• Questioning
• Academic Feedback
• Teacher Knowledge of Students
• Thinking and Problem-Solving
• Environment
• Engaging Students and Managing Behavior
• Professionalism and Ethical Behavior

The indicators, taken separately, provide an aspiring teacher with a progressive view of what each indicator looks like from “improvement needed” to “proficient” to “exemplary.” Taken as a whole, the rubric provides concrete and holistic feedback about strengths and weaknesses on the path to becoming a teacher. Each rubric indicator includes a notation for how it is aligned to the NIET Teaching Standards Rubric.

Educator Disposition Assessment (EDA)

The EDA instrument was designed with careful consideration of the psychometric properties associated with informal assessment so that any inferences made about a teacher’s disposition are more likely to be true. Psychometric evaluation efforts were made that far extend expectations associated with informal assessments. The effort was grounded in a sincere attempt to try to clear any confusion about the expectations so that growth in dispositions may be enhanced during coursework and subsequent clinical experience. Disposition categories are aligned with InTASC Standards (2013) and the works of Danielson et.al. (2009) and Marzano and Brown (2009). The EDA instrument is used to both raise concerns and identify exemplary dispositional behavior of students as they progress through a program.

The EDA scoring scale is as follows:

0-Needs Improvement: minimal evidence of understanding and commitment to the disposition;
1-Developing: some evidence of understanding and commitment to the disposition; and
2-Meets Expectations: considerable evidence of understanding and commitment to the disposition.

The EDA indicators are listed below:

• Demonstrates Effective Oral Communication Skills.
• Demonstrates Effective Written Communication Skills.
• Demonstrates Professionalism.
• Demonstrates a positive and enthusiastic attitude.Demonstrates preparedness in teaching and learning.
• Exhibits an appreciation of and value for cultural and academic diversity.
• Collaborates effectively with stakeholders.
• Demonstrates self-regulated learner behaviors/takes initiative.
• Exhibits the social and emotional intelligence to promote personal and educational goals/stability.

The use of these proprietary assessment tools has allowed Tulane Education Programs to collect and analyze data in a more uniform, efficient, and meaningful manner.

NIET ATR AY 23-24

EDA AY 22-23

Measure 4. Ability of Completers to be Hired

Ability of Completers to be Hired in Education Positions for Which They Have Prepared (Initial & Advanced Levels)

Annually, the Louisiana Department of Education prepares data for preparation providers regarding their completers placed in public schools in Louisiana. The following chart provides a percentage and number of those with a 2016-17 completer year and academic teaching years: 2017-18, 2018-19, 2019-20, 2020-21, & 2021-22. Tulane SoPA Education Programs use this measure to determine the percentage of completers that enter teaching in public schools in Louisiana and to help continuously focus on placing teacher candidates in public schools during their yearlong residency.

Persistence Rate of Completers Who Taught in Public Schools in Louisiana for Five Years

Alternate Programs (Completer Year: 2016-2017) (Academic Teaching Years 2017-18, 2018-19, 2019-20, 2020-21, & 2021-22)

The following table identifies the number and percentage of alternate candidates who completed teacher preparation programs during a specific year and taught in public schools in Louisiana during the following five years. Completers have the option of teaching in public schools in Louisiana, private schools in Louisiana, or schools in other states. This table only pertains to teachers who taught in public schools in Louisiana.

2023 Board of Regents Teacher Preparation Report
2022 Louisiana Teacher Preparation Data Dashboard
2021 Louisiana Teacher Preparation Data Dashboard
2020 Louisiana Teacher Preparation Data Dashboard