Education Preparation Provider (EPP) Data | Troy University

Education Preparation Provider (EPP) Data

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Troy University’s College of Education is committed as an Education Preparation Provider (EPP) to prepare and develop informed, innovative, reflective, globally-minded and effective professional teacher candidates. Candidate performance is carefully monitored at various milestones during their program to promote positive student learning outcomes. Troy University’s College of Education, in accordance with our various accreditation and assessment measures, seek to demonstrate our candidates’ accountability and provide transparent data concerning student performance. This is facilitated not only by our academic excellence in the areas of educator preparation for licensure, but is enhanced further by many hours of clinical field experience within a diverse range of schools and educational institutions.


Undergraduate And Initial Certification Programs

2018-2019

College of Education Department of Teacher Education

CAEP Reviewed Programs
Probationary Accreditation

Undergraduate                                                    Alternative A Masters                                    
Art (visual) Art
Biology Biology
Chemistry  
Collaborative (K-6) Collaborative Teacher (K-6)
Collaborative (6-12) Collaborative Teacher (6-12)
Comprehensive General Science General Science
Early Childhood Education Early Childhood Education
Elementary Education Elementary Education
English Language Arts English Language Arts
Health  
History History
Mathematics Mathematics
Music-Instrumental Music-Instrumental
Music-Choral Music-Vocal/Choral
Physical Education Physical Education
Social Science Social Science
Theatre  

 

TRADITIONAL UNDERGRADUATES
Fall 2018-Spring 2019

Total number of Program Completers in Traditional and Alt A 

Graduating Fall 2018-Spring 2019    Total Undergraduate & Alt-A
  159


Total Number of Program Completers

Graduating Fall 2018-Spring 2019 Total Undergraduate
  146

 

Majors Number of Completers
Art 1
 Biology 2
 Collaborative (K-6) 5
Collaborative (6-12) 2
Comp Gen Science 1
 Early Childhood 2
 Elementary 82
Elementary & Collab K-6 2
English Language Arts 5
Mathematics 4
Music-Instrumental 16
Music-Choral 2
Physical Education 12
Social Science 6
Theatre 4
Total 146

 

ALT-A GRADUATES
Fall 2018-Spring 2019 

Total Number of Program Completers Alt-A 

Graduating Fall 2018-Spring 2019 Total Alt-A Graduate
  13


Total Number of Program Completers Alt-A 

Majors Number of Completers
Collaborative (K-6) 1
Elementary 5
English Language Arts 3
Social Science 1
Music-Instrumental 1
Mathematics 1
Arts 1
Total 13

 

2018-2019

Growth by Cycles

Cycle 1
Spring 2018

Cycle 2
Fall 2018

Cycle 3 
Spring 2019

Aggregated 
mean

N=participants 2 3 8 13
Range 62-100 100 78-100 62-100

Mean % of growth;
increase from pre- 
to post-test

81% 100% 96% 92.3% growth

 

Program Elementary

Special
Education
/Collab
K-6

Secondary
Math

Secondary
English
P-12
Visual
Arts
Aggregated
Means

N=
participants
/data
collections

5 1 3 2 2 13
Range 62-100 100 100 78-100 95-100 62-100

Mean % of 
growth; 
increase
from pre-
to
post-test

91.4% 100% 100% 89% 97.5% 95.6% growth


SPRING 2019 PRE-AND POST-ASSESSMENTS
96% growth. The case study shows the impact on student learning indicated a 29.2% average gain from Pre to Post assessment for two Troy University graduates.

Troy University Graduates completed a Pre-Assessment, taught the lesson, and then completed a Post-Assessment. The average score for the Pre-Assessment was 43%. The average score for the Post-Assessment was 72.2%. The impact on student learning indicated a 29.2% average gain from Pre to Post assessment and 96% of the students increased their learning growth.

2018 FOLLOW UP SURVEY FOR GRADUATES
90%
of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to impact P-12 student learning.

FALL 2018 AND SPRING 2019 EMPLOYER SURVEY REPORT
100% of the Troy University New Hires were moderately well to extremely well prepared to impact P-12 Student Learning.

2018-2019 EMPLOYER SURVEY COMMENT
TROY graduates are very well prepared coming out of college.

2018-2019

Evaluations were conducted by administrators utilizing a state approved proprietary protocol. While the observation tool language indicates student behavior, the EPP asserts that these student behaviors are the result of teacher behaviors that influence P-12 learning. Each category has multiple subsections. Observations are scored from 0 (not evident) to 4 (very evident).

Teacher Observation

Element

Elementary 
Teachers

High School
Teachers

Total 
Average

A. Equitable Learning  3.4 3.2 3.3

B. High Expectations

3.6 3.2 3.4
C. Supportive Learning 3.7 3.7 3.7
D. Active Learning 3.0 2.8 2.9
E. Progress Monitoring  3.4 2.9 3.2
F. Well-Managed Learning  3.7 3.3 3.5
G. Digital Learning 1.3 2.3 1.8
Total 3.2 3.1 3.15


Teachers observed by in this data collection demonstrate effective learning environments. Although digital learning is scored as somewhat evident, teachers may not have been using technology during the observed lesson. Although all programs are not represented yet and numbers of observations are low, scores indicate TROY completers have a positive influence on effective P-12 student learning.

2018-2019 EMPLOYER SURVEY

86.5% of the Troy University New Hires were moderately well to extremely well  prepared to use data driven decision making to access client /student progress.

98.7% of the Troy University New Hires were moderately well to extremely well  prepared to teach their Content Knowledge.

99.3% of the Troy University New Hires were moderately well to extremely well  prepared to demonstrate Professional Knowledge.

98.7% of the Troy University New Hires were moderately well to extremely well  prepared to demonstrate Professional Literacy.

2018-2019 EMPLOYER SURVEY COMMENT
Troy University education graduates are well prepared to present classroom content.

2018-2019 EMPLOYER SURVEY

100% of employers would hire more Troy University Graduates.

Over 48% of Troy University graduates have been employed with their school system for three or more years. 

98.6% of the Troy University New Hires demonstrate Professionalism moderately well to extremely well.

98% of the Troy University New Hires are prepared to respond to Diversity moderately well to extremely well. 

Educator Preparation Institutional Report Card for Performance on Required Content Knowledge and Pedagogy Tests and Responses to the First-Year Teacher Survey created by the Alabama Association of Colleges for Teacher Education for Troy University.
Of the 13 items from this survey that indicate impact on P-12 student learning, Troy graduates scored a range of 2 percentage points above the state average to 6 percentage points below the state average, with an overall average of scores in the Teacher Leader-Effective range for TROY completers at 57.2% in the compared to state-wide completers at 59%. TROY completers scored as favorably in comparison with other EPPs in the state.

Troy University Report Card: 2018

2018-2019 EMPLOYER SURVEY COMMENT
Troy students have much pride in their school and display such professionalism in their ethics.

2018-2019

We are waiting for results from the 2018-2019 survey due to the change in how teachers are currently working with students online. We will post results as soon as surveys have been completed. However, we continue to report the results from the previous survey.

2017-2018
100%
of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to communicate high expectations.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to state long-range goals and short-term objectives (ACOS/ACCRS).

80% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to monitor student performance.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to identify various instructional strategies.

80% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to measure student progress systematically.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to prepare instructional resources for use.

100% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to provide feedback about student performance.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to orient students to the lesson.

80% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to use assessment results.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to give clear directions.

100% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to manage class time.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to develop an effective lesson.

80% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to manage student behavior.

80% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to provide practice and summarization for the students.

100% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to speak clearly, correctly, and coherently utilizing standard English.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to demonstrate knowledge of subject matter and pedagogy.

100% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to write clearly, correctly, and coherently utilizing standard English.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to involve students in interaction.

60% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared for the legal and procedural requirements of your role (i.e., school law).

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to express positive effect/minimize negative effect.

100% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to develop an awareness and understanding of the school and its community. 

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to maintain physical environment conductive to learning within limitations of facilities. 

Educator Preparation Institutional Report Card for Performance on Required Content Knowledge and Pedagogy Tests and Responses to the First-Year Teacher Survey created by the Alabama Association of Colleges for Teacher Education for Troy University.
Of the 13 items from this survey that indicate impact on P-12 student learning, TROY’s first-year graduates responded in range of 2 percentage points above the state average to 4 percentage points below the state average, with an overall mean scoring in the Strongly Agree-Agree range of TROY’s first-year graduates at 95.1% compared to state-wide first-year graduates at 95.5%. TROY completers scored themselves as favorably in comparison with other EPPs in the state.

Troy University Report Card: 2018

2018-2019

The College of Education Department of Teacher Education (DTE) definition of graduation rate is based on when students enter the Teacher Education Program (TEP) and then, when they graduate. According to IPEDS, the Troy University graduation rate for full time, first-time degree or certification seeking undergraduates within 150% of normal time to program completion for 2018-2019 is 43%. TROY’s fall, 2018, cohort total Class B and Alt A graduation rate was 88% with 6 students graduating the following semester for a total rate of 97%. TROY’s spring, 2019, cohort total Class B and Alt A graduation rate was 99%. Some students were having difficulty passing exams.

IPEDS link for Graduation Data

2018-2019

Each candidate completes the state approved checklist for their particular program. Based on the recommendation to ALSDE, derived from the completion of the R & R/Review & Recommendation for Application Based on Completion of an Alabama Class B Program and the Supplemental NA1/Recommendation for Certification forms, all but five of our completers met the requirements for licensure by the State of Alabama. Two students had not passed edTPA and three students had not graduated.

 

2018-2019

Ability of completers to be hired in education positions for which they have prepared:
To be able to be hired in educational positions, students must graduate from the program and pass the edTPA requirement by the Alabama State Department of Education.  Out of 159 students, only three did not meet licensure requirements for a rate of 98% of graduates have the ability to be hired.

2018-2019

From the latest IPEDS report (six-digit OPE ID is 001047) the default rate for 2016 is 9.8%; 2015 was 10.4%; and 2014 was 11.4%. The number in default in 2016 was 562; 2015 was 747; and, 2014 was 840. The number in repayment in 2016 was 5683; 2015 was 7139; and, 2014 was 7,314.

The student loan default rates can be viewed at College Navigator underneath Cohort Default Rates.



 


Graduate and Advanced Certification Programs

Graduating Fall 2018-Spring 2019 Total Advanced Program Completers
39

 

Majors                                                                                             Number of Completers
MS-Collaborative (K-6) 2
MS-Early Childhood

2

MS-Elementary 13
MS-English Language Arts 1
MS-Gifted 12
MS-Mathematics 3
MS-Music-Instrumental 2
MS-Social Science 1
EdS-Elementary Education 3
Total 39

 

Troy University ranks number 5 in 2020 Best Online Masters’ in Elementary Education by TheBestSchools.org. TheBestSchools selected the degree programs based on the quality of program and range of courses provided, as well as school awards, rankings, and reputation. 

 Troy University’s College of Education offers a CAEP-accredited, online Master of Science in Education with a concentration in Elementary Education that prepares students for leadership. The purpose of Troy’s Master of Education graduate program is to develop innovative, informed, reflective decision makers with outstanding pedagogical training.

Troy University’s online MS in Education is a 36-credit program designed for practicing teachers in public or private school settings. Courses are 100 percent online – though some courses are also available on campus for students who prefer a hybrid program. Troy’s program also allows for flexible course planning, so that students are not confined to regimented course sequences and can take full- or part-time course loads. All teacher education certification programs are approved by the Alabama State Department of Education.

The U.S. Department of Education reports that high-quality teacher preparation can make a dramatic impact on student outcomes – even outweighing negative factors like poverty.

Source

2018-2019

100% of employers would hire more Troy University Graduates.

Over 48% of Troy University graduates have been employed with their school system for three or more years. 

98.6% of the Troy University New Hires demonstrate Professionalism moderately well to extremely well.

98% of the Troy University New Hires are prepared to respond to Diversity moderately well to extremely well.

2018-2019 EMPLOYER SURVEY COMMENT
Troy students have much pride in their school and display such professionalism in their ethics.

We are waiting for results from the 2018-2019 survey due to the change in how teachers are currently working with students online. We will post results as soon as surveys have been completed. However, we continue to report the results from the previous survey.

2017-2018

100% of Troy University College of Education Department of Teacher Advanced Completers that responded feel Moderately Well to Extremely Well prepared to communicate high expectations.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to state long-range goals and short-term objectives (ACOS/ACCRS).

80% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to monitor student performance.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to identify various instructional strategies.

80% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to measure student progress systematically.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to prepare instructional resources for use.

100% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to provide feedback about student performance.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to orient students to the lesson.

80% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to use assessment results.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to give clear directions.

100% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to manage class time.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to develop an effective lesson.

60% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to manage student behavior.

80% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to provide practice and summarization for the students.

100% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to speak clearly, correctly, and coherently utilizing standard English.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to demonstrate knowledge of subject matter and pedagogy.

100% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to write clearly, correctly, and coherently utilizing standard English.

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to involve students in interaction.

40% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared for the legal and procedural requirements of your role (i.e., school law).

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to express positive effect/minimize negative effect.

100% of Troy University College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to develop an awareness and understanding of the school and its community. 

100% of the Troy University College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well  prepared to maintain physical environment conductive to learning within limitations of facilities. 

2018-2019

Data in Progress

 

The purpose of all certification programs in the College of Education is to develop practicing master teachers, instructional support personnel, and education specialists who more effectively serve students in P-12 settings. As master teachers, instructional support personnel, and education specialists, they participate as leaders in their schools and contribute to their profession.

Candidates completing an approved teacher certification program are eligible to apply for the Alabama Class A professional certificate.

2018-2019

100% of Troy University College of Education Department of Teacher Education Advanced Completers that responded indicated that they were employed full-time teaching.

2018-2019

Student loan default rates and other consumer information:
From the latest IPEDS report (six-digit OPE ID is 001047) the default rate for 2016 is 9.8%; 2015 was 10.4%; and 2014 was 11.4%. The number in default in 2016 was 562; 2015 was 747; and, 2014 was 840. The number in repayment in 2016 was 5683; 2015 was 7139; and, 2014 was 7,314.

The student loan default rates can be viewed at College Navigator underneath Cohort Default Rates.