CAEP Annual Report Measures

Measures

Measure 1A:

Completer effectiveness in applying professional knowledge, skills, and dispositions

Survey of Educational Administrators (Principals & Superintendents) in the Pittsburgh Region

Survey Item: Duquesne University graduates are effective K-12 teachers or educational specialists (Principals / Other).

Survey Item: Duquesne University graduates demonstrated the qualities and characteristics embodied by professional practice standards for teaching. (Principals / Other).

Survey Item: Graduates of Duquesne's K-12 educator or specialist programs typically score in the top 25% of evaluation measures required by PDE. (Principals / Other)*.

Survey Item: Duquesne University graduates are effective K-12 teachers, educational specialists, instructional supervisors, or principals. (Superintendents).

Survey Item: Duquesne University graduates demonstrate the qualities & characteristics embodied by professional practice standards for administration and supervision. (Superintendents).

Notes on Response Rates: In Spring 2018, 329 administrators were invited and 95 respondents completed the survey (29% response rate). 58 indicated they have hired, supervised, or overseen graduates from Duquesne's programs and answered questions about their perceptions of these graduates (45 Principals; 13 Superintendents).
 
In Spring 2019, 226 administrators were invited and 74 completed the survey (33% response rate). 56 indicated they have hired, supervised, or overseen graduates from Duquesne's programs and answered questions about their perceptions of these graduates (This included 44 Principals and 12 Superintendents).
 
In Spring 2022, 458 administrators were invited and 41 completed the survey (9% response rate). 27 indicated they have hired, supervised, or overseen graduates from Duquesne's programs and answered questions about their perceptions of these graduates (This included 19 Principals and 8 Superintendents). Considering the same methods for data collection were used in Spring 2022 as were used in 2018 and 2019, we believe the continuing strain and effects from the pandemic have contributed to the lower response rates.

*This question was asked only to Principals and Other Administrators who directly supervise teachers/specialists, since it is more directly germane to their role.

Duquesne School of Education PDE 430 Scores

Domain: Planning & Preparation

Domain: Classroom Environment

Domain: Instructional Delivery

Domain: Professionalism

Domain: Overall Evaluation

Measure 1B (Initial):

Completer impact in contributing to P-12 student-learning growth

Survey of Educational Administrators (Principals & Superintendents) in the Pittsburgh Region

Survey Item: Overall, Duquesne University graduates have had a positive impact on K-12 learning and development. (Principals / Other).

Survey Item: Overall, Duquesne University graduates have had a positive impact on K-12 learning and development. (Superintendents).

Survey Item: Graduates of Duquesne's K-12 educator or specialist programs typically score in the top 25% of evaluation measures required by PDE. (Principals / Other)*.

Notes on Response Rates: In Spring 2018, 329 administrators were invited and 95 respondents completed the survey (29% response rate). 58 indicated they have hired, supervised, or overseen graduates from Duquesne's programs and answered questions about their perceptions of these graduates (45 Principals; 13 Superintendents).

In Spring 2019, 226 administrators were invited and 74 completed the survey (33% response rate). 56 indicated they have hired, supervised, or overseen graduates from Duquesne's programs and answered questions about their perceptions of these graduates (This included 44 Principals and 12 Superintendents).

In Spring 2022, 458 administrators were invited and 41 completed the survey (9% response rate). 27 indicated they have hired, supervised, or overseen graduates from Duquesne's programs and answered questions about their perceptions of these graduates (This included 19 Principals and 8 Superintendents). Considering the same methods for data collection were used in Spring 2022 as were used in 2018 and 2019, we believe the continuing strain and effects from the pandemic have contributed to the lower response rates.

*This question was asked only to Principals and Other Administrators who directly supervise teachers/specialists, since it is more directly germane to their role.

As part of the plan to collect direct assessment data regarding graduates' impact on P-12 learning and development, the School of Education is planning a series of case studies to track graduates' performance and impact as they serve as educators within school districts and educational organizations. Details about this are in the data collection plan provided in Appendix E.

Measure 2: Satisfaction of employers

Survey of Educational Administrators (Principals & Superintendents) in the Pittsburgh Region

Survey Item: Overall, I am satisfied with the quality of candidate preparation provided by Duquesne University's education programs. (Principals / Other).

Survey Item: Overall, I am satisfied with the quality of candidate preparation provided by Duquesne University's education programs. (Superintendents).

Notes on Response Rates: In Spring 2018, 329 administrators were invited and 95 respondents completed the survey (29% response rate). 58 indicated they have hired, supervised, or overseen graduates from Duquesne's programs and answered questions about their perceptions of these graduates (45 Principals; 13 Superintendents).

In Spring 2019, 226 administrators were invited and 74 completed the survey (33% response rate). 56 indicated they have hired, supervised, or overseen graduates from Duquesne's programs and answered questions about their perceptions of these graduates (This included 44 Principals and 12 Superintendents).

In Spring 2022, 458 administrators were invited and 41 completed the survey (9% response rate). 27 indicated they have hired, supervised, or overseen graduates from Duquesne's programs and answered questions about their perceptions of these graduates (This included 19 Principals and 8 Superintendents). Considering the same methods for data collection were used in Spring 2022 as were used in 2018 and 2019, we believe the continuing strain and effects from the pandemic have contributed to the lower response rates.

Measure 3: Candidate competency at completion

Program completers are expected to participate in and pass the requisite state licensure exams (PRAXIS, PECT). The percent of students passing these exams is presented in the table below for the four most recent academic years:

Initial Level Program PRAXIS and PECT Summary Pass Rates Based on Educational Testing Service (ETS) and Title II Report Data

Advanced Level Programs PRAXIS and PECT Summary Pass Rates Based on ETS and PECT Report Data* 

*ETS & PECT data is available for these programs: Educ. Admin, & Supervision, Reading & Literacy Special Education PreK-8 & 7-12.

Measure 4: Ability of completers to be hired

Each year, Duquesne's Office of Career Development surveys graduates from all academic programs six months after the Spring graduation date to determine how they would describe the employment and activities after graduation. The results for graduates from the School of Education's educator preparation programs are provided below. Note that some students are both employed and continuing education after graduation.

School of Education Graduate Outcomes

6 Months from Graduation, the Percent of Graduates Who Were:

For reference, prior years' annual reports are provided below for reference. Moving forward, CAEP annual reports will be posted on this webpage.

2019-2020 (.pdf)
2018-2019 (.pdf)
2017-2018 (.pdf)