CAEP Annual Report 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. Strongly Agree Agree Disagree Strongly Disagree NA - Does Not Apply to My Role

Principals / Other

Spring 2022 75% 25% 0% 0% 0%
Spring 2019 52.3% 31.8% 0% 4.6% 11.36%
Spring 2018 55.6% 35.6% 0% 4.4% 4.4%
Survey Item: Duquesne University graduates demonstrated the qualities and characteristics embodied by professional practice standards for teaching. Strongly Agree Agree Disagree Strongly Disagree A -Does Not Apply to My Role

Principals / Other

Spring 2022 91.7% 8.3% 0% 0% 0%
Spring 2019 59.1% 27.3% 2.3% 2.3% 9.1%
Spring 2018 62.2% 28.9% 2.2% 2.2% 4.4%
Survey Item: Graduates of Duquesne's K-12 educator or specialist programs typically score in the top 25% of evaluation measures required by PDE.* Strongly Agree Agree Disagree Strongly Disagree NA -Does Not Apply to My Role

Principals / Other

Spring 2022 50% 33.3% 0% 0% 16.7%
Spring 2019 38.6% 25% 4.6% 2.3% 29.6%
Spring 2018 40.0% 37.8% 0% 2.2% 20.0%
Survey Item: Duquesne University graduates are effective K-12 teachers, educational specialists, instructional supervisors, or principals. Strongly Agree Agree Disagree Strongly Disagree NA -Does Not Apply to My Role

Superintendents

Spring 2022 62.5% 37.5% 0% 0% 0%
Spring 2019 58.3% 41.7% 0% 0% 0%
Spring 2018 61.5% 30.8% 7.7% 0% 0%
Survey Item: Duquesne University graduates demonstrate the qualities & characteristics embodied by professional practice standards for administration and supervision. Strongly Agree Agree Disagree Strongly Disagree NA -Does Not Apply to My Role

Superintendents

Spring 2022 50% 50% 0%

0%

0%
Spring 2019 66.7% 33.3% 0% 0% 0%
Spring 2018 84.6% 7.7% 7.7% 0% 0%

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 Academic Year Percent Exemplary Percent Superior Percent Satisfactory Percent Unsatisfactory
Planning & Preparation 2020-21 83.8% 14.5% 1.7% 0%
2019-20 81.0% 19.0% 0% 0%
2018-19 85.5% 14.5% 0% 0%
2017-18 84.2% 12.5% 3.3% 0%
Classroom Environment 2020-21 87.2% 12.8% 0% 0%
2019-20 77.4% 22.4% 0% 0%
2018-19 81.6% 18.4% 0% 0%
2017-18 75% 23.3% 1.7% 0%
Instructional Delivery 2020-21 76.9% 22.2% 0.9% 0%
2019-20 76.7% 22.4% .9% 0%
2018-19 77.6% 22.4% 0% 0%
2017-18 70% 27.5% 2.5% 0%
Professionalism 2020-21 94.9% 5.1% 0% 0%
2019-20 89.7% 8.6% 1.7% 0%
2018-19 93.4% 6.6% 0% 0%
2017-18 92.5% 5% 2.5% 0%
Overall Evaluation 2020-21 74.4% 23.9% 1.7% 0%
2019-18 69.8% 29.3% 0% 0%
2018-19 80.3% 19.7% 0% 0%
2017-18 54.2% 42.5% 3.3% 0%
2017-18 Number of Students = 120
2018-19 Number of Students = 92
2019-20 Number of Students = 116
2020-21 Number of Students = 117

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. Strongly Agree Agree Disagree Strongly Disagree NA - Does Not Apply to My Role

Principals / Other

Spring 2022 66.7% 25% 0% 0% 8.3%
Spring 2019 59.1% 27.3% 2.3% 2.3% 9.1%
Spring 2018 65.1% 30.2% 0% 2.3% 2.3%

Superintendents

Spring 2022 50% 50% 0% 0% 0%
Spring 2019 58.3% 41.7% 0% 0% 0%
Spring 2018 53.9% 38.5% 7.7% 0% 0%
Survey Item: Graduates of Duquesne's K-12 educator or specialist programs typically score in the top 25% of evaluation measures required by PDE.* Strongly Agree Agree Disagree Strongly Disagree NA -Does Not Apply to My Role

Principals / Other*

Spring 2022 50% 33.3% 0% 0% 16.7%
Spring 2019 38.6% 25% 4.6% 2.3% 29.6%
Spring 2018 40.0% 37.8% 0% 2.2% 20.0%

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. Strongly Agree Agree Disagree Strongly Disagree NA - Does Not Apply to My Role

Principals / Other

Spring 2022 66.7% 25% 0% 0% 8.3%
Spring 2019 59.1% 27.3% 2.3% 2.3% 9.1%
Spring 2018 65.1% 30.2% 0% 2.2% 4.4%

Superintendents

Spring 2022 50% 50% 0% 0% 0%
Spring 2019 58.3% 41.7% 0% 0% 0%
Spring 2018 53.9% 38.5% 7.7% 0% 0%

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.

(R4.2|R5.3| RA4.1)


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*

Group Number Taking Tests

Number Passing All RelatedTests

Baseline Pass Rate (%) Sliding Scale Pass Rate (%)
All program completers, 2020-21 121 97 80% 94%
All program completers, 2019-20 130 101 78% 96%
All program completers, 2018-19 107 77 72% 92%
All program completers, 2017-18 128 101 80% 93%

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

Group Number Taking Tests Number Passing All Related Tests Baseline Pass Rate (%) Sliding Scale Pass Rate (%)
All program completers, 2020-21 18 16 88% 100%
All program completers, 2019-20 19 16 84% 84%
All program completers, 2018-19 35 33 94% 100%
All program completers, 2017-18 20 19 95% 95%
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:
Academic Year Participating Cohorts Survey Response Rate Employed Full-time Employed Part-time Employed and Continuing Education Enrolled in a Program of Continuing Education Volunteer Service Seeking Employment Continuing Education Plans, but not yet enrolled
2020-21  Aug 2020, Dec 2020, & May 2021 Graduates 75% 72.5% 2.8% 15.2% 9.5%
2019-20  Aug 2019, Dec 2019, & May 2020 Graduates 49% 72% 2% 17% 9%
2018-19  Aug 2018, Dec 2018, & May 2019 Graduates 27% 68% 4% 9% 19%
2017-18  Aug 2017, Dec 2017, & May 2018 Graduates 37% 68% 9% 7% 16%
2016-17  Aug 2016, Dec 2016, & May 2017 Graduates 34% 56% 7% 10%

26%

1%
2015-16  Aug 2015, Dec 2015, & May 2016 Graduates 29% 74% 5% 2% 17% 2%
2014-15  Aug 2014, Dec 2014, & May 2015 Graduates 25% 67% 4% 12% 1% 16%

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

2017-18
2018-19
2019-20