2019 CAEP Annual Reporting Measures


The College of Education (COE) at Florida A&M University (FAMU) is committed to providing the community-at-large and our stakeholders with data and information relevant to our performance. As such, we have provided on this site our 2018 annual reporting measures. The measures that we adhere to are based on those created by the Council for the Accreditation of Educator Preparation (CAEP). CAEP has eight annual reporting measures that are used to provide information to the public on both program outcome and program impact. The outcome measures are: licensure rate, completion rate, employment rate, and consumer information (e.g., places of employment, initial compensation, student loan default rates). The impact measures are: evidence of completer impact on P-12 student learning and development; indicators of teaching effectiveness (e.g., observation instruments and student surveys); employer satisfaction and completer persistence; and completer satisfaction. For each measure, links to supporting evidence are provided.

Impact Measures:

Measure 1: Evidence of Completer Impact on P-12 Student Learning and Development

Florida’s Value-Added Model (VAM). In Florida, value-added models are used to measure the contribution of a teacher or school to student learning growth. Florida’s value-added models do this by measuring the difference in each student’s actual performance on a statewide assessment from that student’s expected performance, which takes into account specific student and classroom factors that impact the learning process. VAM scores represent the amount the teacher contributed to student learning growth, on average, to the students they taught while controlling for factors that impact student learning growth. (Source: Florida Department of Education website, “Performance Evaluation”)

In the attached tables, please make note of the following:
•    A score of zero indicates that students performed no better or worse than expected, based on factors controlled for in the model.
•    A positive score indicates that students performed better than expected.
•    A negative score indicates that students performed worse than expected.



Measure 2: Indicators of Teaching Effectiveness (e.g., observation instruments and student surveys)

School District Personnel Evaluations. Completers from FAMU’s College of Education were evaluated utilizing the VAM model. The following ratings are utilized to categorize the completers and are shown in the provided table.
•    Highly Effective. A highly effective rating is demonstrated by a value-added score of greater than zero, where all of the scores contained within the associated 95% confidence interval also lie above zero.
•    Effective. An effective rating is demonstrated by the following:
     o    A value-added score of zero;
     o    A value-added score of greater than zero, where some portion of the range of scores associated with a 95% confidence interval lies at or below zero; or
     o    A value-added score of less than zero, where some portion of the range of scores associated with both the 68% and the 95% confidence interval lies at or above zero.
•    Needs Improvement, or Developing (if the teacher has been teaching for fewer than three (3) years). A needs improvement or developing rating is demonstrated by a value-added score that is less than zero, where the entire 68% confidence interval falls below zero, but where a portion of the 95% confidence interval lies above zero.
•    Unsatisfactory. An unsatisfactory rating is demonstrated by a value-added score of less than zero, where all of the scores contained within the 95% confidence interval also lie below zero.
(Source: Florida Department of State, Florida Administrative Code & Florida Administrative Register, “6A-5.0411”)


High Impact Completers. Florida Administrative Rule 6A-5.0411, “Calculations of Student Learning Growth for Use in School Personnel Evaluations,” provides a definition for “highly effective,” a term that corresponds with high impact teachers. According to the rule, a highly effective rating is demonstrated by a value-added score of greater than zero, where all scores contained within the associated 95% confidence interval also lie above zero. A score of zero indicates that a teacher’s students scored no higher or lower, on average, than expected. (Source: Florida Department of State, Florida Administrative Code & Florida Administrative Register, “6A-5.0411”) 

FAMU High Impact Completers

Measure 3: Employer Satisfaction and Completer Persistence

Employer Satisfaction Survey. The College of Education’s Employer Satisfaction Survey is designed to collect information on the level of satisfaction of employers with program completers at the end of their first year of teaching. In particular, administrators in schools where FAMU COE program completers teach are asked to complete the survey to evaluate the competence and teaching effectiveness of the completers.

The 2019 College of Education Employer Satisfaction Survey was sent to 23 employers for response. The total number of respondents was 5. The response rate is 22%. 



Completer Persistence. The Florida Department of Education provides the employment information of completers' staying for the job after initial employment. FAMU COE completers have a 100% rate of staying on the job.



Measure 4: Completer Satisfaction

Program Completer’s Satisfaction Survey. The College of Education’s Program Completer's Satisfaction Survey is designed to collect information about our educator preparation program from completers following their first year of teaching. Program completers are asked questions which evaluate how well the program prepared them for the field of teaching. In addition, completers respond to question which evaluate the quality of FAMU’s education programs.The 2019
 College of Education Completer  Survey was sent to 23 completers for response. The total number of respondents was 10. The response rate is 43%. 

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Useful Links

FAMU Developmental Research School