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.
Measure 1: Licensure Pass Rate
Licensure Examination Passage Rate. The purpose of the Florida Teacher Certification Examinations (FTCE) is to ensure that all teacher candidates demonstrate the necessary content and pedagogical knowledge necessary to effectively instruct students in Florida. The FTCE consists of three examinations: the General Knowledge Test (GK); the Professional Education Test (PE); and the Subject Area Examination (SAE). The College of Education requires our teacher candidates to pass all parts of the FTCE before their internship. (Source: Pearson Education website, “FTCE/FELE Background Information”)
Title II ITP Report. The Title II ITP Report presents a summary of information on FAMU’s College of Education teacher preparation program. In particular, information is provided accreditation, clinical experiences, admission requirements, postgraduate requirements, and teacher shortage areas. Title II of the Higher Education Act focuses on areas such as accountability for programs that prepare teachers, teacher quality, and teacher development.
Measure 2: Completion Rate
Retention Rate. The retention rate is the percentage of a school’s first-time, first-year undergraduate students who continue at that school the next year. (Source: U.S. Department of Education FAFSA website, “What are graduation, retention, and transfer rates?”)
Graduation Rate. The graduation rate is the percentage of a school’s first-time, first-year undergraduate students who complete their program within 150% of the published time for the program. For example, for a four-year degree program, entering students who complete within six years are counted as graduates. (Source: FAFSA website, “What are graduation, retention, and transfer rates?”)
Measure 3: Employment Rate
Employment Rate. The employment rate indicates the number of program completers who are employed within the field of education. The rate is expressed as a percentage of the total number of program completers.
For the College of Education, the attached table indicates the percentage of program completers who were employed within the first two years after program completion.
Measure 4: Consumer Information (e.g., places of employment, initial compensation, student loan default rates)
Cohort Default Rate (also referred to as Student Loan Default Rate). For schools having 30 or more borrowers entering repayment in a fiscal year, the school’s cohort default rate is the percentage of a school’s borrowers who enter repayment on certain William D. Ford Federal Direct Loans and Federal Family Education Loans during that fiscal year and default (i.e., fail to make payment, or request a deferment or forbearance) before the end of the second fiscal year following the fiscal year that the borrower entered repayment. (Source: U.S. Department of Education Federal Student Aid, Default Management website, “Frequently Asked Questions”) Simply stated, a school’s cohort default rate is the percentage of a school’s federal student loan borrowers who enter repayment within the cohort fiscal year (denominator) and default (numerator) within the cohort default period. (Source: U.S. Department of Education Federal Student Aid, Default Management, Cohort Default Rate Guide Quick Reference, “What is a cohort default rate?”)
At Florida A&M University, the default rate was 9.8 percent for FY 2015.
Cost of Attendance: Tuition, Room, and Board. Tuition, room, and board are costs incurred by undergraduate and graduates students for an academic year. A full academic year typically refers to the period of time extending from August/September to May/June. At Florida A&M University, this period of time equates to two semesters. Room and board may be defined as double occupancy housing accommodations and a standard meal plan. The budget components are ESTIMATED averages and may not reflect the actual expenses.
At Florida A&M University, the 2018-2019 cost of attendance for undergraduate students is as follows based 15 credits per term.
At Florida A&M University, the 2018-2019 cost of attendance for graduate students is as follows based on 9 credits per term.
Beginning Teachers’ Salaries. For the 2016-2017 academic year, the national average starting teacher salary was $38,617. For the state of Florida for the same time period, the average starting teacher salary was $37,405 (Source: National Education Association Collective Bargaining/Member Advocacy’s Teacher Salary Database, 2017).
A number of program completers from the College of Education are hired in school districts throughout the state of Florida. Please note that beginning teachers are being defined here as program completers with 0-1 years of experience. The current beginning teachers’ salaries for a sample of these districts is as follows:
*Note: Teacher salary schedule information was obtained from each school district’s website.
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