The State of NJ provides aggregate data to Drew regarding completer’s preparedness when they enter the classroom. Because Drew is a small program (i.e. total enrollment is less than 50 students per year) that encourages interdisciplinary collaboration across certification areas, we have a limited number of completers in each individual certification area. In almost every area, we do not reach the threshold of 10 completers for the state to provide data disaggregated by certification area. The state has provided the following data for the evaluation of Drew completers:
For the 2019-2020 school year, a large percentage of teachers statewide were not evaluated due to the public health emergency. Of the certified Drew program completers from the 2018-2019 school year employed in the 2019-2020 school year, only one was evaluated. Across a three-year aggregate that also includes program completers from the 2016-2017 and 2017-2018 school years who were employed and evaluated one year after finishing at Drew, all (100%) earned an Effective rating as first year teachers. The NJDOE is not able to disaggregate this data because of regulations. For the 2020-2021 school year, most teachers were not rated due to the pandemic context. Therefore, no completer impact data is available for this year from NJDOE.
The state is not able to provide data for impact on student learning to Drew University, though it does provide an aggregate Student Growth Percentage and Student Growth Objective score in areas of certification where n >10 to all EPPs in the state. Because Drew is unable to assess the impact of completers using the state-provided data, we have utilized an annual system of case studies to learn about how our completers are doing in the classroom, school and district. Each year we invite program completers from the past two years to complete the following surveys: (1) satisfaction survey (2) employer satisfaction survey (3) student perception survey as well as provide impact and teaching effectiveness data. Participation in all surveys is voluntary. Participants in the case studies included completers from school years 2018-2019, 2019-2020, and 2020-2021 and represented the following certification areas: Elementary, ESL, English, Spanish, Biology, Art. Analysis of all cases indicated that the completers had a positive impact on student learning, meeting targets set by their school principals through student growth objectives. Additionally, student perceptions of their teachers were overwhelmingly positive, indicating that students felt the teachers were effective and having a positive impact on their learning.
Drew’s teacher education graduates all report that their program of study prepared them to design and implement lessons that are developmentally appropriate and which will enable all students in their classroom to learn as well as prepare learners for diverse learners. Going a step further, the majority (n = 70%) of the most recent cohort of graduates also reported that they feel prepared to design and implement strategies to support learners whose first language is not English. These factors are important to highlight and consider given that New Jersey like several other states, has a growing population of residents who identify as diverse (i.e. not White) according to the most recent Census and approximately 35% of households in the state speak a language other than English according to the Migration Policy Institute. Furthermore, historical data obtained for Drew’s graduates from the NJDOE indicates that about 60% of our graduates are employed in a charter school or by a school district with a high concentration (i.e. > 30%) of low-income students or students in poverty.
Along with their level of preparedness in the above areas, all students (i.e. 100%) in the most recent cohort of graduates also reported that they are prepared to select and utilize a variety of instructional materials and resources to meet their students’ needs and to promote effective learning. This finding builds on historical findings from the 2019-2020 cohort of graduates who reported feeling prepared to contribute to the profession in these areas post program completion. Drew’s graduates also report feeling prepared to work collaboratively with peers and school leaders. Additionally, results from the exit survey also indicate that our graduates are ready and prepared to incorporate and use current pedagogies in their classrooms to support student learning in key content areas such as reading, writing, speaking and Mathematics.
Based on the data collected from the graduate exit survey as well as data shared with the program from NJDOE, Drew continues to prepare its graduates to serve their students, schools and community. Although our graduates overwhelmingly report that they are prepared to enter the profession and work with their students and colleagues, a subset of completers reported on the exit survey that they have an area in which they use additional support. The main area that came to the forefront here was classroom management. Dimensions of classroom management that were mentioned included classroom set-up, motivating unmotivated learners and getting students to observe school bells. This feedback provides important insights and future directions into areas that the program’s faculty can enhance as part of our content delivery to ensure our graduates feel prepared in all dimensions of their profession and are supported as they transition from the program into the classroom.
100% of Drew’s completers met NJ cut scores for the Praxis Core (or equivalent), Praxis II, and edTPA assessments.
100% of 19-20 candidates completed the program, and 95% of them were hired in teaching positions for the 20-21 school year. The other 5% remained in graduate school to complete an add-on certificate. Amongst school year 2020-2021 candidates, 22 completed their program of study and 100% were hired in teaching positions.
Institutional cohort default rate: 3.9%
