Student Learning Objective (SLO) Assessment

The Student Learning Objective (SLO) assessment has been implemented beginning in the fall 2018 semester per South Carolina requirements. The SLO replaced the Teacher Work Sample as a proprietary assessment for all educational preparation programs across South Carolina. This is an assessment based on measuring the impact of PK-12 student learning and therefore, the measurement of PK-12 student learning growth, progress monitoring is essential to the assessment goals. The data from the fall 2018 semester indicated that all teacher candidates achieved mastery in every category. The overall candidate outcomes for the spring 2019 semester, demonstrated an average 2.72 score (out of a possible 3) or 91% mastery of the 10 SLO rubric areas. The scores were varied across candidates and program areas, indicating sufficient preparation of the spring 2019 interns in all areas. The candidates’ performance was highest (>2.9 out of a possible score of 3) in the rubric areas of: historical trend data analysis, baseline data, development of learning goals, and alignment of standards to students’ learning growth. Rubric areas where candidates performed at a mean score of 2.48  or higher were understanding of student population, classroom environment, and instructional strategies. The primary  area of concern was the progress monitoring plan (formative assessment). Therefore, the USC Aiken SOE faculty reflected on how to better implement formative assessment and progress monitoring practice throughout the USCA professional program practicum courses. As the spring 2019 semester SLO data was the first round of disaggregated data (Fall 2018 data showed 100% mastery and an exemplary score of “3” on in all areas for all completers), the SOE faculty was only able to meet once to reflect on the data prior to the end of the 2018-19 academic year. In the fall 2019 semester, the SOE faculty reflected on the disaggregated data by program area and overall to determine our continuous improvement areas of focus delineated by program of study.

1. USCA - SLO Data 2018-19

Pilot Case Study of 2015-18 Cohort of 1-3 Year Teachers in ACPSD (Graduates from USCA)   

The case study consisted of 19 graduates from 2015 through 2018 that worked in our main partner school district. The participants are teachers in the first 1-3 years of their teaching experience.  Fifty percent (9 of the n=18) of the participants’ 2018 P-12 students demonstrated achievement at or above the participating district’s P-12 student outcomes in the grade level content areas of 2^nd grade reading, 4^th grade science, 5^th grade math, 7^th grade social studies, and high school algebra. 

NOTE: The pilot case study data is from prior academic years and serves only as a framework for our upcoming case study. The impact data served as a catalyst for the upcoming case study.

2. USCA Pilot Case Study

*Instrumental Embedded Case Study - Data is currently being gathered for the 2019-20 cohort of 1-3 year teachers (USCA alumni).

Final Evaluation Internship (Pre-service Teachers)

For the academic years 2018-19, 100% of USCA student teacher interns passed their student teacher semester across all School of Education professional programs. A review and analysis of the SCTS 4.0 data indicates that USC Aiken student teacher interns were most challenged in domain of Instruction. It is the lowest rated domain overall in both semesters (Fall 2018 = 2.8/4.0, Spring 2019 = 3.4/4.0). Digging deeper into the subcategories showed lowest scores for most programs in Assessment (Planning Domain) and Managing Behavior (Environment). However, interns scored  2.8+ in all rubric areas (scale range 1.0 to 4.0) on average across all 4 ADEPT Domains in the 2018-19 academic year. The target (proficient_ SC 4.0 Rubric score range in South Carolina for all practicing teachers is (2.26-3.75).

View the Expanded ADEPT Support and Evaluation System GuidelinesExpanded ADEPT Support and Evaluation System Guidelines. 

3. 2015-19 USCA Student Teacher Evaluation Results Summary

4. USCA SCTS Rubric 4.0 AY 2018-19 Data Table

SC Formal Evaluation Data – (In-Service Teachers – Induction Year Teachers  - USCA Graduates)

The number of 1^st year induction teacher graduates from UofSC Aiken successfully passing their formal evaluations (SCTS Rubric 4.0 & SLO, AY 2018-19; SAFE-T Formal Evaluation, AY 2015-18) is 92.86% (within 2 percentage points of the statewide average) in the academic year 2018-19 with the SLO average impact on student learning was 0.03 compared to a 0.06 statewide average, over 93% SAFE_T formal evaluation pass rates for the 2017-18 academic year, >97% for AY 2016-17, and >92.8% in AY 2015-16. 

5. USCA 2015-19 ADEPT Observations of Teaching Effectiveness

*Instrumental Embedded Case Study - Data is currently being gathered for the 2019-20 cohort of 1-3 year teachers (USCA alumni).

TEAC (Teacher Educator Advisory Council comprised of superintendents, school administrators, master cooperating teachers and university supervisors from partner school districts and SOE faculty) feedback

The TEAC offered 4 strengths of USCA teacher education graduates: 1) familiarity w/ evaluation process and system; 2) Professionalism; 3) Collaboration; 4) Content Knowledge.  Anecdotally, the 2018-19 cohort produced 8 First Year Teachers of the Year and we have had 35 1^st Year Teachers of the Year  over the past 4 academic years. Also, all 2018-19 interns in ACPSD were guaranteed teaching contracts for current (2019-20) school year.

Recent Alumni Survey

2018-19 completer/recent alumni survey satisfaction data results indicate high satisfaction ratings with the EPP in all areas. 

The EPP completer/recent alumni data from the Fall 2017-Spring 2019 academic years indicate that USC-Aiken SOE completers/recent alumni feel well-prepared to teaching in diverse K-12 contexts. Over 60% of the recent alumni rated their satisfaction level ("satisfied" or "very Satisfied") for overall EPP preparation. For the AY 2018-19, over 80% of recent alumni were satisfied with their educator preparation programs. Areas of strength from fall 2018 – Spring 2019 were noted in: high expectations, short range planning, learning environment, professionalism, and instructional strategies. Due to EPP-wide continuous improvement efforts, from spring to fall 2019 additional areas of strength were noted  in academic advising, classroom management, and teaching diverse learners. The majority of satisfaction percentages (70%+) fell in the "very satisfied" to "satisfied" range. Long range planning, ELL instructional strategies, and academic advising were the areas that student had rated as the least satisfactory but still fell within the target satisfaction range. The EPP faculty collaborated on goal setting to strengthen these preparation areas (long range planning, academic advising, and ELL instruction) in 2018-19 and 2019-20 academic years to include pre-professional academic advisor, more intensive academic advising training and support, required unit plans or e-portfolio of lesson(s) across programs, and revisions to required diversity-focused courses within all professional program practicum curricula and courses. Due to EPP-wide continuous improvement efforts, from spring to fall 2019 additional areas of strength were noted  in academic advising, classroom management, and teaching diverse learners. As part of its continuous improvement efforts, the EPP reviews the recent alumni survey data on a bi-annual basis and makes modifications to individual programs and EPP-wide.  Further, alumni surveys for 1-3 year graduates (alumni) will be collected starting in AY 2020-21, as the EPP has improved tracking of graduates beyond their first year of teaching.

7a. USCA Institute of Instructional Effectiveness Post Internship Exit Surveys: Fall 2018

7b. USCA Institute of Instructional Effectiveness Post Internship Exit Surveys: Spring 2019

8. USCA Exit Survey Analysis, Fall 2017-Fall 2018

9. Exit Survey Data Analysis & Spring 2019-Fall 2019

10. Program Goals 2019-20 Mid-Year Reflection Faculty Retreat

Enrollment/Graduate Data & Candidate Milestone Data  

The graduation data indicate that the last three academic years have shown an upward trend in the graduation numbers of candidates completing the USCA School of Education professional program.  The number of EPP completers (graduates) had decreased 5% from AY 2016-17 (n=55)  & 2017-18 (n=50), but rose significantly in AY 2018-19  (+27.5% from AY 2017-18 , n=50; through  2018-19, n=69).  

*Due to the AY 2018-19 Title II Report deadline extension, enrollment data is still being disaggregated, therefore, we will share  the enrollment data from 2015-18. There was a +<5% change from 15-16 to 17-18. Further, from 2016-2018, a 23.74% increase in enrollment occurred, including an 160% increase in male candidates, 42.86% increase in African American candidates and the USCA completers/graduates increased by 9%. The data evidence also shows a consistency in the number of candidates in Clinical Practice (-<1% change from 15-16 to 17-18).   

Further, a recent phenomenon at our institution is a marked increase in the number of first-generation college students. While we value all these dimensions of diversity, our recruitment and retention plan is focused for now on setting benchmarks related to gender and race. Using this criteria, our goal is to increase the number of diverse, highly qualified teacher candidates EPP completers by a minimum of 10% across all programs by May 2023.

11. USCA SoE Graduate Trend Data Chart

12. USCA AY 2018-19 Intern Master Data

13. USCA Recruitment & Retention Plan Timeline

18. Title II Program Report

Graduate, Certification, Employment

For USCA EPP graduates in the academic year 2015-16, over 90% earned licensure in their program of study. In 2016-17, >80% of SOE graduates had received initial certification status. In 2017-18, 94% of graduates earned initial teacher licensure in South Carolina.  In 2018-19, 83% of SoE graduates earned initial licensure status. 

Candidate Milestone Data:

14. 2015-18 Graduate, Certification, Employment Charts

15. USCA AY 2018-19 Intern Master Data

Praxis II Pass Rates: ETS and Title II  

The licensure exam data (PLT and Praxis II) indicate that for the past three academic years EPP pass rates have been within 1 percentage point of the statewide South Carolina average (2016-17: 100% pass rate, 2017-18: 98% pass rate, and 2018-19: 94% pass rate).  Further, when the data was disaggregated by program area and exam, all program areas that had a n>10 (in each academic year) demonstrated high pass rates (within 2 % of SC pass rates) over the past three academic years for the Praxis II (Early Childhood – USCA = 96%/SC = 98%; Elementary Education – USCA = 100%/SC = 98%) and the PLT (Early Childhood – USCA = 100%/SC = 98%; Elementary Education – USCA = 100%/SC = 99%; Secondary Education 2018-19 – USCA = 100%/SC=99%) exams.

16. Candidate Licensure Data: Praxis Data AY 2016-17 to 2018-19

17. 2018-19 USC Aiken Assurance

18. Title II Program Report 

Graduate, Certified, & Employment Data

* For the 2017-18 student intern cohort, 88% held full-time teaching positions in academic year 2018-19 while 10% had unknown employment status during the 2018-19 academic year.  One candidate  (2%) did not seek certification or teaching employment.  For the 2018-19 cohort, 86% of completers had contracted teaching positions for the 2019-20 school year.

Candidate Milestone Data:

14. Graduate, Certified, & Employment Data Charts

15. USCA AY 2018-19 Intern Master Data

USC Aiken Student Loan Default Rates. Per financial aid, our Fiscal Year 2016 (October 1, 2015 through Sept. 1, 2018) student loan cohort default rate was 8.4% (the national default rate was 10.1% for FY 2016)

View article from the U.S. Department of Education: "National Federal Student Loan Cohort Default Rate Continues to Decline"

2018-19 Average Annual Salary of Teacher in South Carolina  $39,771.00. The average for Aiken County Public Schools is $44,883.00 (SCDE).

View South Carolina Teacher salary data by county

USC Aiken Average Cost of Attendance $15,048.00 (academic year 2017-18) per the USCA Office of Institutional Effectiveness.