Teacher helping a student with other students at their desks in the background

2021 CAEP Annual Report (AY 2019-20)

School of Education

View Programs of Study

1. Impact on P-12 Learning & Development

Measure Analysis of Trends Source – Evidence #

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 a summative internship 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 2019 semester indicated that all teacher interns achieved mastery in every category. Due to the pandemic and the switch to fully virtual instruction in the Spring 2020 semester, the SLO requirement was exempted by the South Carolina Department of Education. Therefore we have data from the fall 2019 semester only for the SLO for AY 2019-20. The overall School of Education (SoE) teacher intern outcomes for the 2019-20 academic year demonstrated an average 2.77 score (out of a possible 3) or 92% mastery of the 10 SLO rubric areas. The scores were varied across all teacher interns and program areas, indicating sufficient preparation of the fall 2019 interns in all areas. The interns’ performance was highest (range of 2.75 - 3 out of a possible score of 3) in the rubric areas of: historical trend data analysis, baseline data, post-assessment, development of learning goals, and alignment of standards to students’ learning growth targets. Rubric areas where teacher interns performed in a mean score range of 2.61 – 2.72 or higher were understanding of student population, classroom environment, and instructional strategies. As in the previous 2018-19 academic year, the primary area of concern was the progress monitoring plan (formative assessment) where the interns scored lowest of all rubric areas averaging 2.44 across all program areas. Therefore, the USC-Aiken SoE faculty reflected in the fall of 2020 on how to better implement formative assessment and progress monitoring practices throughout the USCA professional program practicum courses. Further, 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.SLO Master Data Fall 2018-Fall 2019

2. Fall Retreat 2020 Data Analysis Goal Review (Academic Years 2017-20 Data Overview)

CAEP Standard 4 Embedded Case Study - Developing Case Study of Impact Data.

Data on trends not yet available. Due to the pandemic, impact data was not available from completers in the academic 2019- 20 school year. The upcoming embedded case study will cover impact data from 2020-21 and 2021-22 academic years.

*Instrumental Embedded Case Study - Data is currently being gathered for the 2020-21 and 2021-22 cohort of 1-3 year teachers (USCA alumni). Data will be provided in the 2020-21 Annual Report (submission 2022).

2. Indicators of Teaching Effectiveness

Measure Analysis of Trends Source – Evidence #

Final Evaluation Internship (Pre-Service Teachers)

For the academic years 2019-20, 100% of USCA student teacher interns passed their student teacher semester across all School of Education professional programs. Further, a review and analysis of the SCTS 4.0 data (internship evaluation) 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 2019 = 2.97/4.0, Spring 2020 = 2.96/4.0). The Special Education program completers consistently scored highest in all four domains (instruction, planning, environment, and professionalism) for the academic year 2019-20. Deeper disaggregation into the domain subcategories showed lowest scores for most programs in Assessment (Planning Domain) and Managing Behavior (Environment). However, interns scored 2.67+ in all rubric areas (scale range 1.0 to 4.0) on average across all 4 ADEPT Domains in the 2019-20 academic year. The target (proficient_ SC 4.0 Rubric score range in South Carolina for all practicing teachers is (2.26-3.75).

3. AY 2019-20 SCTS Rubric 4.0 Data Tables

4.a. 2015-20 Student Teacher Results Summary

4.b. Student Teacher Pass Rate Summary 2019-20

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) for AY 2019-2020 was 82.69%. Further for these SCDE evaluations for classroom-based teachers (former SAFE_T) AY 2018-19 USCA graduates (induction teachers) earned a pass rate of 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 for AY 2018-19 and .04 compared to 0.04 statewide for AY 2019-20. Further in former years, for the prior SAFE-T Formal Evaluation (AY 2015-18) over 93% SAFE_T formal evaluation pass rates were evident for the for the 2017-18 academic year, >97% for AY 2016-17, and >92.8% in AY 2015-16.

5. USCA Graduate 4.0 Results AY 2019-20 (SCDE ADEPT Observations of Teaching Effectiveness)

6. Benchmark Data for CAEP Annual Report 2021

CAEP Standard 4 Embedded Case Study - Developing Case Study of Impact Data. Data on trends not yet available. Due to the pandemic, impact data was not available from completers in the academic 2019- 20 school year. The upcoming embedded case study will cover impact data from 2020-21 and 2021-22 academic years.

*Instrumental Embedded Case Study - Data is currently being gathered for the 2020-21 and 2021-22 cohort of 1-3 year teachers (USCA alumni). Data will be provided in the 2020-21 Annual Report (submission 2022).

3. Satisfaction of Employers

Measure Analysis of Trends Source – Evidence #

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

Employer survey evidence analyzed from the past 3 academic years related to USC Aiken graduates who completed their any of their 1st – 3rd year of teaching in the 2018-19, 2019-20 school years and/or the 2020 fall semester. 22 of 52 employers responded (42% response rate) to surveys sent regarding 81 teachers (N=27 total responses or 33%). Employers rated USCA graduate overall preparedness at a 3.6/4 (scale of unprepared to well-prepared). Highest averages (3.63 – 3.78) were demonstrated in content knowledge and pedagogy, summative assessment, lifelong learning, and meeting 1st year responsibilities. Scores in the 3.52-3.59 range fell in lesson planning, setting expectations, formative assessment, and learning environment (behavioral management). Lowest ratings (3.48 average) were noted in long range planning. Of the 26 qualitative comments offered by school administrators, 20 were positive and spoke to overall preparedness, 4 were negative and centered on behavioral management, and 2 were neutral. These results align with the trends in preparedness noted in the alumni survey data evidence (See Satisfaction of Completers). Further, the TEAC (Teacher Educator Advisory Council) is made up of SoE faculty, school district administration, and mentor teachers has consistently offered feedback regarding the strengths of USCA teacher education graduates: 1) familiarity w/ evaluation process and system; 2)Professionalism; 3) Collaboration; 4) Content Knowledge. Anecdotally, the 2019-20 cohort produced multiple First Year Teachers of the Year and we have had 40+ 1st Year Teachers of the Year over the past 5 academic years. Also, all 2019-20 interns in ACPSD were guaranteed teaching contracts for the 2020-21 school year. The EPP supports mutually beneficial partnerships with. stakeholders through professional development for educators, research collaborations, contract courses for district partner teachers, conference presentations, CT and US quality surveys, Teacher Educator Advisory Council semi-annual meetings where TEAC stakeholders participate in survey validation, revision, and creation, support with dispositional development and completer quality, and promote induction year mentoring ACPSD program plan revision.

7. Employer Surveys (AY 2018-19; 2019-20; Fall 2020) - Summary

8. Employer (TEAC) Feedback of UofSC Aiken SOE Graduates

4. Satisfaction of Completers

Measure Analysis of Trends Source – Evidence #

Completer/Recent Alumni Surveys

2019-20 completer/recent alumni survey (N=46) satisfaction data results indicate high satisfaction ratings with the EPP in all areas. Due to EPP-wide continuous improvement efforts, the EPP completer/recent alumni data from the Fall 2017-Spring 2020 (N=125) academic years (AY’s) indicate that USC-Aiken SOE completers/recent alumni feel well-prepared to teaching in diverse K-12 contexts. The recent alumni rated their satisfaction level ("satisfied" or "very Satisfied") for overall EPP preparation in a range of 60-95% with significant upward trends each academic year from the spring to fall semesters. For the AY 2019-20, over 70% of recent alumni were satisfied with their educator preparation programs. The majority of satisfaction percentages (70%+) fell in the "very satisfied" to "satisfied" range. Upward trends were noted from fall 2017 – Spring 2020 in the preparation areas of: academic advising, professionalism, and instructional strategies. Areas of strength from spring 2019 – Spring 2020 N=52) were noted in: overall satisfaction, high expectations, learning environment, assessment to improve learning, and instructional strategies. The Special Education program marked the most significant growth compared to the all other programs in the EPP (marked growth in 8 of 12 preparation measurement areas). Further from Spring 2019 - Fall 2020, additional areas of strength were noted in academic advising, qualitative classroom management, and teaching diverse learners. Long range planning and ELL instructional strategies were the areas that student had rated as the least satisfactory but still trended upward from the from the spring 2019 – spring 2020 semesters. A discrepancy was also observed with the preparation of recent alumni to prepare diverse learners as an area of strength in AY 2019-20 yet the biggest area of weakness related to preparation to teach English language learners (ELL’s). The EPP faculty collaborated on goal setting to strengthen all preparation areas, specifically long range planning, academic advising, integrating teaching and technology, and ELL instruction) in the 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. Culturally responsive lesson planning was also considered. In addition, recent alumni’s qualitative feedback overwhelmingly spoke to the quality of instructors and teaching content methods/pedagogy in the School of Education professional program. Due to EPP-wide continuous improvement efforts, from spring 2019 to fall 2020 previous areas of weakness grew toward areas of strength in the areas of 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, more longitudinal data from alumni surveys for 1-5 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.

9.a. Education Post Internship Exit Surveys 2019-20

9.b. Fall Retreat 2020 Data Analysis Goal Review (Academic Years 2017-20 Data Overview)

10. Program Goals and Continuous Improvement 2019-20

5. Graduation Rate

Measure Analysis of Trends Source – Evidence #

Enrollment/Graduate Data & Candidate Milestone Data  

The graduation data indicate that the last four academic years have shown rising and falling 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), and AY 2019-20 19 (-20% from AY 2018-19 , n=69; through 2019-20, n=55). The drop in completers may have been negatively impacted by the pandemic and the move to fully virtual teaching in the Spring 2021 semester.

Further, the data indicate that the last three academic years have shown an upward trend in the enrollment number of diverse candidates admitted into the professional program. From fall 2017 through spring 2020, the ethnic and racial diversity of the EPP candidates averaged 21% (AY 2017-18: 6% male and 14% diverse candidates; AY 2018-19: 15% male and 25% diverse candidates; AY 2019-20: 11% male and 22% diverse candidates). At the program level, from fall 2017-spring 2020 diversity percentage trends ranged from 21-25% for all programs. Of particular note is the EPP's recruitment of male and diverse candidates. From AY 2017-18 through AY 2019-20, there was an 270% increase in male candidates (from 3 in 2017-18 to an average of 8 from 2018-20) and % increase (from 7 candidates or 14% in 2017-18 to an average of 14.5 or 23% diverse candidates from academic years 2018-20) in diverse candidates. To further improve male and diverse candidate enrollment, the EPP collaborated with Aiken County Public Schools, Aiken Technical College and the Call Me Mister scholarship program. The first Call Me Mister cohort was admitted in the 2019-20 academic year at UofSCA. The EPP also focuses on the critical needs areas in South Carolina including special education, science, math, literacy, middle level (all content areas), and ELA/English and literacy. The EPP is working on developing dual degree programs for science and teacher education majors. Further, the EPP's Aiken Scholars program recruits high school students identified as gifted in STEM areas. The students engage in advanced high school classwork and undergraduate level STEM courses at USCA. The EPP also has a wellestablished Teaching Fellows program that recruits the highest caliber of high school seniors who are interested in entering the field of education. Throughout the professional program, EPP candidates' dispositions are tracked and monitored for growth. An EPP-wide diversity focus has allowed more proactive and effective mentoring of candidates. Finally, the EPP participates in the Rural Teacher Initiative, providing significant financial assistance to candidates who agree to teach in a high need area of the state upon graduation.

Over the past two years, a phenomenon has occurred at our institution that was marked by an 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 AY 2016-20 Intern Master Data

12. USCA Recruitment & Retention Plan Timeline

13. 2020 Title II Report (AY 2019-20)

6. Ability of Completer to Meet Licensing, State, & Title II Requirements

Measure Analysis of Trends Source – Evidence #

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. In 2019-20, 82% or 45/55 candidates earned initial certification status.

Candidate Milestone Data:

11. USCA AY 2016-20 Intern Master Data (Graduate, Certification, Employment Charts)

Praxis II Pass Rates: ETS and Title II  

The licensure exam data (PLT and Praxis II) indicate that for three out of four of the past 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, 2018-19: 94% pass rate) However, in 2019-20, the pass rate was 70% overall because 15 candidates struggled with individual subject area tests while passing the majority of the exams) and majority of area the pass rate data was not available because the n<10, due to the low n, confidentiality, and no valid inferences can be made from n<10. In AY 2019-20, where the available pass rate data was limited (majority of areas had an n<10), the Praxis II content area exam pass rates overall (Early Childhood – USCA = 91%; Elementary Education – USCA = 81%; ) and for the PLT exams, only one program had an N>10 test takers (Elementary Education – USCA = 89%) exams. Further, when prior academic year 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 three academic years of fall 2016 – spring 2019 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.

*Benchmarking Data USCA benchmarked with USC-Upstate to compare and contrast our Educator Preparation Programs’ quality based on Title II data and South Carolina SAFE-T (prior to AY 2018-19) and CBT (SCTS 4.0 and SLO, AY 2018-19 (evaluations of graduates in induction year).

Title II Data: Praxis Exam Pass Rates (Content Areas and Pedagogical Exams) Compared to UofSC-Upstate, the pass rate percentages for UofSCA were 3- 5% points higher than UofSC-Upstate in academic years 2016-17 through AY 2018-19 with a considerably lower number of test takers (222 vs. 512), making the 3-5 percentage point difference more statistically significant. UofSCA’s content and pedagogical preparation of candidates appears to be comparable to UofSC-Upstate’s preparation in content and pedagogy.

For 4 academic years, USCA and USC-Upstate initial licensure program graduates have earned a high pass rate (USCA: 93.02. – 97.37%; USC-Upstate: 95 - 97.5%). Both institutions’ pass percentages for their interns’ evaluations were over 93%.

ADEPT Formal evaluations 2015-2019: UofSCA vs. UofSC-Upstate For the 4 academic years benchmarked (AY 2015-16 through AY 2018- 19), UofSCA and UofSC-Upstate initial licensure program graduates have earned a high pass rate on their induction year SCTS 4.0 (2018- 19) and SAFE-T (evaluations (UofSCA: 93.02. – 97.37%; UofSCUpstate: 95 - 97.5%). UofSC-Upstate’s pass rates were between 2- 4.6% higher than UofSCA’s pass rate, but USC-Upstate each year had almost double the graduates as USCA, making the passing numbers higher for each academic year. Also, it was unclear from the benchmarking materials received from USC-Upstate whether the data was for completers for each calendar year or academic year, making it difficult to compare completers’ pass rates. That said, both institutions’ pass percentages for their student teacher interns’ evaluations were over 93% for all four years measured (UofSCA – academic year and UofSC-Upstate – calendar year). Further, the SLO score serves as an adjustment for an educator’s overall teaching effectiveness rating. An SLO score of 4 will increase the teacher’s overall rating by .25, while an SLO score of 1 will decrease the teacher’s overall rating by -.25. A SLO score of 2 or 3 will have no effect on the teacher’s overall rating. For AY 2018-19, UofSCA induction year teacher graduates earned +.04 increase to their overall evaluation rating compared to UofSC-Upstate at +.06 increase. The difference was not statistically significant.

14 a. Praxis Assessment Pass Rates 2019-20

14 b. Praxis Data 2015-19

14 c. Praxis Test Results IE 19-20

15. 2019-20 USCASC ADEPT Aiken Assurances

13. 2021 Title II Report – AY 2019- 20

6. Benchmarking 2015-19

7. Employment Rate

Measure Analysis of Trends Source – Evidence #

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. In academic year 2019-20, 80% had contracted employment for the current 2020-21 school year. The remaining 20% of completers in AY 2019-20 employment could not be verified at the time of this report.

Candidate Milestone Data:

11. USCA AY 2019-20 Intern Master Data (Graduate, Certified, & Employment Data Charts)

8. Student Loan Default Rates & Other Consumer Information

USC Aiken Student Loan Default Rates. Per financial aid, our Fiscal Year 2017 (October 1, 2016 through Sept. 30, 2017) student loan cohort default rate was slightly lower than the national default rate at 9.3% (the national default rate was 9.7 % for FY 2017)


2019-20 Average Annual Salary of Teacher in South Carolina was $53,329.00 The average for Aiken County Public Schools was $54,433.00 (SCDE).


1. USC Aiken Average Cost of Attendance $9,712 (in-state); $14,941 (out of state) Academic Year 2019- 20 per the USCA Office of Institutional Effectiveness.