Annual Reports

Annual Reporting Measures for EPP cohorts (2016-2020) 

(Last update 04-07-2021)

The accrediting body of University of Arkansas teacher preparation programs, the Council for the Accreditation of Educator Preparation, has eight annual reporting measures that provide information to the public on program impacts and program outcomes. The CAEP measures with links to supporting evidence for each measure are as follows: 

Impact on P-12 Student Learning and Development

CAEP Standard 4.1: The provider documents, using multiple measures, that program completers contribute to an expected level of student-learning growth. Multiple measures shall include all available growth measures (including value-added measures, student-growth percentiles, and student learning and development objectives) required by the state for its teachers and available to educator preparation providers, other state-supported P-12 impact measures, and any other measures employed by the provider.

Razorback Legacy Program

 

As graduates leave our programs, they are asked to be a part of the Razorback Legacy program.  Each year as part of the U of A Completer Survey, Razorback Legacies are asked about their impact on P-12 Learning and Development and how they measure that impact.

Each year employers will be asked a question about our graduate and their impact on P-12 Learning and Development and how the administrator measures impact. 

Trends from the first cycles of data indicate that our completers impact P-12 learning and development and that employers support that data.  Scores from teaching observations  during the first year of teaching increased from 72% effective to 90% effective.  For 2020 completers (expected in June 2021), the data will be disaggregated by program to allow for actionable data by program.

2018-2019 Razorback Legacies Survey (2020 expected June 1, 2021)

ADE Alumni Survey Data 2015-2019  (2020 expected June 1, 2021)

CAEP Standard 4.2: The provider demonstrates, through structured and validated observation instruments and/or student surveys, that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve.

Razorback Legacy Program

In order to begin collecting data on completer teaching effectiveness, we have designed our Razorback Legacy program.  Starting in 2018-19, Year 1 Razorback Legacies will be asked to:

Send in scores of an observation conducted by their administrator by April 15, 2019.

Each year as part of the U of A Employer Survey, Razorback Legacy employers will be asked about the completer’s teaching effectiveness.

2018-2019 Razorback Legacies Survey (2020 expected June 1, 2021)

CAEP Standard 4.3: The provider demonstrates, using measures that result in valid and reliable data and including employment milestones such as promotion and retention, that employers are satisfied with the completers’ preparation for their assigned responsibilities in working with P-12 students. 

CAEP Standard 4.4: The provider demonstrates, using measures that result in valid and reliable data, that program completers perceive their preparation as relevant to the responsibilities they confront on the job, and that the preparation was effective.

In the fall of each year, the Razorback Educator Development Hub sends an alumni survey through the company Skyfactor to all alumni of teacher education programs (graduated 3 or fewer years).  The alumni are asked to respond to their evaluation of their teacher preparation on a scale from 1 to 7, with 1 being the lowest. For the last 10 years, U of A Fayetteville has utilized the expertise of Skyfactor to align with standards to provide research-based questions.  For the alumni survey, the questions help measure completer satisfaction and degree to which our completers report that they are prepared for the classroom.   

2016-2017 Skyfactor Completer Data

2018-2019 Razorback Legacies Survey (2020 expected June 1, 2021)

ADE Alumni Survey Data 2015-2019  (2020 expected June 1, 2021)

CAEP Standard 5.4: Graduation Rates (initial) 

The tables captured in the PDF document linked below display graduation percentages for EPPs during the 2016-2017, 2017-2018, 2018-2019, and 2019-2020 academic years. Individual licensure areas within SEED, CATE, UA Teach and programs with an "N" less than 10 are not listed. Also included are 6 year graduation rates for first-time full-time degree seeling freshmen with overall comparison to data for programs where data was existing.

2016-2020 Graduation Rates

CAEP Standard 5.4: Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial and advanced levels)

The tables captured in the below PDF document links display eligible licensure percentages for EPPs during the 2016-2017, 2017-2018 and 2018-2019 academic years. Individual licensure areas within SEED, CATE, UA Teach and programs with an "N" less than 10 are not listed.  

Data collected are: 1) Progress from admission to completion by year and program overall, 2) Progress from admission to completion by year by gender, and 3) Progress from admission to completion by year and ethnicity.

Analysis and Interpretation:

Overall, the EPP successful monitors candidate from admission to licensure.  The EPP is also successfully able to support candidates as evidenced by the high percentage of students retained throughout the program of study to licensure.  When examining the data more closely, two programs are demonstrating a drop off from graduation to licensure, PE and SEED.  In 2017-18, Physical Education graduated 25 candidates, but only 19 completed their license in PE. 

When analyzing completers by gender and ethnicity, no trends were noted, with the exception of a lack of diversity overall in the EPP. 

Programs will need to continue to monitor the transition from graduation to licensure to ensure that completers are encouraged to complete their license.

2016-2020 EPP Licensure Data

CAEP Standard 5.4: Ability of completers to be hired in education positions for which they have prepared (initial and advanced levels)

The annual employment survey is sent to our most recent teacher education graduates. Results of the survey are used for reporting purposes and help inform recruitment efforts for our teacher education programs.

2016-2017 Employment Data Charts for Graduates

2017-2018 Employment Data Charts for Graduates

2018-2019 Employment Data Charts for Graduates

2019-2020 Employment Data Charts for Graduates

CAEP Standard 5.4: Student loan default rates and other consumer information (initial and advanced levels)

Annual tuition costs: https://finaid.uark.edu/cost-of-attendance.php

Average annual salary of teacher in public schools in Arkansas and surrounding states

School Default Rates/University of Arkansas, FY 2013-2017 taken from the Federal Student Aid website https://ifap.ed.gov/ifap/  (latest available data from 2017)

Information for Bachelor's degrees not available.

  Type Control PRGMS FY2017 FY2016 FY2015 FY2014 FY2013

Master's Degrees or Doctor's Degrees

Public

Both

(FFEL & FDL)

Default Rate 5.6 4.9 5.4 6.8 6.6
No. in Default 242 218 235 261 246
No. in Repay 4,313 4,361 4,279 3,837 3,722

Enrollment Figures

Percentage Calculation

29,612

14.5

29,034

15

28,005

15.2

27,563

13.9

26,404

14