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Department of Secondary Education

Data on the Impact of our Programs (2018 - 2019)

Impact on P-12 Student Learning and Development

Student Learning Behavior Observed in Classrooms Taught by Mercy College School of Education Alumni: Mean Ratings Spring and Fall 2019 Combined

Response Key: 3 = Clearly in Evidence; 2: Evidence not Sufficiently Clear; 1: Not Observed

Student Learning Rubrics Spring & Fall 2019
(N=10)
Student questions were pertinent to the learning material 3.0
Student questions and responses demonstrated progress toward the learning goals of the class session.  3.0
Students interacted constructively with each other about the learning material.  2.7
Student work incorporated the lesson's learning material.  3.0
Students demonstrated command of the subject matter of the lesson.  3.0
Average Student Learning 2.95

 

Indicators of Teaching Effectiveness

Teaching Effectiveness Observed in Classrooms Taught by Mercy College School of Education Alumni: Mean Ratings Spring and Fall 2019 Combined

Response Key: 3 = Clearly in Evidence; 2: Evidence not Sufficiently Clear; 1: Not Observed

Teaching Effectiveness Rubrics Spring & Fall 2019
(N=10)
Organization  
Provided an opening or introduction to the lesson 2.9
Paces the lesson appropriately 3.0
Presented topics in logical sequence 3.0
Related today's lesson to previous/future lessons 2.9
Summarized major points of the lesson 2.94
Average 2.94
Presentation  
Explained major/minor points with clarity 2.6
Defined unfamiliar terms, concepts and principles 2.9
Used good examples to clarify points 2.8
Varied explanations for complex or difficult material 2.7
Emphasized important points and/or key terms 2.9
Integrated materials (examples, cases, simulations) from "real world" 2.7
Integrated technology (interaction with computers, educational software) into the instructional program 2.8
Demonstration of active, collaborative, and/or cooperative learning 2.8
Average 2.77
Dispositions  
Actively encouraged student questions 2.9
Asked questions to monitor student understanding 2.9
Waited sufficient time for students to answer questions 3.0
Listened carefully to student questions 2.9
Restate questions and answers when necessary 3.0
Demonstrated respect for diversity and requires similar respect in the classroom 3.0
Differentiated instruction in a way that is responsive to variations in academic needs and cultural background 2.6
Average 2.9
Content Knowledge and Relevance  
Presented material at an appropriate level for students 3.0
Presented material appropriate to the purpose of the lesson 3.0
Demonstrated command of the subject matter 3.0
Provided support for students at different levels 3.0
Average 3.0

 

Employer Ratings

Employer Mean Ratings of Graduates' Preparation in Terms of the Mercy College Conceptual Framework: Spring & Fall 2019

Response Key: 3 = Clearly in evidence; 2 = Evidence not sufficiently clear; 1 = Not observed

Please rate the preparation of our graduates on the following professional characteristics

Characteristics of an Effective Educator Mean Rating
(N= 5 Schools)  
Solid content knowledge enabling the graduate to deliver effective educational and professional services, based on current research, theory and practice. 3
Pedagogical and professional knowledge enabling the graduate to employ multiple strategies and tools, be effective practitioners and promoting student social, intellectual and emotional development.  3
The graduates understand the diversity in cultural, linguistic and academic backgrounds and incorporate sensitivity thereto in their daily practice. 2.8
The graduates effectively employ technology in their instruction and professional services.  3
The graduates reflect on their practice 2.8
The graduates demonstrate positive professional dispositions, including fairness and the belief that all children can learn. 3

 

Satisfaction of Program Completers

Fall 2019 Post-Clinical Candidate Reflections
How well Mercy College's School of Education prepared you to become an effective educator in the following areas?
Number of Respondents = 50 our of 58, a response rate of 86.21%

CF Goals Characteristic of an Effective Educator Average Score (5:"Excellent" to 1: "Unsatisfactory"
Goal 1: Content Knowledge We have enabled you to deliver effective educational and professional services, based on current research, theory and practice 4.10
Goal 2: Pedagogical and Professional Knowledge We have improved your readiness to reflect on your practice 4.12
Goal 3: Diversity We have enabled you to deliver effective educational and professional services, based on current research, theory and practice. 4.10
Goal 4: Technology We have enhanced your ability to effectively employ technology in your instruction and/or professional services 3.86
Goal 5: Reflection We have improved your readiness to reflect on your practice 4.27
Goal 6: Dispositions We have helped you develop positive professional dispositions, including fairness and the belief that all children can learn 4.27

 

Satisfaction of Program Completers (N=16): Findings from Students Enrolled During the 2018-19 Academic Year in Advanced Degree or Certificate Programs who Earned a Degree in One of Our Initial Programs Previously

Please rate the program you took previously at Mercy College on how well we prepared you in the following areas:

CF Goals Characteristic of an Effective Educator Mean Rating
3: Clearly in Evidence
2: Evidence not Sufficiently Clear
1: Not Observed
Goal 1: Content Knowledge We enabled you to deliver effective educational and professional services, based on up to date knowledge about educational theory and practice.  2.88
Goal 2: Pedagogical and Professional Knowledge We enabled you to employ multiple strategies and tools, be effective practitioners and promoting student social, intellectual and emotional development.  2.94
Goal 3: Diversity We prepared you to understand the diversity in cultural, linguistic and academic backgrounds and enabled you to incorporate sensitivity thereto in your daily practice.  3.00
Goal 4: Technology We prepared you to effectively employ technology in your instruction and professional services.  2.75
Goal 5: Reflection The graduates reflect on their practice.  3.00
Goal 6: Dispositions The graduates demonstrate positive professional dispositions, including fairness and the belief that all children can learn.  3.00

 

Graduation Rates

Graduation Rates 

  Initial Program
FT 3 YR* 81.80%
PT 4 YR** 59.20%

 

*Graduate Full-Time Student Entering Fall 2016
** Graduate Part-Time Student Entering Fall 2015

  Advanced Program
FT 2 YR* 13.30%
FT 3 YR** 84.00%
PT 2 YR*** 33.30%
PT 3 YR**** 44.40%

 

*Graduate Full-Time Student Entering Fall 2017
**Graduate Full-Time Student Entering Fall 2016
***Graduate Part-Time Student Entering Fall 2017
****Graduate Part-Time Student Entering Fall 2016

Ability of Completers to Meet Licensing (Certification) and Additional State Requirements

Program Completers Passing Content Specialty Test: 2018 - 2019

  Initial Programs Advanced Programs
Number of Test Takers 118 24
Number Who Passed 98 24
Pass Rate (%) 83.1% 100%

 

Review of Certification Status of 2018 - 2019 Initial and Advanced Program Completers*

  Initial Programs Advanced Programs with and without a required test for certification*
Program Completers 118 119
Number/Percent Certified to Work in Degree Area 98 (83.1%) 85 (71.4%)

 

*The 55 program completers in Counseling and 16 in School Psychology do not require a certification test. 14 of 28 Leadership program completers took and passed the required certification tests. All program completers (three in Literacy and seven in TESOL) passed the required tests. 

Source: Teacher Certification Lookup/TEACH

Ability of Completers to be Hired in Education Positions

Ability of Completers to be Hired in Education Positions

Survey Sent 211
Responses 108
Response Rate 51.2%

Primary Employment Status of the Class of 2019: Number and Percent of Respondents in Each Employment Category

Employment Category Initial Programs
Full-time employed (30 hrs. per week or more on the average) 80
74.07%
Enrolled in a program of continuing education 2
1.85%
Planning to continue education but not yet enrolled 2
1.85%
Seeking employment 23
21.30%
Not seeking employment or continuing education at this time 1
0.93%
Total 108

 

Note: Employment status for advanced program candidates was not evaluated. 

Student Loan Default Rates

2017 Graduates - Number of Records (n) = 1,760

   Initial Programs   Advanced Programs 
   Rate 0% 0%