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Department of Secondary Education

Data on the Impact of Our Programs

Impact on P-12 Student Learning and Development

These data show student learning behavior observed in classrooms taught by Mercy College School of Education alumni.

Student Learning Behavior Observed in Classrooms Taught by Mercy College School of Education Alumni:

Mean Ratings Spring 2020 and Fall 2020. Observations lasted 45 minutes. Observers coded an observation instrument that included the response key and items listed below. Completed rating scales were returned to the assessment coordinator for processing. The table below reports average ratings across observations. The averages reported in the table indicate the clarity of evidence of each of the features listed in the table. In conjunction, we view these measurements as an operationalization of the construct Impact on P-12 student learning and development, as manifest in the alumni’s classroom performance.

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

Student Learning Rubrics Spring 2020 Fall 2020
  (N = 2) (N = 6)
Student questions were pertinent to the learning material 3.00 2.33
Student questions and responses demonstrated progress toward the learning goals of the class session 3.00 3.00
Students interacted constructively with each other about the learning material 3.00 2.50
Student work incorporated the lesson’s learning material 3.00 3.00
Students demonstrated command of the subject matter of the lesson 3.00 3.00
Average Student Learning 3.00 2.77

Indicators of Teaching Effectiveness

These indicators show how effective our candidates are as teachers at the completion of their program.

Teaching Effectiveness Observed in Classrooms Taught by Mercy College School of Education Alumni:

Mean Ratings Spring 2020 and Fall 2020. Observations lasted 45 minutes. Observers coded an observation instrument that included the response key and items listed below. Completed rating scales were returned to the assessment coordinator for processing. The table below reports average ratings across observations. The averages reported in the table indicate the clarity of evidence of each of the features listed in the table. In conjunction, we view these measurements as an operationalization of the construct Teaching Effectiveness, as manifest in the alumni’s classroom performance.

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

Teaching Effectiveness Rubrics Spring 2020 Fall 2020
  (N = 2) (N = 6)
Organization    
Provided an opening or introduction to the lesson 3.00 3.00
Paces the lesson appropriately 3.00 2.80
Presented topics in logical sequence 3.00 3.00
Related today's lesson to previous/future lessons 2.00 3.00
Summarized major points of the lesson 3.00 3.00
Average 2.80 2.97
     
Presentation    
Explained major/minor points with clarity 3.00 3.00
Defined unfamiliar terms, concepts and principles 3.00 3.00
Used good examples to clarify points 2.00 3.00
Varied explanations for complex or difficult material 3.00 3.00
Emphasized important points and/or key terms 3.00 3.00
Integrated materials (examples, cases, simulations) from "real world" 3.00 3.00
Integrated technology (interaction with computers, educational software) into the instructional program 3.00 3.00
Demonstration of active, collaborative, and/or cooperative learning 3.00 3.00
Average 2.89 3.00
     
Dispositions    
Actively encouraged student questions 3.00 2.70
Asked questions to monitor student understanding 3.00 3.00
Waited sufficient time for students to answer questions 3.00 3.00
Listened carefully to student questions 3.00 3.00
Responded appropriately to student questions 3.00 3.00
Restated questions and answers when necessary 3.00 3.00
Demonstrated respect for diversity and requires similar respect in the classroom 3.00 3.00
Differentiated instruction in a way that is responsive to variations in academic needs and cultural background 2.00 2.30
Average 2.88 2.87
     
Content Knowledge and Relevance    
Presented material at an appropriate level for students 3.00 3.00
Presented material appropriate to the purpose of the lesson 3.000 3.00
Demonstrated command of the subject matter 3.00 3.00
Provided support for students at different levels 3.00 3.00
Average 3.00 3.00

Employer Ratings

Employers’ evaluation of the knowledge, skills and dispositions of our graduates.

Employer Mean Ratings of Graduates’ Preparation in Terms of the Mercy College Conceptual Framework: Spring 2020 & Fall 2020

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 Mean Rating
  Spring 2020
(N = 2 Schools)
Fall 2020
(N = 2 Schools)
Solid content knowledge enabling the graduate to deliver effective educational and professional services, based on current research, theory and practice. 3.00 3.00
Pedagogical and professional knowledge enabling the graduate to employ multiple strategies and tools, be effective practitioners and promoting student social, intellectual and emotional development.  3.00 3.00
The graduates understand the diversity in cultural, linguistic and academic backgrounds and incorporate sensitivity thereto in their daily practice. 3.00 3.00
The graduates effectively employ technology in their instruction and professional services.  3.00 3.00
The graduates reflect on their practice 3.00 3.00
The graduates demonstrate positive professional dispositions, including fairness and the belief that all children can learn. 3.00 3.00

 

Satisfaction of Program Completers

Feedback from program completers about how well the School of Education prepared them to meet the goals stated by our conceptual framework.  

Spring 2020 and Fall 2020 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 = 111 out of 157, a response rate of 70.70%

Response Key: 5: Excellent; 4: Very Good; 3: Good; 2: Fair; 1: Unsatisfactory

CF Goals Characteristic of an Effective Educator Average Score 
Goal 1: Content Knowledge We have enabled you to deliver effective educational and professional services, based on current research, theory and practice. 4.31
Goal 2: Pedagogical and Professional Knowledge We have improved your readiness to reflect on your practice. 4.33
Goal 3: Diversity We have enhanced your understanding of diversity in the cultural, linguistic and academic backgrounds of students, and your ability to incorporate this sensitivity in your daily practice. 4.33
Goal 4: Technology We have enhanced your ability to effectively employ technology In your instruction and/or professional services. 4.05
Goal 5: Reflection We have improved your readiness to reflect on your practice. 4.36
Goal 6: Dispositions We have helped you develop positive professional dispositions, including fairness and the belief that all children can learn. 4.40

Graduation Rates

Graduation Rates 

Percent of candidates  graduating from  our programs in 2020. 

  Initial Programs Advanced Programs
FT 2 YR* 40.40% 7.10%
FT 3 YR ** 69.00% 42.30%
PT 2 YR*** 8.30% 12.50%
PT 3 YR**** 21.00% 73.50%

 

*Graduate Full-Time Student Entering Fall 2018
**Graduate Full-Time Student Entering Fall 2017
***Graduate Part-Time Student Entering Fall 2018
****Graduate Part-Time Student Entering Fall 2017

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

Of those who graduate from our programs, these data show the number and  percent who are certified, and who passed the New York State mandated Content Specialty Test. 

Program Completers Passing Content Specialty Test: 2019 - 2020

  Initial Programs Advanced Programs
Number of Test Takers 128 45*
Number Who Passed 105 43
Pass Rate (%) 82.03 95.5%

*27 advanced program completers did not take certifying exam
72 School Counselors and 13 School Psychologist do not have certification exams

Review of Certification Status of 2019 - 2020 Initial and Advanced Program Completers

  Initial Programs Advanced Programs with and without a required test for certification*
Program Completers 128 155
Number/Percent Certified to Work in Degree Area 105 (82.3%) 125 (80.6%)

*Does not Include 5 Issued NYSED Leadership COVID Emergency Certificates

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 238
Responses 75
Response Rate 31.5%

Primary Employment Status of the Class of 2020: 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) 48
  64.00%
Employed part time (on average less than 30 hours per week) 4
  5.33%
Planning to continue education but not yet enrolled 1
  1.33%
Seeking employment 22
  29.33%
Not seeking employment or continuing education at this time 0
  0.00%
Total 75

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

Student Loan Default Rates

This section summarized student loan default rates.

2017 Graduates

   Initial Programs   Advanced Programs 
Number of Records 279 235
Rate 1.08% 0.85%