CAEP Accountability Measures

1. Value-Added Model (VAM). In Florida, value-added models are used to measure the contribution of a teacher or school to student learning growth. Florida’s value-added models do this by measuring the difference in each student’s actual performance on a statewide assessment from that student’s expected performance, which takes into account specific student and classroom factors that impact the learning process. VAM scores represent the amount the teacher contributed to student learning growth, on average, to the students they taught while controlling for factors that impact student learning growth. (Source: Florida Department of Education website, “Performance Evaluation”)
2022 Value-Added Model Score for FAMU Completers
2: Indicators of Teaching Effectiveness
School District Personnel Evaluations. Completers from FAMU’s College of Education were evaluated in their schools where they are employed, utilizing the School Personnel Evaluation Form designed and created by each school districts and approved by the Department of Education. The following ratings are utilized to categorize the completers of their teaching effectiveness.
•    Highly Effective. 
•    Effective.
•    Needs Improvement, or Developing.
•    Unsatisfactory.
(Source: Florida Department of State, Florida Administrative Code & Florida Administrative Register, “6A-5.0411”)
2022 Florida School District Personnel Evaluation Report on FAMU Completers

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Employer Satisfaction Survey. The College of Education’s Employer Satisfaction Survey is designed to collect information on the level of satisfaction of employers with program completers at the end of their first year of teaching. In particular, administrators in schools where FAMU COE program completers teach are asked to complete the survey to evaluate the competence and teaching effectiveness of the completers. 2022 College of Education Employer Satisfaction Survey was sent to 17 employers. The total number of respondents for Initial Programs was 10. The response rate is 59%. The response rate for School Counseling is 100%. The response rate for Educational Leadersship is 67%.
2022 Employer Satisfaction Survey Results for Initial Programs

2022 Employer Satisfaction Survey Results for School Counseling

2022 Employer Satisfaction Survey Results for Educational Leadership

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Licensure Examination Passage Rate. The purpose of the Florida Teacher Certification Examinations (FTCE) is to ensure that all teacher candidates demonstrate the necessary content and pedagogical knowledge necessary to effectively instruct students in Florida. The FTCE consists of three examinations: the General Knowledge Test (GK); the Professional Education Test (PE); and the Subject Area Examination (SAE). The College of Education requires our teacher candidates to pass all parts of the FTCE to complete the programs. (Source: Pearson Education website, “FTCE/FELE Background Information”)
2022 FAMU EPP Licensure Examination Pass Rates (initial)
2022 FAMU EPP Licensure Examination Pass Rates (advanced)

8_016_Student Learning Outcomes: Each board of trustees shall require its university to establish a process for certifying that each baccalaureate graduate has completed a program with clearly articulated expected core student learning outcomes.(b) Each university shall develop processes to ensure that:
1. program faculty develop and publish an Academic Learning Compact for each baccalaureate program that, at a minimum,
a. outlines expected core student learning outcomes in the areas of content/discipline knowledge and skills, communication skills, and critical thinking skills;
b. takes into consideration perspectives of appropriate constituencies (including but not limited to potential employers and graduate programs) regarding the knowledge and skills graduates need in the global marketplace and society; and
c. lists the types of assessments students may encounter in the program (e.g., capstone projects, juried performances, standardized exams, common embedded exam questions, portfolio requirements,etc.);
2. program faculty develop methods for assessing student achievement of the expected core student learning outcomes within the context of the program;
3. university personnel use program evaluation systems (which may include sampling) to evaluate the program and related assessment practices to analyze their efficacy in determining whether program graduates have achieved the expected core student learning outcomes; and
4. university personnel use the evaluation results to improve student learning and program effectiveness.

Candidate Competency Assessment Reports for Initial (2021-2022)
Music Education Assessment Report
Physical Education Assessment Report
Pre-K Elementary Education Assessment Report
Secondary Education Assessment Report
Candidate Competency Assessment Reports for Advanced (2021-2022)
Educational Leadership Assessment Report
Counselor Education Assessment Report

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Placement Rate. The placement rate indicates the number of program completers who are employed in education positions for which they have prepared upon graduation. The rate is expressed as a percentage of the total number of program completers employed.
2022 FAMU Completers Initial Placement for 2020-2021 completers

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1. Value-Added Model (VAM). In Florida, value-added models are used to measure the contribution of a teacher or school to student learning growth. Florida’s value-added models do this by measuring the difference in each student’s actual performance on a statewide assessment from that student’s expected performance, which takes into account specific student and classroom factors that impact the learning process. VAM scores represent the amount the teacher contributed to student learning growth, on average, to the students they taught while controlling for factors that impact student learning growth. (Source: Florida Department of Education website, “Performance Evaluation”)
Value-Added Model Score for FAMU Completers
2: Indicators of Teaching Effectiveness
School District Personnel Evaluations. Completers from FAMU’s College of Education were evaluated in their schools where they are employed, utilizing the School Personnel Evaluation Form designed and created by each school districts and approved by the Department of Education. The following ratings are utilized to categorize the completers of their teaching effectiveness.
•    Highly Effective. 
•    Effective.
•    Needs Improvement, or Developing.
•    Unsatisfactory.
(Source: Florida Department of State, Florida Administrative Code & Florida Administrative Register, “6A-5.0411”)
Florida School District Personnel Evaluation Report on FAMU Completers

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Employer Satisfaction Survey. The College of Education’s Employer Satisfaction Survey is designed to collect information on the level of satisfaction of employers with program completers at the end of their first year of teaching. In particular, administrators in schools where FAMU COE program completers teach are asked to complete the survey to evaluate the competence and teaching effectiveness of the completers. 2021 College of Education Employer Satisfaction Survey was sent to 18 employers. The total number of respondents was 11. The response rate is 61%.
2021 Employer Satisfaction Survey Results

 

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Licensure Examination Passage Rate. The purpose of the Florida Teacher Certification Examinations (FTCE) is to ensure that all teacher candidates demonstrate the necessary content and pedagogical knowledge necessary to effectively instruct students in Florida. The FTCE consists of three examinations: the General Knowledge Test (GK); the Professional Education Test (PE); and the Subject Area Examination (SAE). The College of Education requires our teacher candidates to pass all parts of the FTCE to complete the programs. (Source: Pearson Education website, “FTCE/FELE Background Information”)
FAMU EPP Licensure Examination Pass Rates (initial)
FAMU EPP Licensure Examination Pass Rates (advanced)

8_016_Student Learning Outcomes: Each board of trustees shall require its university to establish a process for certifying that each baccalaureate graduate has completed a program with clearly articulated expected core student learning outcomes.(b) Each university shall develop processes to ensure that:
1. program faculty develop and publish an Academic Learning Compact for each baccalaureate program that, at a minimum,
a. outlines expected core student learning outcomes in the areas of content/discipline knowledge and skills, communication skills, and critical thinking skills;
b. takes into consideration perspectives of appropriate constituencies (including but not limited to potential employers and graduate programs) regarding the knowledge and skills graduates need in the global marketplace and society; and
c. lists the types of assessments students may encounter in the program (e.g., capstone projects, juried performances, standardized exams, common embedded exam questions, portfolio requirements,etc.);
2. program faculty develop methods for assessing student achievement of the expected core student learning outcomes within the context of the program;
3. university personnel use program evaluation systems (which may include sampling) to evaluate the program and related assessment practices to analyze their efficacy in determining whether program graduates have achieved the expected core student learning outcomes; and
4. university personnel use the evaluation results to improve student learning and program effectiveness.

Candidate Competency Assessment Reports for Initial (2020-2021)
Music Education Assessment Report
Physical Education Assessment Report
Pre-K Elementary Education Assessment Report
Secondary Education Assessment Report
Candidate Competency Assessment Reports for Advanced (2020-2021)
Educational Leadership Assessment Report
Counselor Education Assessment Report

Professional Disposition Evaluation is one of the non-academic factor instruments adopted by FAMU EPP. We starts with disposition self-evaluation for pre-education majors while taking EDF 1005 Introduction to Education. Disposition evaluation is also used in admission interview process for pre-major students being admitted into teacher education programs. Disposition evaluation is used at mid-point for methods' courses during their field experiences. At mastery level, Professional Disposotion Evaluation is used in student teaching by University Supervisors and Cooperation Teachers. Here are the Disposition Report for Interns fall 2020 and Spring 2021.
Disposition Evaluation Report Fall 2020
Disposition Evaluation Report Spring 2021

 

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Placement Rate. The placement rate indicates the number of program completers who are employed in education positions for which they have prepared upon graduation. The rate is expressed as a percentage of the total number of program completers.
FAMU Placement Rate for 2019-2020 completers

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