We have provided our 2021 Annual Reporting Measures on this site. The measures are the information and data on our candidates and completers outcomes and their impact on P-12 students which are required by the Council for the Accreditation of Educator Preparation (CAEP).
The CAEP has eight (8) annual reporting measures that are used to provide information to the public on both impact measures and outcome measures.
The impact measures are:
The outcome measures are:
For each measure, links to supporting evidence are provided.
2021 CAEP Annual Reporting Eight Measures
The College of Education (COE) at Florida A&M University (FAMU) is committed to providing the community-at-large and our stakeholders with data and information relevant to our performance. As such, we have provided on this site our 2021 annual reporting measures. The measures that we adhere to are based on those created by the Council for the Accreditation of Educator Preparation (CAEP).
CAEP has eight (8) annual reporting measures that are used to provide information to the public on both impact measures and outcome measures. The impact measures are 1. Evidence of completer impact on P-12 student learning and development (Component 4.1); 2. Indicators of teaching effectiveness (Component 4.2); 3. Satisfaction of employers and employment milestones (Component 4.3/A4.1); and 4. Satisfaction of completers (Component 4.4/A4.2). The outcome measures are 5. Graduation Rates (initial & advanced levels); 6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels); 7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels); and 8. Student loan default rates and other consumer information (initial & advanced levels). For each measure, links to supporting evidence are provided.
Impact Measures
Measure 1: Evidence of Completer Impact on P-12 Student Learning and Development
Florida’s 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”)
1. Value-Added Model Score
Please make note of the following when reading the VAM score:
• A score of zero indicates that students performed no better or worse than expected,
based on factors controlled for in the model.
• A positive score indicates that students performed better than expected.
• A negative score indicates that students performed worse than expected.
Measure 2: Indicators of Teaching Effectiveness
School District Personnel Evaluations. Completers from FAMU’s College of Education
were evaluated utilizing the VAM model. The following ratings are utilized to categorize
the completers and are shown in the provided table.
• Highly Effective. A highly effective rating is demonstrated by a value-added
score of greater than zero, where all of the scores contained within the associated
95% confidence interval also lie above zero.
• Effective. An effective rating is demonstrated by the following:
o A value-added score of zero;
o A value-added score of greater than zero, where some portion of the range
of scores associated with a 95% confidence interval lies at or below zero; or
o A value-added score of less than zero, where some portion of the range of
scores associated with both the 68% and the 95% confidence interval lies at or above
zero.
• Needs Improvement, or Developing (if the teacher has been teaching for fewer
than three (3) years). A needs improvement or developing rating is demonstrated by
a value-added score that is less than zero, where the entire 68% confidence interval
falls below zero, but where a portion of the 95% confidence interval lies above zero.
• Unsatisfactory. An unsatisfactory rating is demonstrated by a value-added score
of less than zero, where all of the scores contained within the 95% confidence interval
also lie below zero.
(Source: Florida Department of State, Florida Administrative Code & Florida Administrative
Register, “6A-5.0411”)
Measure 3. Satisfaction of employers and employment milestones.
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. 2020 College
of Education Employer Satisfaction Survey was sent to 18 employers. The total number
of respondents was 11. The response rate is 61%.
3.1. 2020 Employer Satisfaction Survey Results
Employment Milestones. The Florida Department of Education provides the employment information of completers' staying for the job after initial employment. FAMU COE completers have a % rate of staying on the job.
3.2. FAMU Completers 5 Year Retention or Rehired Rate
Measure 4: Satisfaction of Completers
Program Completer’s Satisfaction Survey. The College of Education’s Program Completer's
Satisfaction Survey is designed to collect information about our educator preparation
program from completers following their first year of teaching. Program completers
are asked questions which evaluate how well the program prepared them for the field
of teaching. In addition, completers respond to question which evaluate the quality
of FAMU’s education programs.
The 2020 College of Education Completer's Satisfaction Survey was sent to 19 completers.
The total number of respondents was 7. The response rate is 36.8%.
4. 2020 FAMU Completers’ Satisfaction Survey Results
Outcome Measures
5. Graduation Rates (initial & advanced levels)
Graduation Rate. The graduation rate is the percentage of a school’s first-time, first-year
undergraduate students who complete their program within 150% of the published time
for the program. For example, for a four-year degree program, entering students who
complete within six years are counted as graduates. (Source: FAFSA website, “What
are graduation, retention, and transfer rates?”)
5.1. FAMU EPP 4-6 Graduation Rates (2014 Cohort)
5.2. FAMU EPP Completion Rate (advanced level)
6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II
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 before their internship.
(Source: Pearson Education website, “FTCE/FELE Background Information”)
6.1. FAMU EPP Licensure Examination Pass Rates (initial)
6.2. FAMU EPP Licensure Examination Pass Rates (advanced)
The Title II Report presents a summary of information on FAMU’s College of Education
teacher preparation program. In particular, information is provided accreditation,
clinical experiences, admission requirements, postgraduate requirements, and teacher
shortage areas. Title II of the Higher Education Act focuses on areas such as accountability
for programs that prepare teachers, teacher quality, and teacher development.
6.3. 2021 Title II Report
Measure 7. Ability of completers to be hired in education positions for which they have prepared
Placement Rate. The placement rate indicates the number of program completers who are employed within
the field of education upon graduation. The rate is expressed as a percentage of the
total number of program completers. For the College of Education, the Placement Rate
Table indicates the percentage of program completers who were employed within the
first two years after program completion.
7.1. FAMU Placement Rate for 2019-2020 completers (initial)
7.2. FAMU Placement Rate for 2019-2020 completers (advanced)
Measure 8. Student loan default rates and other consumer information
Cohort Default Rate (also referred to as Student Loan Default Rate). For schools having 30 or more borrowers
entering repayment in a fiscal year, the school’s cohort default rate is the percentage
of a school’s borrowers who enter repayment on certain William D. Ford Federal Direct
Loans and Federal Family Education Loans during that fiscal year and default (i.e.,
fail to make payment, or request a deferment or forbearance) before the end of the
second fiscal year following the fiscal year that the borrower entered repayment.
(Source: U.S. Department of Education Federal Student Aid, Default Management website,
“Frequently Asked Questions”) Simply stated, a school’s cohort default rate is the
percentage of a school’s federal student loan borrowers who enter repayment within
the cohort fiscal year (denominator) and default (numerator) within the cohort default
period. (Source: U.S. Department of Education Federal Student Aid, Default Management,
Cohort Default Rate Guide Quick Reference, “What is a cohort default rate?”). At Florida
A&M University, the default rate was 9.3 percent for FY 2018.
8.1. FAMU Cohort Default Rate 2018
Cost of Attendance: Tuition, Room, and Board. Tuition, room, and board are costs incurred by undergraduate
and graduates students for an academic year. A full academic year typically refers
to the period of time extending from August/September to May/June. At Florida A&M
University, this period of time equates to two semesters. Room and board may be defined
as double occupancy housing accommodations and a standard meal plan. The budget components
are ESTIMATED averages and may not reflect the actual expenses.
At Florida A&M University, the 2020-2021 cost of attendance for undergraduate students
is based on 15 credits per term. The 2020-2021 cost of attendance for graduate students
is based on 9 credits per term.
8.2. Cost of Attendance 2020-2021
8.3. Beginning Teacher Salary and Average Salary (In Florida and Some School Districts where FAMU completers are hired)
2020 CAEP Annual Reporting Eight Measures
The College of Education (COE) at Florida A&M University (FAMU) is committed to providing the community-at-large and our stakeholders with data and information relevant to our performance. As such, we have provided on this site our 2021 annual reporting measures. The measures that we adhere to are based on those created by the Council for the Accreditation of Educator Preparation (CAEP).
CAEP has eight (8) annual reporting measures that are used to provide information to the public on both impact measures and outcome measures. The impact measures are 1. Evidence of completer impact on P-12 student learning and development (Component 4.1); 2. Indicators of teaching effectiveness (Component 4.2); 3. Satisfaction of employers and employment milestones (Component 4.3/A4.1); and 4. Satisfaction of completers (Component 4.4/A4.2). The outcome measures are 5. Graduation Rates (initial & advanced levels); 6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels); 7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels); and 8. Student loan default rates and other consumer information (initial & advanced levels). For each measure, links to supporting evidence are provided.
Impact Measures
Measure 1: Evidence of Completer Impact on P-12 Student Learning and Development
Florida’s 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”)
1. Value-Added Model Score
Please make note of the following when reading the VAM score:
• A score of zero indicates that students performed no better or worse than expected,
based on factors controlled for in the model.
• A positive score indicates that students performed better than expected.
• A negative score indicates that students performed worse than expected.
Measure 2: Indicators of Teaching Effectiveness
School District Personnel Evaluations. Completers from FAMU’s College of Education
were evaluated utilizing the VAM model. The following ratings are utilized to categorize
the completers and are shown in the provided table.
• Highly Effective. A highly effective rating is demonstrated by a value-added
score of greater than zero, where all of the scores contained within the associated
95% confidence interval also lie above zero.
• Effective. An effective rating is demonstrated by the following:
o A value-added score of zero;
o A value-added score of greater than zero, where some portion of the range
of scores associated with a 95% confidence interval lies at or below zero; or
o A value-added score of less than zero, where some portion of the range of
scores associated with both the 68% and the 95% confidence interval lies at or above
zero.
• Needs Improvement, or Developing (if the teacher has been teaching for fewer
than three (3) years). A needs improvement or developing rating is demonstrated by
a value-added score that is less than zero, where the entire 68% confidence interval
falls below zero, but where a portion of the 95% confidence interval lies above zero.
• Unsatisfactory. An unsatisfactory rating is demonstrated by a value-added score
of less than zero, where all of the scores contained within the 95% confidence interval
also lie below zero.
(Source: Florida Department of State, Florida Administrative Code & Florida Administrative
Register, “6A-5.0411”)
Measure 3. Satisfaction of employers and employment milestones.
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. 2020 College
of Education Employer Satisfaction Survey was sent to 18 employers. The total number
of respondents was 11. The response rate is 61%.
3.1. 2020 Employer Satisfaction Survey Results
Employment Milestones. The Florida Department of Education provides the employment information of completers' staying for the job after initial employment. FAMU COE completers have a % rate of staying on the job.
3.2. FAMU Completers 5 Year Retention or Rehired Rate
Measure 4: Satisfaction of Completers
Program Completer’s Satisfaction Survey. The College of Education’s Program Completer's
Satisfaction Survey is designed to collect information about our educator preparation
program from completers following their first year of teaching. Program completers
are asked questions which evaluate how well the program prepared them for the field
of teaching. In addition, completers respond to question which evaluate the quality
of FAMU’s education programs.
The 2020 College of Education Completer's Satisfaction Survey was sent to 19 completers.
The total number of respondents was 7. The response rate is 36.8%.
4. 2020 FAMU Completers’ Satisfaction Survey Results
Outcome Measures
5. Graduation Rates (initial & advanced levels)
Graduation Rate. The graduation rate is the percentage of a school’s first-time, first-year
undergraduate students who complete their program within 150% of the published time
for the program. For example, for a four-year degree program, entering students who
complete within six years are counted as graduates. (Source: FAFSA website, “What
are graduation, retention, and transfer rates?”)
5.1. FAMU EPP 4-6 Graduation Rates (2014 Cohort)
5.2. FAMU EPP Completion Rate (advanced level)
6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II
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 before their internship.
(Source: Pearson Education website, “FTCE/FELE Background Information”)
6.1. FAMU EPP Licensure Examination Pass Rates (initial)
6.2. FAMU EPP Licensure Examination Pass Rates (advanced)
The Title II Report presents a summary of information on FAMU’s College of Education
teacher preparation program. In particular, information is provided accreditation,
clinical experiences, admission requirements, postgraduate requirements, and teacher
shortage areas. Title II of the Higher Education Act focuses on areas such as accountability
for programs that prepare teachers, teacher quality, and teacher development.
6.3. 2021 Title II Report
Measure 7. Ability of completers to be hired in education positions for which they have prepared
Placement Rate. The placement rate indicates the number of program completers who are employed within
the field of education upon graduation. The rate is expressed as a percentage of the
total number of program completers. For the College of Education, the Placement Rate
Table indicates the percentage of program completers who were employed within the
first two years after program completion.
7.1. FAMU Placement Rate for 2019-2020 completers (initial)
7.2. FAMU Placement Rate for 2019-2020 completers (advanced)
Measure 8. Student loan default rates and other consumer information
Cohort Default Rate (also referred to as Student Loan Default Rate). For schools having 30 or more borrowers
entering repayment in a fiscal year, the school’s cohort default rate is the percentage
of a school’s borrowers who enter repayment on certain William D. Ford Federal Direct
Loans and Federal Family Education Loans during that fiscal year and default (i.e.,
fail to make payment, or request a deferment or forbearance) before the end of the
second fiscal year following the fiscal year that the borrower entered repayment.
(Source: U.S. Department of Education Federal Student Aid, Default Management website,
“Frequently Asked Questions”) Simply stated, a school’s cohort default rate is the
percentage of a school’s federal student loan borrowers who enter repayment within
the cohort fiscal year (denominator) and default (numerator) within the cohort default
period. (Source: U.S. Department of Education Federal Student Aid, Default Management,
Cohort Default Rate Guide Quick Reference, “What is a cohort default rate?”). At Florida
A&M University, the default rate was 9.3 percent for FY 2018.
8.1. FAMU Cohort Default Rate 2018
Cost of Attendance: Tuition, Room, and Board. Tuition, room, and board are costs incurred by undergraduate
and graduates students for an academic year. A full academic year typically refers
to the period of time extending from August/September to May/June. At Florida A&M
University, this period of time equates to two semesters. Room and board may be defined
as double occupancy housing accommodations and a standard meal plan. The budget components
are ESTIMATED averages and may not reflect the actual expenses.
At Florida A&M University, the 2020-2021 cost of attendance for undergraduate students
is based on 15 credits per term. The 2020-2021 cost of attendance for graduate students
is based on 9 credits per term.
8.2. Cost of Attendance 2020-2021
8.3. Beginning Teacher Salary and Average Salary (In Florida and Some School Districts where FAMU completers are hired
2019 CAEP Annual Reporting Eight Measures
The College of Education (COE) at Florida A&M University (FAMU) is committed to providing the community-at-large and our stakeholders with data and information relevant to our performance. As such, we have provided on this site our 2021 annual reporting measures. The measures that we adhere to are based on those created by the Council for the Accreditation of Educator Preparation (CAEP).
CAEP has eight (8) annual reporting measures that are used to provide information to the public on both impact measures and outcome measures. The impact measures are 1. Evidence of completer impact on P-12 student learning and development (Component 4.1); 2. Indicators of teaching effectiveness (Component 4.2); 3. Satisfaction of employers and employment milestones (Component 4.3/A4.1); and 4. Satisfaction of completers (Component 4.4/A4.2). The outcome measures are 5. Graduation Rates (initial & advanced levels); 6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels); 7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels); and 8. Student loan default rates and other consumer information (initial & advanced levels). For each measure, links to supporting evidence are provided.
Impact Measures
Measure 1: Evidence of Completer Impact on P-12 Student Learning and Development
Florida’s 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”)
1. Value-Added Model Score
Please make note of the following when reading the VAM score:
• A score of zero indicates that students performed no better or worse than expected,
based on factors controlled for in the model.
• A positive score indicates that students performed better than expected.
• A negative score indicates that students performed worse than expected.
Measure 2: Indicators of Teaching Effectiveness
School District Personnel Evaluations. Completers from FAMU’s College of Education
were evaluated utilizing the VAM model. The following ratings are utilized to categorize
the completers and are shown in the provided table.
• Highly Effective. A highly effective rating is demonstrated by a value-added
score of greater than zero, where all of the scores contained within the associated
95% confidence interval also lie above zero.
• Effective. An effective rating is demonstrated by the following:
o A value-added score of zero;
o A value-added score of greater than zero, where some portion of the range
of scores associated with a 95% confidence interval lies at or below zero; or
o A value-added score of less than zero, where some portion of the range of
scores associated with both the 68% and the 95% confidence interval lies at or above
zero.
• Needs Improvement, or Developing (if the teacher has been teaching for fewer
than three (3) years). A needs improvement or developing rating is demonstrated by
a value-added score that is less than zero, where the entire 68% confidence interval
falls below zero, but where a portion of the 95% confidence interval lies above zero.
• Unsatisfactory. An unsatisfactory rating is demonstrated by a value-added score
of less than zero, where all of the scores contained within the 95% confidence interval
also lie below zero.
(Source: Florida Department of State, Florida Administrative Code & Florida Administrative
Register, “6A-5.0411”)
Measure 3. Satisfaction of employers and employment milestones.
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. 2020 College
of Education Employer Satisfaction Survey was sent to 18 employers. The total number
of respondents was 11. The response rate is 61%.
3.1. 2020 Employer Satisfaction Survey Results
Employment Milestones. The Florida Department of Education provides the employment information of completers' staying for the job after initial employment. FAMU COE completers have a % rate of staying on the job.
3.2. FAMU Completers 5 Year Retention or Rehired Rate
Measure 4: Satisfaction of Completers
Program Completer’s Satisfaction Survey. The College of Education’s Program Completer's
Satisfaction Survey is designed to collect information about our educator preparation
program from completers following their first year of teaching. Program completers
are asked questions which evaluate how well the program prepared them for the field
of teaching. In addition, completers respond to question which evaluate the quality
of FAMU’s education programs.
The 2020 College of Education Completer's Satisfaction Survey was sent to 19 completers.
The total number of respondents was 7. The response rate is 36.8%.
4. 2020 FAMU Completers’ Satisfaction Survey Results
Outcome Measures
5. Graduation Rates (initial & advanced levels)
Graduation Rate. The graduation rate is the percentage of a school’s first-time, first-year
undergraduate students who complete their program within 150% of the published time
for the program. For example, for a four-year degree program, entering students who
complete within six years are counted as graduates. (Source: FAFSA website, “What
are graduation, retention, and transfer rates?”)
5.1. FAMU EPP 4-6 Graduation Rates (2014 Cohort)
5.2. FAMU EPP Completion Rate (advanced level)
6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II
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 before their internship.
(Source: Pearson Education website, “FTCE/FELE Background Information”)
6.1. FAMU EPP Licensure Examination Pass Rates (initial)
6.2. FAMU EPP Licensure Examination Pass Rates (advanced)
The Title II Report presents a summary of information on FAMU’s College of Education
teacher preparation program. In particular, information is provided accreditation,
clinical experiences, admission requirements, postgraduate requirements, and teacher
shortage areas. Title II of the Higher Education Act focuses on areas such as accountability
for programs that prepare teachers, teacher quality, and teacher development.
6.3. 2021 Title II Report
Measure 7. Ability of completers to be hired in education positions for which they have prepared
Placement Rate. The placement rate indicates the number of program completers who are employed within
the field of education upon graduation. The rate is expressed as a percentage of the
total number of program completers. For the College of Education, the Placement Rate
Table indicates the percentage of program completers who were employed within the
first two years after program completion.
7.1. FAMU Placement Rate for 2019-2020 completers (initial)
7.2. FAMU Placement Rate for 2019-2020 completers (advanced)
Measure 8. Student loan default rates and other consumer information
Cohort Default Rate (also referred to as Student Loan Default Rate). For schools having 30 or more borrowers
entering repayment in a fiscal year, the school’s cohort default rate is the percentage
of a school’s borrowers who enter repayment on certain William D. Ford Federal Direct
Loans and Federal Family Education Loans during that fiscal year and default (i.e.,
fail to make payment, or request a deferment or forbearance) before the end of the
second fiscal year following the fiscal year that the borrower entered repayment.
(Source: U.S. Department of Education Federal Student Aid, Default Management website,
“Frequently Asked Questions”) Simply stated, a school’s cohort default rate is the
percentage of a school’s federal student loan borrowers who enter repayment within
the cohort fiscal year (denominator) and default (numerator) within the cohort default
period. (Source: U.S. Department of Education Federal Student Aid, Default Management,
Cohort Default Rate Guide Quick Reference, “What is a cohort default rate?”). At Florida
A&M University, the default rate was 9.3 percent for FY 2018.
8.1. FAMU Cohort Default Rate 2018
Cost of Attendance: Tuition, Room, and Board. Tuition, room, and board are costs incurred by undergraduate
and graduates students for an academic year. A full academic year typically refers
to the period of time extending from August/September to May/June. At Florida A&M
University, this period of time equates to two semesters. Room and board may be defined
as double occupancy housing accommodations and a standard meal plan. The budget components
are ESTIMATED averages and may not reflect the actual expenses.
At Florida A&M University, the 2020-2021 cost of attendance for undergraduate students
is based on 15 credits per term. The 2020-2021 cost of attendance for graduate students
is based on 9 credits per term.
8.2. Cost of Attendance 2020-2021
8.3. Beginning Teacher Salary and Average Salary (In Florida and Some School Districts where FAMU completers are hired
2018 CAEP Annual Reporting Eight Measures
The College of Education (COE) at Florida A&M University (FAMU) is committed to providing the community-at-large and our stakeholders with data and information relevant to our performance. As such, we have provided on this site our 2021 annual reporting measures. The measures that we adhere to are based on those created by the Council for the Accreditation of Educator Preparation (CAEP).
CAEP has eight (8) annual reporting measures that are used to provide information to the public on both impact measures and outcome measures. The impact measures are 1. Evidence of completer impact on P-12 student learning and development (Component 4.1); 2. Indicators of teaching effectiveness (Component 4.2); 3. Satisfaction of employers and employment milestones (Component 4.3/A4.1); and 4. Satisfaction of completers (Component 4.4/A4.2). The outcome measures are 5. Graduation Rates (initial & advanced levels); 6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels); 7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels); and 8. Student loan default rates and other consumer information (initial & advanced levels). For each measure, links to supporting evidence are provided.
Impact Measures
Measure 1: Evidence of Completer Impact on P-12 Student Learning and Development
Florida’s 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”)
1. Value-Added Model Score
Please make note of the following when reading the VAM score:
• A score of zero indicates that students performed no better or worse than expected,
based on factors controlled for in the model.
• A positive score indicates that students performed better than expected.
• A negative score indicates that students performed worse than expected.
Measure 2: Indicators of Teaching Effectiveness
School District Personnel Evaluations. Completers from FAMU’s College of Education
were evaluated utilizing the VAM model. The following ratings are utilized to categorize
the completers and are shown in the provided table.
• Highly Effective. A highly effective rating is demonstrated by a value-added
score of greater than zero, where all of the scores contained within the associated
95% confidence interval also lie above zero.
• Effective. An effective rating is demonstrated by the following:
o A value-added score of zero;
o A value-added score of greater than zero, where some portion of the range
of scores associated with a 95% confidence interval lies at or below zero; or
o A value-added score of less than zero, where some portion of the range of
scores associated with both the 68% and the 95% confidence interval lies at or above
zero.
• Needs Improvement, or Developing (if the teacher has been teaching for fewer
than three (3) years). A needs improvement or developing rating is demonstrated by
a value-added score that is less than zero, where the entire 68% confidence interval
falls below zero, but where a portion of the 95% confidence interval lies above zero.
• Unsatisfactory. An unsatisfactory rating is demonstrated by a value-added score
of less than zero, where all of the scores contained within the 95% confidence interval
also lie below zero.
(Source: Florida Department of State, Florida Administrative Code & Florida Administrative
Register, “6A-5.0411”)
Measure 3. Satisfaction of employers and employment milestones.
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. 2020 College
of Education Employer Satisfaction Survey was sent to 18 employers. The total number
of respondents was 11. The response rate is 61%.
3.1. 2020 Employer Satisfaction Survey Results
Employment Milestones. The Florida Department of Education provides the employment information of completers' staying for the job after initial employment. FAMU COE completers have a % rate of staying on the job.
3.2. FAMU Completers 5 Year Retention or Rehired Rate
Measure 4: Satisfaction of Completers
Program Completer’s Satisfaction Survey. The College of Education’s Program Completer's
Satisfaction Survey is designed to collect information about our educator preparation
program from completers following their first year of teaching. Program completers
are asked questions which evaluate how well the program prepared them for the field
of teaching. In addition, completers respond to question which evaluate the quality
of FAMU’s education programs.
The 2020 College of Education Completer's Satisfaction Survey was sent to 19 completers.
The total number of respondents was 7. The response rate is 36.8%.
4. 2020 FAMU Completers’ Satisfaction Survey Results
Outcome Measures
5. Graduation Rates (initial & advanced levels)
Graduation Rate. The graduation rate is the percentage of a school’s first-time, first-year
undergraduate students who complete their program within 150% of the published time
for the program. For example, for a four-year degree program, entering students who
complete within six years are counted as graduates. (Source: FAFSA website, “What
are graduation, retention, and transfer rates?”)
5.1. FAMU EPP 4-6 Graduation Rates (2014 Cohort)
5.2. FAMU EPP Completion Rate (advanced level)
6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II
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 before their internship.
(Source: Pearson Education website, “FTCE/FELE Background Information”)
6.1. FAMU EPP Licensure Examination Pass Rates (initial)
6.2. FAMU EPP Licensure Examination Pass Rates (advanced)
The Title II Report presents a summary of information on FAMU’s College of Education
teacher preparation program. In particular, information is provided accreditation,
clinical experiences, admission requirements, postgraduate requirements, and teacher
shortage areas. Title II of the Higher Education Act focuses on areas such as accountability
for programs that prepare teachers, teacher quality, and teacher development.
6.3. 2021 Title II Report
Measure 7. Ability of completers to be hired in education positions for which they have prepared
Placement Rate. The placement rate indicates the number of program completers who are employed within
the field of education upon graduation. The rate is expressed as a percentage of the
total number of program completers. For the College of Education, the Placement Rate
Table indicates the percentage of program completers who were employed within the
first two years after program completion.
7.1. FAMU Placement Rate for 2019-2020 completers (initial)
7.2. FAMU Placement Rate for 2019-2020 completers (advanced)
Measure 8. Student loan default rates and other consumer information
Cohort Default Rate (also referred to as Student Loan Default Rate). For schools having 30 or more borrowers
entering repayment in a fiscal year, the school’s cohort default rate is the percentage
of a school’s borrowers who enter repayment on certain William D. Ford Federal Direct
Loans and Federal Family Education Loans during that fiscal year and default (i.e.,
fail to make payment, or request a deferment or forbearance) before the end of the
second fiscal year following the fiscal year that the borrower entered repayment.
(Source: U.S. Department of Education Federal Student Aid, Default Management website,
“Frequently Asked Questions”) Simply stated, a school’s cohort default rate is the
percentage of a school’s federal student loan borrowers who enter repayment within
the cohort fiscal year (denominator) and default (numerator) within the cohort default
period. (Source: U.S. Department of Education Federal Student Aid, Default Management,
Cohort Default Rate Guide Quick Reference, “What is a cohort default rate?”). At Florida
A&M University, the default rate was 9.3 percent for FY 2018.
8.1. FAMU Cohort Default Rate 2018
Cost of Attendance: Tuition, Room, and Board. Tuition, room, and board are costs incurred by undergraduate
and graduates students for an academic year. A full academic year typically refers
to the period of time extending from August/September to May/June. At Florida A&M
University, this period of time equates to two semesters. Room and board may be defined
as double occupancy housing accommodations and a standard meal plan. The budget components
are ESTIMATED averages and may not reflect the actual expenses.
At Florida A&M University, the 2020-2021 cost of attendance for undergraduate students
is based on 15 credits per term. The 2020-2021 cost of attendance for graduate students
is based on 9 credits per term.
8.2. Cost of Attendance 2020-2021
8.3. Beginning Teacher Salary and Average Salary (In Florida and Some School Districts where FAMU completers are hired
The College of Education (COE) is accredited by the National Council for the Accreditation of Teacher Education (NCATE) and Its initial Teacher Preparation Programs are all approved by the Florida Department of Education (FDOE).