Impact of our Education Programs
CAEP Accountability Measures: 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 University School of Education alumni. we used the protocol linked here.
Student Learning Behavior Observed in Classrooms Taught by Mercy University School of Education Alumni:
Mean Ratings 2022 - 2023. 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 |
2022-2023 |
| (N=5) | |
| Student questions were pertinent to the learning material | 2.80 |
| Student questions and responses demonstrated progress toward the learning goals of the class session | 2.60 |
| Students interacted constructively with each other about the learning material | 2.80 |
| Student work incorporated the lesson’s learning material | 2.80 |
| Students demonstrated command of the subject matter of the lesson | 2.80 |
| Average Student Learning | 2.76 |
These indicators show how effective our candidates are as teachers at the completion of their program. we used the protocol linked here.
Teaching Effectiveness Observed in Classrooms Taught by Mercy University School of Education Alumni:
Mean Ratings 2022 - 2023. 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 | 2022-2023 |
|---|---|
| (N = 5) | |
| Organization | |
| Provided an opening or introduction to the lesson | 2.80 |
| Paces the lesson appropriately | 2.80 |
| Presented topics in logical sequence | 3.00 |
| Related today's lesson to previous/future lessons | 3.00 |
| Summarized major points of the lesson | 2.80 |
| Average | 2.88 |
| Presentation | |
| Explained major/minor points with clarity | 2.80 |
| Defined unfamiliar terms, concepts and principles | 2.80 |
| Used good examples to clarify points | 2.80 |
| Varied explanations for complex or difficult material | 2.80 |
| Emphasized important points and/or key terms | 2.80 |
| Integrated materials (examples, cases, simulations) from "real world" | 2.80 |
| Integrated technology (interaction with computers, educational software) into the instructional program | 3.00 |
| Demonstration of active, collaborative, and/or cooperative learning | 3.00 |
| Average | 2.85 |
| Dispositions | |
| Actively encouraged student questions | 3.00 |
| Asked questions to monitor student understanding | 3.00 |
| Waited sufficient time for students to answer questions | 3.00 |
| Listened carefully to student questions | 3.00 |
| Responded appropriately to student questions | 3.00 |
| Restated questions and answers when necessary | 2.80 |
| Demonstrated respect for diversity and requires similar respect in the classroom | 3.00 |
| Differentiated instruction in a way that is responsive to variations in academic needs and cultural background | 3.00 |
| Average | 2.98 |
| Content Knowledge and Relevance | |
| Presented material at an appropriate level for students | 2.80 |
| Presented material appropriate to the purpose of the lesson | 3.00 |
| Demonstrated command of the subject matter | 3.00 |
| Provided support for students at different levels | 3.00 |
| Average | 2.95 |
Employers’ evaluation of the knowledge, skills and dispositions of our graduates.
Employer Mean Ratings of Graduates’ Preparation in Terms of the Mercy University Conceptual Framework: 2022 - 2023
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 | Mean Rating |
| 2022 - 2023 (N=2) |
Initial 2023 - 2024 (N=2 |
Advanced 2023 - 2024 (N=3) |
|
| Solid content knowledge enabling the graduate to deliver effective educational and professional services, based on current research, theory and practice. | 3.00 | 3.50 | 4.00 |
| 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 | 3.50 | 4.00 |
| The graduates understand the diversity in cultural, linguistic and academic backgrounds and incorporate sensitivity thereto in their daily practice. | 3.00 | 2.50 | 4.00 |
| The graduates effectively employ technology in their instruction and professional services. | 3.00 | 4.00 | 3.50 |
| The graduates reflect on their practice. | 3.00 | 4.00 | 4.00 |
| The graduates demonstrate positive professional dispositions, including fairness and the belief that all children can learn. | 3.00 | 4.00 | 4.00 |
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: 2022 - 2023
| Initial Programs | Advanced Programs | |
|---|---|---|
| Number of Test Takers | 139 | 16 |
| Number Who Passed | 124 | 15 |
| Pass Rate (%) | 89.2% |
93.6% |
Review of Certification Status of 2022 - 2023 Initial and Advanced Program Completers
| Initial Programs | Advanced Programs with and without a required test for certification* | |
|---|---|---|
| Program Completers | 139 | 52 |
| Number Certified to Work in Degree Area | 124 | 40 |
| Percent Certified to Work in Degree Area | 89.2% | 76.9% |
Source: Teacher Certification Lookup/TEACH
Counseling MS in Teach Out, No New MS Counseling Program Graduates
12 Advanced Program Graduates Did Not Take Certification Exams
This section summarizes the employment status of our graduates.
| Survey Sent | 191 |
| Responses | 121 |
| Response Rate | 63.4% |
| Employment Category | Initial Programs |
|---|---|
| Full-time employed (30 hrs. per week or more on the average) | 91 |
| 75.21% | |
| Employed part time (on average less than 30 hours per week) | 1 |
| 0.83% | |
| Planning to continue education but not yet enrolled | 2 |
| 1.65% | |
| Not seeking employment or continuing education at this time | 1 |
| 0.96% | |
| Enrolled in a program of continuing education | 1 |
| 0.83% | |
| Seeking employment | 24 |
| 19.83% | |
| Serving in the U.S. military | 1 |
| 0.83% | |
| Total | 121 |