Impact on P-12 Learning and Development
EPP’s Response:
Currently, the EPP is working on the construction of its own link within the Education Department’s website. Next May, in time for CAEP’s site-visit, the website will be ready, including a particular link for CAEP’s related information and data.
In recent years, the EPP had very limited accurate and valid data to assess the impact of its completers on Pk-12 students. For future annual reports, the EPP will be using the Puerto Rico Department of Education Measurement and Evaluation Standardized Tests (META) to evaluate the impact of its completers on P-12 students. META tests were developed to comply with Every Student Succeeds Act (ESSA) of 2015. The tests are administered, once a year in April, to the third, fourth, fifth, sixth, seven, eight, and eleven grades. The tests measure students’ competencies in Spanish, Mathematics, English, and Science. META results are also used by the Puerto Rico Department of Education to evaluate teachers' effectiveness. To evaluate the impact of its completers on P-12 students at private schools, the EPP will be using the Learn Aide standardized test. The Learn Aide test is administered to students at private schools in Puerto Rico. To find out the impact on PK-12 students, the EPP will compare the results of the completers’ pupils, in the META and Learn Aide exams, with those of the rest of the systems, public and private, respectively.
Besides the test’s results, the EPP is working on a multiple case study design to measure completer’s impact on PK-12 students.
| Direct Measures of P-12 Learning | Specific Assessment | Validity and Reliability of Instruments |
|---|---|---|
| Puerto Rico Department of Education is going to provide student learning data.
Puerto Rico Private School System is going to provide student learning data |
META (Standardized Test)
Learn Aide (Standardized Tests) |
http://de.pr.gov/meta-pr/index.html
|
| Completer Case Study | EPP proposed a design for the multiple case study | The design addresses components 4.1 and 4.2 including completers observations, students’ pre- and post-assessment, student work samples, and completers’ interviews. |
Completer Teaching Effectiveness
EPP’s Response:
The EPP used three measures to evaluate candidates’ teaching effectiveness:
- High quality test of teachers’ knowledge and skills (PCMAS).
- Feedback from employers.
- Clinical experiences Formative and Summative Evaluations.
According to Puerto Rico Department of Education Public Policy for Teacher Certification (Circular Letter No. 13-2019-2020), the Teacher Certification Exam is competency-based. It evaluates the competencies that completers need to become an effective teacher as established by state and federal regulations. Table 1.1 shows EPP completers Teacher Certification Exam pass rates compared to statewide pass rate. EPP completers had been maintained in the upper rank for the past years.
The EPP used the Employers Satisfaction Survey as a measure of completers teaching effectiveness. Unfortunately, the employers’ sample was small, but it demonstrated that EPP completers performed above average in the competencies needed for effective teaching. Table 4.3 shows the means scores of the Employers Satisfaction Survey by item.
The EPP also used Cooperative Teacher and University Superior Formative and Summative Clinical Experiences Evaluation as a measure of completers teaching effectiveness. Table 1.3 shows paired T-test results for formative and summative scores for Fall 2018 candidates. The scores suggested that the clinical experiences contributed positively to candidates’ performance. Table 1.4 shows paired T-test results for formative and summative scores for winter 2019 candidates. The result suggested that candidates’ scores increased as they did their clinical experiences. These measures evidenced that EPP completers are well prepared to teach PK-12 students and that their teaching practices are effective.
The EPP acknowledge that completers performance assessments are more reliable measures for teacher effectiveness. As part of the EPP re conceptualized QAS, a performance assessment has been created to measure 2019-20 completers. The EPP will be using:
- Completers Observation Visits to the classroom.
- PK-12 students survey on completers teaching effectiveness.
- Completers Survey for Teaching Effectiveness.
- Completers Focus Groups.
Indicators of Teaching Effectiveness:
| Type of Assessment | No. of students passing assessment | No. of students passing assessment | Institution Pass Rate | Statewide Pass Rate |
|---|---|---|---|---|
| PCMAS | 10 | 9 | 9/10=90% | 94% |
| PCMAS General Elementary | 9 | 8 | 8/9=89% | 93% |
| PCMAS Secondary | 1 | 1 | 1/1=100% | 98% |
| Specialization English | 3 | 2 | 2/3=67% | 95% |
| Specialization Math | 1 | 1 | 1/1=100% | 88% |
| Cooperative Teacher Evaluation | Formative | Summative |
|---|---|---|
| Mean | 2.7017 | 2.8600 |
| Standard Deviation | 0.2247 | 0.1152 |
| University Supervisor | Formative | Summative |
| Mean | 2.6400 | 2.7750 |
| Standard Deviation | 0.2713 | 0.2835 |
| Cooperative Teacher Evaluation | Formative | Summative |
|---|---|---|
| Mean | 2.1117 | 2.6400 |
| Standard Deviation | 0.5004 | 0.2689 |
| University Supervisor | Formative | Summative |
| Mean | 2.3533 | 2.5700 |
| Standard Deviation | 0.2730 | 0.1658 |
| Employer Evaluation of Completer IP-12 | Mean Score |
|---|---|
| Mastery of content Knowledge | 87.3% |
| Content and Pedagogical Knowledge | 83.3% |
| Use of Technology | 94.4% |
| Classroom Management Skills | 88.5% |
| Dispositions and Engagement with the profession | 95.8% |
| Diversity and Inclusion | 100% |
| Research and reflexive thinking competencies | 94.4% |
| Number of employers that are TEP completers | 4 |
| How do you evaluate completers’ professional performance? | Excellent |
| How do you perceive completers preparation? | Excellent |
| Will you be willing to employ other TEP completers? | Yes |
| Will your school be willing to participate as a center for candidates’ clinical experiences? | Yes |
| Recommendations | Positive discipline workshops and English Integration |
Employers Satisfaction with EPP's Completers
EPP’s Response:
The EPP administrated a survey to the employers of 2018-2019 completers. The employer response rate was 25%. This percentage is based on the eight completers (53%) that are currently working as teachers. Employers were surveyed using IP-12 instrument that have 25 items and a Likert Scale of: Most-Acceptable (3); Acceptable (2); and Unacceptable (1). In addition, the instrument provides 6 open-ended questions regarding employers’ perceptions of completers professional performance. Overall, all employers rated EPP completers as most acceptable and acceptable.
| Employer Evaluation of Completer IP-12 | Mean Score |
|---|---|
| Mastery of content Knowledge | 87.3% |
| Content and Pedagogical Knowledge | 83.3% |
| Use of Technology | 94.4% |
| Classroom Management Skills | 88.5% |
| Dispositions and Engagement with the profession | 95.8% |
| Diversity and Inclusion | 100% |
| Research and reflexive thinking competencies | 94.4% |
| Number of employers that are TEP completers | 4 |
| How do you evaluate completers’ professional performance? | Excellent |
| How do you perceive completers preparation? | Excellent |
| Will you be willing to employ other TEP completers? | Yes |
| Will your school be willing to participate as a center for candidates’ clinical experiences? | Yes |
| Recommendations | Positive discipline workshops and English Integration |
Completer Satisfaction
EPP’s Response:
The EPP administrated a Satisfaction Survey to 2018-2019 completers. The survey assessed the degree of satisfaction with their teaching preparation in different areas including the faculty. Completers rated their overall satisfaction with their preparation as “Quite Satisfied” and/or “Satisfied”. The areas assessed and percentages of “Quite satisfied” completers’ responses were:
| Criteria | Percentage |
|---|---|
| Content Knowledge | 90% |
| Methodology and Courses Organization | 86% |
| Fundamental Teaching Skills | 83% |
| Diversity an Inclusion | 85% |
| Classroom Management | 79% |
| Assessment | 92% |
| Faculty | 87% |
Graduation Rates
EPP’s Response:
Graduation rates at the Interamerican University of Puerto Rico are calculated annually through the Institutional Postsecondary Education Data System (IPEDS). For CAEP’s 2020 Annual Report, the graduation rates are based on an admission cohort selected six years earlier. The EPP's graduation rate for the 2018-2019 academic year, based on the 2013 admission cohort, is 48.4%. In 2013, the EPP admitted 33 new students of which 16 graduated in May 2019, for a 48.4% graduation rate, based on six years study program. It is important to note that in 2013 the EPP offered 15 different concentrations. In the 2018-2019 academic year, the EPP revised its academic offering, reducing the number of concentrations by 5, from 15 to 10.
Completers Licensing
EPP’s Response:
PCMAS Teacher Report Card Data for Institutional pass rates and single assessment pass rates for initial programs are provided for academic year 2018-2019. EPP completers pass rates remained in the upper rank compared with statewide pass rates. The College Board Administration administered the Puerto Rico Teacher Certification Exam (PCMAS) once a year. PCMAS results include the 2018-2019 completers and students from other graduation cohorts. Out of 24 students that took the PCMAS, 21 (87%) approved it satisfactorily.
| Type of Assessment | No. of students passing assessment | No. of students passing assessment | Institution Pass Rate | Statewide Pass Rate |
|---|---|---|---|---|
| PCMAS | 10 | 9 | 9/10=90% | 94% |
| PCMAS General Elementary | 9 | 8 | 8/9=89% | 93% |
| PCMAS Secondary | 1 | 1 | 1/1=100% | 98% |
| Specialization English | 3 | 2 | 2/3=67% | 95% |
| Specialization Math | 1 | 1 | 1/1=100% | 88% |
Completers Hire in Education
EPP’s Response:
Almost half of EPP completers, year 2018-2019, were successfully hired as teachers. Of the total 16 completers, 8 were hired in private and public-school systems. It is important to note that, in recent years, many of the students who graduate from Puerto Rico universities prefer to emigrate to the United States in search of better employment opportunities. It is difficult for the EPP to follow up on students who emigrate.
Loan Default Rates
EPP’s Response:
When the 2020 Annual Report was written, the last yearly Federal report on Students Default Rates was the 2016 one. According to the Higher Education Act of 1965 (HEA), the Higher Education Reconciliation Act of 2005 (HERA), Pub. L. 109-71 and the Department of Education regulations, the Interamerican University of Puerto Rico is not subject to any sanctions based on the FY 2016 cohort Default Rate. Interamerican University of Puerto Rico 2016 Cohort Loan Default Rate was 2.7.