Grambling State University Standard 4 Compendium3 R4.3 Satisfaction of Completers

Presentation of Data

The tables below display the results for questions related to initial teacher candidate satisfaction with their teacher preparation experiences at Grambling State University. Overall, teacher candidates reported that they were “satisfied” or “very satisfied with teacher preparation experiences (responded either “3” or “4” on a fourpoint scale), although there were areas for improvement noted

One indicator of satisfaction of completers is beginning teacher performance ratings in Louisiana public and private schools. The ratings completed by program completers are performance areas aligned to the Interstate Teacher Assessment and Support Consortium (InTASC) standards. To demonstrate, program completers perceive their preparation as relevant to the responsibilities they encounter on the job, and their preparation was effective. A Follow-up Survey of Curriculum and Instruction Graduates was electronically sent to program completers in 2019-2020, 2020-21, and 2021-2022. Of these completers, response rates were obtained over the years ranging from 30 to 80% for those in undergraduate programs, and from 50-100% for completers in the MAT programs. The respondents were representative of the completers that year, and of the program in which they were enrolled.

Source: 2022: Follow-up Survey of Curriculum and Instruction Graduates

The following tables include responses to questions from program completers (Traditional Undergraduate and MAT) of Grambling State University EPP initial-licensure programs. The survey included completers from academic years 2019-2020, 2020-2021 and 2021-2022.

1. My knowledge of subject area (content knowledge).

Standard 4

2. My mastery of instruction and pedagogical content knowledge.

Standards 5, 6, 7, and 8

3. My ability to teach diverse P-12 students (Differentiated Instruction).

Standards 1 and 2