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RA 3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully

Alignment to National Standard: RA.3 Candidate Quality and Selectivity: The provider demonstrates that the quality of advanced program candidates is an ongoing and intentional focus so that completers are prepared to perform effectively and can be recommended for certification where applicable.

RA3.2 The provider sets admissions requirements for academic achievement, including CAEP minimum criteria (group average college GPA of 3.0 or group average performance in the top 50th percent of those assessed on nationally normed assessment), the state’s minimum criteria, or graduate school minimum criteria, whichever is highest, and gathers data to monitor candidates from admission to completion.

How Alignment is assured: The Assessment Coordinator in consultation with Program/Discipline Chairs, aligns the evaluation measures and assessment tasks with CAEP, InTASC, and appropriate Technology Standards. The Assessment Coordinator maintains alignments and adherence to multiple Louisiana state laws and policy regulations. All Standards have been maintained utilizing Watermark – Taskstream. This standards database is maintained by the Assessment Coordinator so that alignments can accommodate updates to standards, program competencies, courses, or assessments.

Evidence Overview

Use of Assessment as Part of the Quality Assurance System: Candidates are required to meet entry criteria to graduate school.

How the Evaluation is Used to Measure Candidate Admission Eligibility:

1. For the M.Ed. in Curriculum & Instruction and the M.Ed. in Special Education Programs: Candidates who seek enrollment in either program must demonstrate that they are fully certified in an educational field with at least a Level I certificate (Louisiana) or its equivalent from other states or nations.

2. Those candidates who enter during the year are considered a cohort, and the group averages of college GPA are examined. Particular attention is given to those individual candidates who do not have a 3.0 GPA. All candidates are counseled by the advisor to concentrate on navigating graduate school and their own classrooms to ensure success. The cohort is examined again both individually and as a group for the cohort average after six (6) graduate credits are completed.

3. Candidates are also required to complete an interview with at least two EPP faculty who teach in the program. The interview is rated by each EPP member, and the results are averaged over each criterion

4. Interview: The M.Ed. handbook also states that the interview is required on pages 3 and 5. How the interview is used appears on pages 10 a nd 11. Candidates are informed by the advisor that the interview is approximately 30 minutes, will be attended by at least two faculty, and that they are to discuss their philosophy of teaching and education, talk about their teaching skills, recount experiences where they have made a positive change in a student’s academic, educational or social/emotional life, and discuss how he/she/they have worked with families or community. Candidates are given a schedule of possible interview dates/times, from which they can select,

Grambling State University Standard

RA3 Compendium 2

RA 3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully

and the faculty are notified of those chosen dates. Interviews were overwhelmingly face-to-face until the pandemic required a transition to Zoom.

Evaluation Instrument: GSU calculates the cohort entry GPA and then compares this data point with the same cohort average GPA after they complete six (6) graduate credit hours. Interviews are conducted within the first year of enrollment and measured with the following rubric.

Rubric

for Assessing Entry Interview*

M.Ed. Program in Curriculum & Instruction and M.Ed. Program in Special Education

Resume Personal teaching philosophy

Autobiography (1–2-page narrative)

CF 2, 3;

NBPTS: ENS XIII

Artifacts indicate content knowledge

CF 1

NBPTS General standard I-V; LRLA II; ENS V

Content and artifacts indicate candidate professional and pedagogical knowledge and skills

CF 1, NBPTS: ENS VI, VII, IX, X, XI; LRLA IV, V, VI

Candidate relates detailed and relevant experience

Experiences are representative of effective teaching

Candidate is articulate**, reflections are connected to teaching aspirations

M.Ed. candidates have in- depth knowledge of the subject matter, principles and concepts that they teach as described in professional and state standards.

M.Ed. candidates articulate how they develop meaningful learning experiences to facilitate learning for all students. They reflect on their practice and make necessary adjustments to enhance student learning. They can outline how students learn and how to make ideas accessible to them

Candidate related relevant experience

Candidate mentions elements of effective teaching

Candidate is articulate, and makes indirect reference to teaching

M.Ed. candidates refer to the subject matter that they teach and can explain concepts by referring to professional or state standards

M.Ed. candidates present artifacts that apply their professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning. They can discuss how those artifact demonstrate effective teaching

Candidate does not have or relate relevant experience

Candidate’s reflections are not representative of effective teaching

M.Ed. candidates cannot explain aspects of the subject matter that they plan to teach and are unable to give examples of important principles or concepts delineated in professional or state standards

M.Ed. candidates do not demonstrate in their artifacts or discussion how they apply their professional and pedagogical knowledge and skills delineated in professional, state and institutional standards

Contents and artifacts indicate professional dispositions

CF Dispositional; NBPTS LRLA XV, XIV, XIII, III; ENS XIII, XIV

Candidates recount their work with students, families, and communities in ways that reflect the dispositions expected of professional educators as delineated in professional, state, and institutional standards. Candidates recognize when their own dispositions may need to be adjusted and are able to develop plans to do so.

Candidates demonstrate in t heir interview that they familiar with the dispositions expected of professionals. Their work with students, families, and communities reflects the dispositions delineated in professional, state, and institutional standards.

Candidates do not demonstrate in their interview that they familiar with the dispositions expected of professionals.

*NBPTS ENS = Exceptional Learning Specialist, LRLA=Literacy/Reading Language Arts, InTASC, Louisiana Competencies, CF **the term “articulate” could also be determined through alternate means such as sign language interpreters, augmentative/assistive speech devices, etc.

Grambling State University Standard RA3 Compendium 2

Category Exceptional (5-4) Acceptable (3-2) Not yet adequate (1)

Grambling State University Standard RA3 Compendium 2

RA 3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully

Presentation of Data Table 1: Spring/Fall 2022 Cohort Data

Cohort data on GPA. Total N = 5 Online from Belize Reading and Special Education average for cohort group Spring 2022 to Fall 2022 Reading Reading Reading Reading SPED MM Race/Ethnicity African American African American African American African American Caribbean American Gender as identified Female Female Male Male Female Candidate Number #1 #2 #3 #4 #5 Undergraduate GPA 3.11 3.70 2.88 3.36 3.97 3.40 Graduate GPA after 6 cr hours 3.00 4.00 3.67 3.60 4.00 3.65 GPA Average by Program M.Ed. C & I Reading. Undergraduate 3.26 M.Ed. C & I Reading Graduate 3.57 M.Ed. Special Education Undergraduate 3.97 M.Ed. Special Education Graduate 4.00 GPA Undergraduate Average by gender Male Undergraduate M.Ed in C & I Reading 3.12 Female Undergraduate M.Ed in C & I Reading 3.41

RA 3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully

Grambling State University Standard RA3 Compendium 2

Cohort data on GPA. Total N = 5 Online from Belize Reading and Special Education average for cohort group Spring 2022 to Fall 2022 Reading Reading Reading Reading SPED MM Race/Ethnicity African American African American African American African American Caribbean American Gender as identified Female Female Male Male Female Candidate Number #1 #2 #3 #4 #5 Female Undergraduate M.Ed. in Special Educ. 3.97 Overall female undergraduate average 3.59 GPA Graduate Average by gender Male Graduate M.Ed in C & I Reading 3.64 Female Graduate M.Ed in C & I Reading 3.50 Female Graduate M.Ed. in Special Educ. 4.00 Overall female graduate average 3.67 GPA Grad Average by instructional delivery Traditional/hybrid 3.57 Totally online (only M.Ed. in SPED) 4.00

RA 3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully

NOTE: with more online candidates, we will continue to track them separately

Grambling State University Standard

Compendium

RA3

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University. Cohort data on GPA. Total N = 5 Online from Belize Reading and Special Education average for cohort group Spring 2022 to Fall 2022 Reading Reading Reading Reading SPED MM Race/Ethnicity African American African American African American African American Caribbean American Gender as identified Female Female Male Male Female Candidate Number #1 #2 #3 #4 #5 GPA Graduate by nationality U.S. National 3.57 International (Belize) 4.00

RA 3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully

Table 2: Spring/Fall 2021 (Covid) Cohort Data

Cohort data on GPA. Total N = 1. COVID

2021 to Fall 2021

Undergraduate Average by gender

Undergraduate N= 0

Undergraduate

Graduate Average by gender

Graduate. N = 0 Female Graduate M.Ed. in C & I-Reading

GPA Grad Average by instructional delivery

online N = 0 GPA Graduate by nationality

National

N = 0

State University

Grambling

Standard RA3 Compendium 2

Reading Race/Ethnicity African-American Gender

Female Candidate

#1 Undergraduate GPA 2.52 Graduate

4.00

Female

4.00

Traditional/hybrid 4.00

U.S.

4.00

Spring

as identified

Number

GPA after 6 cr hours

GPA

Male

GPA

Male

Totally

International.

RA 3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully

Table 3: Spring/Fall 2020 (Covid) Cohort Data

Cohort data on GPA. Total N = 1. COVID

Undergraduate Average by gender

Graduate Average by gender

N = 0

Grad Average by instructional delivery

N = 0

Graduate by nationality

N = 0

NOTE: with online candidates, we will continue to track separately. Both programs were approved by the BOR for online delivery in 2020

State University

Grambling

Standard RA3 Compendium 2

Spring

Reading Race/Ethnicity African-American Gender as identified Female Candidate Number #1 Undergraduate GPA 2.79 Graduate GPA after 6 cr hours 3.50 GPA

Male

Female Undergraduate 3.50 GPA

Male

Female Graduate 3.50

Traditional/hybrid.

Totally

3.50 GPA

U.S.

3.50 International.

2020 to Fall 2020

Undergraduate N= 0

Graduate.

GPA

online

National

RA 3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully

Table 4: Spring/Fall 2019 Cohort Data

Cohort data on GPA. Total N = 1

Spring 2019 to Fall 2019

Graduate GPA after 6 cr edit hours

GPA Undergraduate Average by gender Male Undergraduate N= 0 Female Undergraduate

GPA Graduate Average by gender

Male Graduate. N = 0

Female Graduate

GPA Grad Average by instructional delivery

Traditional/hybrid. N = 0

GPA Graduate by nationality

U.S. National

N = 0

Grambling State University Standard RA3 Compendium 2

Reading

Caucasian-American Gender

Female Candidate

#1 Undergraduate

3.32

4.00

Race/Ethnicity

as identified

Number

GPA

3.32

International.

RA 3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully

Table 5: Spring/Fall 2018 Cohort Data

Grambling State University Standard RA3 Compendium

Presentation of Evidence

under Attribution 4.0 International "College of Education

of Technology, Assessment, and Compliance:

Wilmington

Cohort data on GPA Total N = 6 Special Education Reading and Special Education Combined average for cohort group Spring 2018 to Fall 2018 Reading Reading Reading Reading Reading Mild/ Moderate Race/Ethnicity African American Caucasian American African American African American African American African American Gender as identified Female Male Female Female Female Female Candidate Number #1 #2 #3 #4 #5 #6 Undergraduate GPA 3.02 3.17 2.52 2.39** 3.34 3.77 3.04 Graduate GPA after 6 cr hours 4.00 3.50 4.00 4.00 4.00 3.50 3.83 GPA Average by Program M.Ed. C & I Reading. Undergraduate 2.89 M.Ed. C & I Reading Graduate 3.90 M.Ed. Special Education Undergraduate 3.77 M.Ed. Special Education Graduate 3.50 GPA Undergraduate Average by gender Male Undergraduate M.Ed in C & I Reading 3.17 Female Undergraduate M.Ed in C & I Reading 2.82 Female Undergraduate M.Ed. in Special Educ. 3.77 Overall female undergraduate average 3.01

Template for the

by Dr. Michele Brewer and Dr. Amber Vraim is licensed

Office

Template

University.

RA 3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully

**State allows the adjusted GPA of 2.5 to qualify for teacher certification

Grambling State University Standard RA3 Compendium 2

Cohort data on GPA Total N = 6 Special Education Reading and Special Education Combined average for cohort group Spring 2018 to Fall 2018 Reading Reading Reading Reading Reading Mild/ Moderate Race/Ethnicity African American Caucasian American African American African American African American African American Gender as identified Female Male Female Female Female Female Candidate Number #1 #2 #3 #4 #5 #6 GPA Graduate Average by gender Male Graduate M.Ed in C & I Reading 3.50 Female Graduate M.Ed in C & I Reading 4.00 Female Graduate M.Ed. in Special Educ. 3.50 Overall female graduate average 3.90 GPA Graduate Average by instructional delivery Traditional/hybrid 3.83 GPA Graduate by Race/Ethnicity African-American 3.90 Caucasian-American 3.50

RA 3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully

Grambling State University Standard

Compendium

RA3

Interview data summary Online from Belize Two interviewers, scores averaged Reading Reading Reading Reading Special Education Mild/Moderate Spring 2022 to Fall 2022 AfricanAmerican AfricanAmerican AfricanAmerican AfricanAmerican CaribbeanAmerican Female Female Male Male Female Average for cohort group Candidate Number #1 #2 #3 #4 #5 Resume/Personal Teaching Philosophy/Narrative 4.00 4.00 5.00 5.00 4.50 Candidate Content/artifacts indicate content knowledge 4.00 4.00 4.00 5.00 4.25 Candidate professional/pedagogical knowledge and skills 4.00 4.00 5.00 Has not 5.00 4.50 Candidate Professional Dispositions 3.00 3.50 4.50 Completed 4.50 3.875 Interview yet Average score for candidate 3.75 3.875 4.625 4.875 4.28125

Table 6: Spring/Fall 2022 Cohort Interview Data

RA 3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully

Table 7: Spring/Fall 2021 Cohort Interview Data

Two

Table 8: Spring/Fall 2020 Cohort Interview Data

Two interviewers, scores averaged Reading

State

Grambling

University Standard RA3 Compendium 2

Data Summary

Interview

interviewers,

Reading Spring

African-American Female Average for Candidate Number #1 cohort group Category Resume/Personal Teaching Philosophy/Narrative 4.50 4.50 Candidate Content/artifacts indicate content knowledge 5.00 5.00 Candidate professional/pedagogical knowledge and skills 5.00 5.00 Candidate Professional Dispositions 4.50 4.50 Average Score for Candidate 4.75 4.75

scores averaged

2021 to Fall 2021

Interview Data Summary

Spring

African-American Female Average for Candidate Number #1 cohort group Category Resume/Personal Teaching Phillosophy/Narrative 5.00 5.00 Candidate Content/artifacts indicate content knowledge 4.00 4.00 Candidate professional/pedagogical knowledge and skills 5.00 5.00 Candidate Professional Dispositions 5.00 5.00 Average Score for Candidate 4.75 4.75

2020 to Fall 2020 entering

RA 3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully

Table 9: Spring/Fall 2019 Cohort Interview Data

Spring/Fall 2018 Cohort Interview Data

Grambling State University Standard RA3 Compendium 2

Interview Data Summary Two interviewers, scores averaged Reading Spring/Fall 2019 Caucasian-American Female Average for Candidate Number #1 cohort group Category Resume/Personal Teaching Philosophy/Narrative 4.00 4.00 Candidate Content/artifacts indicate content knowle dge 4.50 4.50 Candidate professional/pedagogical knowledge and skills 4.00 4.00 Candidate Professional Dispositions 4.50 4.50 Average Score for Candidate 4.25 4.25

10:

Interview Data Summary Two /Three interviewers, scores averaged Reading Reading Reading Special Education Reading Reading Spring Fall 2018 AfricanAmerican AfricanAmerican AfricanAmerican AfricanAmerican AfricanAmerican CaucasianAmerican Female Female Female Female Female Male Average for Initials of Candidates #1 #2 #3 #3 #4 #5 cohort group Category Resume/Personal Teaching Philosophy/Narrative 4.67 5.00 4.67 4.67 5.00 4.75 Candidate Content/artifacts indicate content knowledge 4.33 5.00 4.67 4.33 5.00 4.58 Candidate professional/pedagogical knowledge and skills 4.67 5.00 4.67 4.67 5.00 4.75 Candidate Professional Dispositions 4.00 5.00 4.67 4.50 3.50 4.54 Average Score for Candidate 4.42 5.00 4.67 4.54 4.63 4.66 Did not complete interview, but Still considered Inactive

Table

RA 3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully

Analysis and Interpretation

Certification: All graduate candidates in the program had at least a Level I teaching certificate or its equivalent at the time of entry.

GPA: The EPP noted that the cohort for several years had met the criteria of a 3.0 GPA. It was noted that some individual candidates who had less than a 3.0 overall GPA in undergraduate studies, were able to meet the 3.0 GPA at the end of six (6) credit hours. Therefore, the EPP voted in January 2023 to move the formal admission to the program to when the cohort had completed six (6) credit hours of graduate school. Analysis of the data indicated few differences in candidate quality by gender, race, nationality (recent), or delivery of instruction.

Interview: All graduate candidates who were interviewed had average scores ranging from 3 to 5 with a 3 being considered “Acceptable”. No individual candidate had an average score of less than 3. Cohort averages across both programs ranged from 3.88 to 5. The program had several candidates who did not complete the interview, and interestingly, both were male students. One was in 2018 and the other was in 2022. The candidate in 2018 is still considered “inactive” and has the opportunity to return. The candidate in 2022 coached multiple sports for his school in both fall and spring semesters, and will be approached over the summer to complete his interview. Examination of the programs individually revealed few differences in the M.Ed. in Curriculum & Instruction -Reading candidates and the candidates in the M.Ed. in Special Education by gender, race/ethnicity, or type of instructional delivery (traditional/hybrid vs. completely online). If there appear to be trends, it appears that faculty appear to expect more of candidates in the most recent year than in previous years.

Advancement to Candidacy: GSU requires all graduate students to pass with a grade of “B” or better an “English Proficiency” course as one of the requirements to advance to Candidacy. The Department of Curriculum and Instruction has chosen the course DEED 634 Professional Writing as the benchmark course. The candidate must have completed 15 hours in the plan of study, been formally admitted to the program, removed all deficiencies, have an approved plan of study on file, and demonstrated English Proficiency by providing evidence of a minimum grade of “B” in DEED 634. If a candidate fails to achieve at least a “B” in the course, the candidate must retake the course.

Continuous Improvement

Focus Area(s): GSU wants to focus on increasing the number of candidates in the cohort to increase sustainability by developing its online programs and further outreach to neighboring districts.

Grambling State University Standard RA3 Compendium