To gather data for Impact on P-12 Student Learning and Development, we coordinated with DCPS to identify AU graduates with initial licensure within last five years and aggregated their IMPACT** data. IMPACT component scores are all based on the 1.0-4.0 scale

IMPACT Teacher Assessed Student Achievement is a measure of a teacher’s students’ learning over the course of the year, as evidenced by rigorous assessments other than the PARCC.

IMPACT Teacher Assessed Student Achievement

IMPACT Measure	Year	IMPACT Averages for AU Graduates	Standard Deviation
Teacher Assessed Student Achievement	2018-2019 (n=11)	3.6	0.50
Teacher Assessed Student Achievement	2019-2020 (n=16)	N/A*	N/A*

*During the SY19-20 DCPS transitioned to virtual instruction in mid-March given COVID-19. As such, teachers did not receive their Cycle 3 Essential Practices Observation, their Cycle 2 Commitment to School Community score, and TAS and IVA were exempted from IMPACT. Given these adjustments, we are sharing the 2018-19 IMPACT data (n=11) and 2019-20 data (n=16).

**IMPACT is the District of Columbia Public Schools’ Evaluation and Feedback System for School-Based Personnel.

To gather data for Indicators of Teaching Effectiveness, we coordinated with DCPS to identify AU graduates with initial licensure within last five years and aggregated their IMPACT* data. IMPACT component scores are all based on the 1.0-4.0 scale

IMPACT Essential Practices are a measure of a teacher’s instructional expertise.

EP 1: Cultivate a responsive learning community
EP 2: Challenge students with rigorous content
EP 3: Lead a well-planned, purposeful learning experience
EP 4: Maximize student ownership of learning
EP 5: Respond to evidence of student learning

Essential Practices

IMPACT Measure	Year	IMPACT Averages for AU Graduates	Standard Deviation
Essential Practices	2018-2019 (n=11)	3.2	0.25
Essential Practices	2019-2020 (n=16)	3.19	0.29

*IMPACT is the District of Columbia Public Schools’ Evaluation and Feedback System for School-Based Personnel.

To gather data for Satisfaction of Employers and Employment Milestones, we identified a purposive sample of administrators in schools with teachers who are recent AU SOE alumni (target: within the last five years).  Note that the SOE was formally organized in July 2019, so alumni prior to that date graduated from the School of Arts and Sciences with education majors. We intend to gather data annually, collectively reflective off all programs, until our CAEP visit in Spring 2023. 

Employer Satisfaction

• N (Employers)= 5 Employees (AU SOE Alumni) = 24
• Undergraduate Programs completed by Employees (AU SOE Alumni): Elementary, Secondary Education (with a concentration in Social Studies)
• Graduate Programs completed by Employees (AU SOE Alumni): Elementary Education, Secondary Education (with concentrations in Social Studies and English Language Arts), Early Childhood Education, English of Speakers of Other Languages

Survey Statements (INTASC)

Topic	Question	Comment(s)	Strongly Agree/ Agree	Strongly Disagree/ Disagree
The Learner and Learning	The teacher(s) understand(s) how learners grow and develop and design(s) and implements developmentally appropriate and challenging learning experiences.	The teachers we have hired from AU have been flexible thinkers, insightful, dedicated, and professional.	100%	0%
The Learner and Learning	The teacher(s) demonstrate(s) (evidence-based) positive impact on student learning and development.	We are an inclusion model school and the teachers have worked collaboratively with members across teams to plan and deliver instruction to meet the needs of our diverse learners.	100%	0%
The Learner and Learning	The teacher(s) use(s) understandings of individual differences and diverse cultures to enable each learner to meet high standards.	Enrollment reflects cultures from around the world as well as a range of socio-economic backgrounds. Teachers have worked to understand and support our children by involving families in the education of our children. They have been open to trainings and meetings designed to build our understanding of differences and power/benefit of having a diverse student and staff body.	100%	0%
Content Knowledge	The teacher(s) work(s) with others to create environments that encourage positive social interaction, active engagement in learning, and self-motivation.	Teachers have infused relationship building experiences throughout the instructional day - morning meetings, lunch bunches, etc. They open their classrooms to parents via parent trainings/meetings or parent volunteer opportunities.	100%	0%
Content Knowledge	The teacher(s) create(s) learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.	The teachers employ responsive classroom techniques - individualized incentives, morning meetings, lunch bunches, home school communication, etc.	100%	0%
Instructional Practice	The teacher(s) understand(s) how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving.	This is incorporated in the curriculum but extended through student engagement activities.	100%	0%
Instructional Practice	The teacher (s) understand(s) and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and guide the teacher’s and learners’ decision making	The curriculum follows Universal Design for Learning and the progress monitoring that supports the curriculum is used to determine levels of supports needed to meet students’ academic needs.	100%	0%
Instructional Practice	The teacher(s) understand(s) and uses a variety of instructional strategies to encourage learners to develop dep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.	Comment 1: Visuals Aids, auditory presentations, collaborative work groups, and small group - targeted instruction.   Comment 2: The teachers engage in collaborative planning and data review sessions with colleagues across disciplines -- Composition of the collaborative sessions: general education, special education, ESOL, specialists, and para-educators.	100%	0%
Instructional Practice	The teacher(s) engage(s) in ongoing professional learning and uses evidence to continually evaluate his/her practice.	Comment 1: Teachers engage in on-going formal and informal observations by members of the administrative team, followed with reflective discussions.   Comment 2: Teachers participate in school-based and district level trainings/meetings around academics, social and emotional well-being, and diversity.	100%	0%
Instructional Practice	The teacher(s) seek(s) appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues and other school professionals, and community members to ensure learner growth, and to advance the profession.	AU alumni have served on leadership teams, chaired school-based committees and presented training sessions and meetings for staff and families.	100%	0%

We designed a survey to gather quantitative responses (required) and qualitative comments (optional) to document employer satisfaction of these employees (recent AU SOE alumni). The results of the survey were anonymous. Individual teachers’ names were not included.

The survey statements were organized in alignment with INTASC standards and grouped in the following categories: 1) The Learner and Learning, 2) Content Knowledge, 3) Instructional Practice, and 4) Professional Responsibility. 

This survey was sent to administrators at 5 schools with employees who completed AU Teacher Education programs. The survey asked the administrators to, “Please respond to the statements regarding the following teachers [identified by name] at your school who completed an education degree at American University.” Then they were asked to indicate their level of agreement (Strongly Agree to Strongly Disagree) regarding several statements (see table below). After each statement they were provided the opportunity to share comments.  It was confirmed that no teachers’ names would appear on the report and that the report reflected the employers’ overall satisfaction with employees who were AU alumni.

To gather data for Satisfaction of Completers, we utilized AU graduation census data, disaggregated by program.
 

Overall, I am satisfied with my academic program.

Program (Summer 2017-Spring 2020)	Strongly Agree/ Agree	Strongly Disagree/ Disagree
Undergraduate Elementary Education (n=18)	100%	0%
Graduate Early Childhood Education (n=8)	88%	12%
Graduate Elementary Education (n=9)	89%	11%
Graduate Special Education (n=6)	100%	0%

Graduate Graduation Rates

2018 Cohort

Graduate Program	Two Year Graduation Rate
International Training and Education Program (MA)	100.0%
Special Education (MA)	76.9%
Education Policy and Leadership (MEd)	71.2%
Teacher Education (MAT)	71.4%

2017 Cohort

Graduate Program	Two Year Graduation Rate	Three Year Graduation Rate
International Training and Education Program (MA)	85.7%	95.2%
Special Education (MA)	94.4%	94.4%
Education Policy and Leadership (MEd)	84.2%	82.5%
Teacher Education (MAT)	75.0%	83.3%

2016 Cohort

Graduate Program	Two Year Graduation Rate	Three Year Graduation Rate
International Training and Education Program (MA)	85.7%	85.7%
Special Education (MA)	94.1%	94.1%
Education Policy and Leadership (MEd)	81.0%	90.5%
Teacher Education (MAT)	72.0%	76.0%

2016 Cohort

Undergraduate Program	Four Year Graduation Rate	Five Year Graduation Rate
Elementary Education	77.8%	88.9%
English	100.0%	100.0%
French	100.0%	100.0%
Math	100.0%	100.0%
Physical Educaton	100.0%	100.0%
Spanish	100.0%	100.0%
Theater	100.0%	100.0%
Social Studies	100.0%	100.0%

2015 Cohort

Undergraduate Program	Four Year Graduation Rate	Five Year Graduation Rate
Elementary Education	94.4%	100.0%
English	66.7%	66.7%
French	100.0%	100.0%
Social Studies	100.0%	100.0%

• Praxis Exam pass rates:

  • 2019-2020: 87%

  • 2018-2019: 94%

  • 2017-2018: 91%

  • 2016-2017: 93%

  • 2015-2016: 94%
  • 2014-2015: 99% 

American University carefully tracks the success of our students.

• 98% of AU SOE Undergraduates are working and/or are in graduate school six months after graduation. 
• 98% of AU SOE Graduates are working and/or are in graduate school six months after graduation. 

Learn more about the success of our students on our "We Know Success" website. 

American University’s current loan default rate is 2.5. For more information visit the American University College Affordability Information page.

Data not yet available.

• 2019-20 Average GPA of undergraduate teacher education program completers: 3.63
• 2019-20 Average GPA of graduate teacher education program completers (MAT and MA Special Education): 3.87

The SOE is seeking teacher candidates to be open to learning and primed with dispositions and commitments that support their understanding of equity and excellence in teaching. We work to help teacher candidates deepen and strengthen these dispositions and commitments throughout their time in SOE. We use the following criteria, that indicate capacity for growing toward equity and excellence in teaching, to guide admissions decisions…

• Commitment to teaching and dispositions that support learning to teach
• Disposition to teach students from all backgrounds, including economically disadvantaged students; students experiencing marginalization and oppression based on racial or social identity, students in urban settings and students with special needs
• Commitment to inclusion, equity, and social/educational justice
• Disposition to join SOE’s development of an antiracist community

• Total number of full and part-time students enrolled in teacher education (including special education) during 2019-20: 194
• Total number of students in programs of supervised student teaching during academic year 2019-20: 73

• Total number of undergraduate students in education programs during 2019-20: 83
• Total number of graduate students in education programs during 2019-20: 111