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Performance Measures

The AU Undergraduate and Graduate Teacher Preparation programs are committed to continuous improvement and assessment. We make decisions based on evidence we collect and research in classrooms, field experiences, and other learning environments. We utilize data to inform program modifications and changes. Below is information regarding our measures of impact and candidate success.

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 2018-19 IMPACT data (n=11). 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 IMPACT Averages for AU Graduates Standard Deviation
Teacher Assessed Student Achievement 3.6 0.50

To gather data for Completer Indicators of Teaching Effectiveness, we coordinated with DCPS to identify AU graduates with initial licensure within last five years and aggregated their 2018-19 IMPACT data (n=11). 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 IMPACT Averages for AU Graduates Standard Deviation
Essential Practices 3.2 0.25

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)= 3 Employees (AU SOE Alumni) = 14
  • 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 3 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
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
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
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
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
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:
    • 2018-2019: 92%

    • 2017-2018: 91%

    • 2016-2017: 93%

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

American University carefully tracks the success of our students.

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

Data not yet available.

  • Average GPA of undergraduate teacher education program completers (including special education completers): 3.67
  • Average GPA of graduate level teacher education program completers (MAT and MA Special Education): 3.85

Data not yet available.

  • Total number of full and part-time students enrolled in teacher education (including special education) during 2018-19: 139
  • Total number of students in programs of supervised student teaching during academic year 2018-19: 63
    • Undergraduate Teacher Education: 18
    • Graduate Teacher Education: 29
    • Graduate Special Education: 16