Accreditation and College Data (College of Ed)

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Accreditation

The Deborah Cannon Partridge Wolfe College of Education has earned national accreditation by demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact, and capacity for continuous improvement. The Department of Counselor Education, which houses both the Clinical Mental Health Counseling and the School Counseling programs, received accreditation from the Council for Accreditation of Counseling and Related Educational Programs (CACREP) as of Spring 2014.

These instructional certificate teacher education programs at New Jersey City University are accredited by the Council for the Accreditation of Educator Preparation (CAEP) at the initial licensure level:

These advanced-level teacher education programs are accredited by the Teacher Education Accreditation Council (TEAC). CAEP will be reviewing advanced-level programs in spring 2021:

Quality Assurance System

Stakeholders are at the center of the College of Education’s plan for continuous improvement and are involved in all aspects of the cycle, including setting goals, improving assessments, programs and processes, and identifying models of excellence and future direction.

CAEP Impact Measures (Standard 4)

CAEP annual reporting measures are used to provide information to the public on program impact and outcomes. Below are the reporting measures for our initial and advanced certification programs.

Data is from the 2019 New Jersey Department of Education Educator Preparation Provider Performance Report. Evaluations include NJCU CEAS-certified program completers from the 2016-17 school year employed in the 2018-19 school year.

Of NJCU-prepared teachers who were evaluated:

  • 90% received Summative Scores of "Highly Effective" or "Effective."
  • 86% received Teacher Practice Scores of "Highly Effective" or "Effective."
  • 94% received SGO Scores of "Highly Effective" or "Effective."

Information for previous years:

Satisfaction of Employers

Employers were surveyed during the 2015-2016 academic year regarding their perceptions of of NJCU-prepared teachers' level of preparation. Employers rated NJCU-prepared teachers as "thoroughly prepared" or "adequately prepared" on 89% of the survey components.

 21 Responses

Thoroughly
Prepared 

Adequately
Prepared

Partially
Prepared

Poorly
Prepared

N/A

1. NJCU completers recognize characteristics of students with disabilities and meet their needs in the classroom. 41% 36% 14% 0% 9%
2. NJCU completers recognize characteristics of students who are at risk and meet their needs in the classroom. 32% 45% 14% 0% 9%
3. NJCU completers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities, and at-risk students. 45% 23% 18% 0% 14%
4. NJCU completers align instructional goals and activities with New Jersey’s academic content standards, including the Common Core State Standards. 45% 32% 14% 0% 9%
5. NJCU completers use effective strategies for classroom behavior management. 36% 41% 9% 5% 9%
6. NJCU completers use a variety of diagnostic, formative, and summative assessments. 36% 45% 9% 0% 9%
7. NJCU completers recognize students’ diverse cultural backgrounds, language skills, and experiences in order to plan and deliver appropriate instruction. 52% 24% 14% 0% 10%
8. NJCU completers use technology to enhance teaching and student learning. 59% 27% 5% 0% 9%
9. NJCU completers demonstrate mastery of the subject matter they teach. 59% 23% 5% 5% 9%
10. NJCU completers demonstrate caring behavior in the classroom. 67% 24% 0% 0% 10%
11. NJCU completers reflect on their instruction and classroom management, and make positive changes in their practice based on their reflections. 41% 41% 5% 5% 9%
12. NJCU completers actively collaborate with teacher colleagues. 50% 32% 9% 0% 9%
13. NJCU completers work with students’ family members to promote the education of children. 41% 32% 18% 0% 9%
14. NJCU completers utilize and seek out ongoing professional development and learning opportunities. 41% 50% 0% 0% 9%

 

Advanced program data is coming soon.

Initial Completers Employment Milestones

Full Time Employment Outcomes data is from the 2019 New Jersey Department of Education Educator Preparation Provider Performance Report.

Full Time Employment Outcomes 2016-2017 Persistence Trend
Full time employment outcomes for NJCU program completers working in New Jersey public schools

7 Candidates who continued with their employment at the school, district, or state level from one year to the next.


Advanced Completers Employment Milestones

  • N Completers 2016-2017: the number of program completers who finished their degree in academic year 2016-2017
  • N Employed 2017-2018: the number of 2016-2017 program completers who were employed in a NJ public school in 2017-2018
  • N Employed 2019-2020: the number of 2016-2017 program completers, employed in a NJ public school in 2017-2018, who maintained employment in 2019-2020
  • % Employed 2019-2020: the percent of 2016-2017 program completers, employed in a NJ public school in 2017-2018, who maintained employment in 2019-2020

Program

N
Completers

2016-2017

N Employed
2017-2018

N Employed
2019-2020

% Employed
2019-2020

Educational Technology with School Library Media Specialist

14

14

14

100%

Reading and Reading Specialist Certification

5

5

5

100%

School Psychology, Professional Diploma

6

5

4

80%

Special Education—Learning Disabilities Teacher Consultant

4

4

4

100%

Special Education—Teacher of Students with Disabilities

50

39

38

97%

Urban Education—ESL Teacher Certification

15

14

12

86%

Urban Education—Bilingual/ Bicultural Education

10

10

9

90%

Urban Education—Administration and Supervision

29

26

25

96%

Advanced Programs Completer Survey Spring 2019

Advanced Program Focus Groups

The College of Education conducted focus group discussions on July 23rd, July 29th, and August 1st, 2019 with 11 completers from these Advanced Programs:

  • Educational Psychology with Professional Diploma in School Psychology
  • Educational Technology with Specialization in School Library Media Specialist
  • Reading Specialist
  • Urban Education with ESL Specialization
  • Urban Education with Specialization in Educational Administration and Supervision

Participants individually completed a “One to Grow On, One to Grow On feedback sheets. These began with the prompt:

The College of Education aims to prepare professional educators who, upon completion of their respective programs, can perform effectively in the roles for which they were prepared.  Please provide us with feedback that will help us continually improve in this regard.

Dr. Mary McGriff, Associate Professor in the Literacy Education Department, facilitated the discussion, using these forms as grist for the conversation. Participants frequently noted the requirements of their current jobs, and Dr. McGriff used these observations to probe for program-related suggestions or affirmations. 

Collected “One to Grow On, One to Grow On forms were provided to department chairs so that they could review the feedback provided and reflect on potential areas for improvement. The College of Education will report on the status of any resulting programmatic changes as they are implemented.

Common cross-program themes included:

  • Completers emphasized the need to learn about education law and policies–especially related to school security, child protective services reporting requirements, and special education.
  • Completers agreed that relationship-building is at the core of education and is the lens through which topics such as classroom management, lesson differentiation, work with families and communities, culturally responsive practices, teachers observation, etc. should be taught.
  • The more practical class sessions can be, the better. Case studies, actually scenarios, modeling were the most helpful.

 

CAEP Outcome Measures

Completers for Academic Years 2016-2019

Initial completers includes students in the College of Education who have completed programs leading to initial certification. Advanced completers includes students who have completed advanced programs or programs leading to a degree or endorsement that prepares the holder to serve in P-12 schools.

Program Completers

Initial

Advanced

Total

AY 2015-16

164

212

376

AY 2016-17

122

207

329

AY 2017-18

94

219

313

AY 2018-19

149*

193

342

AY2019-20 243* 243 486

*Please note that AY 2018-19 and AY 2019-20 includes completers in alternative route programs among the initial certification completers.


Graduation Rates

Cohorts include undergraduate students enrolled in their first semester of clinical practice and graduate students enrolled in their first semester of their program.

Initial Undergraduate Programs

Cohorts

N Enrolled

% Graduated
After 4 Years

Fall 2014

86

79%

Fall 2015

68

69%

Fall 2016

51

63%

Initial Graduate MAT Programs

Cohorts

N Enrolled

% Graduated
After 4 Years

Mean Years
to Graduate

Fall 2014

31

71%

2.41

Fall 2015

10

70%

2.36

Fall 2016

8

62.5%

2.30

 


Advanced Programs Graduation Rates

Urban Education with specialization in Administration and Supervision, M.A.

Cohorts

N Enrolled

% Graduated
After 4 Years

Mean Years
to Graduate

Fall 2014

4

50%

4.00

Fall 2015

9

67%

2.50

Fall 2016

5

80%

2.25

Educational Technology with a Concentration in School Library Media Specialist, M.A.

Cohorts

N Enrolled

% Graduated
After 4 Years

Mean Years
to Graduate

Fall 2014

9

56%

3.00

Fall 2015

3

100%

2.67

Fall 2016

11

64%

3.29

Special Education—Learning Disabilities Teacher Consultant Endorsement, M.A.

Cohorts

N Enrolled

% Graduated
After 4 Years

Mean Years
to Graduate

Fall 2014

1

100%

3.00

Fall 2015

2

100%

3.50

Fall 2016

4

100%

3.25

Reading and Reading Specialist Certification, M.A.

Cohorts

N Enrolled

% Graduated
After 4 Years

Mean Years
to Graduate

Fall 2014

1

100%

4.00

Fall 2015

8

62.5%

3.00

Fall 2016

2

0%

n/a

Urban Education—Bilingual/ Bicultural Education Specialization, M.A.

Cohorts

N Enrolled

% Graduated
After 4 Years

Mean Years
to Graduate

Fall 2014

3

100%

2.33

Fall 2015

2

100%

2.25

Fall 2016

0

n/a

n/a

Urban Education—ESL Specialization and ESL Teacher Certification, M.A.

Cohorts

N Enrolled

% Graduated
After 4 Years

Mean Years
to Graduate

Fall 2014

13

69%

3.10

Fall 2015

3

100%

2.33

Fall 2016

7

14%

2.00

School Psychology, Professional Diploma

Cohorts

N Enrolled

% Graduated
After 4 Years

Mean Years
to Graduate

Fall 2014

4

100%

3.625

Fall 2015

7

71%

3.30

Fall 2016

7

71%

3.50

Special Education—Teacher of Students with Disabilities (TOSD) Endorsement

Cohorts

N Enrolled

% Graduated
After 4 Years

Mean Years
to Graduate

Fall 2014

19

79%

2.86

Fall 2015

27

56%

1.97

Fall 2016

26

54%

2.36

edTPA Assessment Results

As of September 1, 2019, Certificate of Eligibility with Advanced Standing (CEAS) and Certificate of Eligibility (CE) candidates will be required to complete and pass edTPA by meeting or exceeding the New Jersey Department of Education established passing standard. Please note that tests with less than 5 students' results were excluded.

Initial Programs, AY2019-2020

Program

N Test-Takers

% Pass

Early Childhood

12

92%

Elementary Education

6

100%

K-12 Performing Arts

5

100%

Secondary ELA

7

100%

Secondary Math

6

50%

 

Alternate Route Programs, AY2019-2020

Program

N Test-Takers

% Pass

Early Childhood

13

85%

Elementary Education

9

89%

 


Cumulative GPA of NJCU Program Completers

New Jersey requires that candidates for certification achieve a cumulative GPA of at least 3.0. Please note that there are GPA Flexibility Rules where a high Praxis score may offset a GPA that is lower than 3.0, but higher than 2.75.

Program Mean Range N

BA Early Childhood Education

Mean

Range

N

AY17-18

3.57

3.14-4.00

31

AY18-19

3.69

3.22-4.00

14

AY19-20

3.69

3.04-3.96

12

BA Elementary Education

Mean

Range

N

AY17-18

3.43

2.99-3.96

15

AY18-19

3.73

3.43-3.91

6

AY19-20

3.59

3.42-3.79

6

BA Secondary Education

Mean

Range

N

AY17-18

3.54

3.00-3.92

16

AY18-19

3.62

3.03-3.95

26

AY19-20

3.70

3.08-4.00

28

MA Educational Technology with School Library Media Specialist

Mean

Range

N

AY17-18

3.87

3.14-4.00

8

AY18-19

3.91

3.57-4.00

18

AY19-20

3.95

3.86-4.00

7

MA Reading Specialist

Mean

Range

N

AY17-18

 3.88

3.69-4.00

 15

AY18-19

Low N

Low N

1

AY19-20

3.91

3.72-4.00

12

MA Special Education with Learning Disabilities Teacher Consultant

Mean

Range

N

AY17-18

3.9

3.84-4.00

5

AY18-19

3.87

3.31-4.00

10

AY19-20

3.66

3.47-3.85

5

MA Urban Education with Administration and Supervision

Mean

Range

N

AY17-18

3.77

3.28-3.95

24

AY18-19

Low N

Low N

4

AY19-20

3.86

3.75-3.96

8

MA Urban Education with ESL/Bilingual

Mean

Range

N

AY17-18

3.69

3.10-3.98

29

AY18-19

3.78

3.27-4.00

21

AY19-20

3.85

3.56-3.98

20

MAT Early Childhood Education

Mean

Range

N

AY17-18

3.84

3.16-4.00

24

AY18-19

3.88

3.39-4.00

22

AY19-20

3.79

3.04-4.00

14

MAT Elementary Education

Mean

Range

N

AY17-18

Low N

Low N

3

AY18-19

3.90

3.54-4.00

6

AY19-20

3.96

3.83-4.00

8

MAT Secondary Education

Mean

Range

N

AY17-18

3.97

3.87-4.00

5

AY18-19

3.83

3.46-4.00

6

AY19-20

3.83

3.44-4.00

5

MAT Special Education

Mean

Range

N

AY17-18

3.85

3.41-4.00

42

AY18-19

3.81

3.23-4.00

46

AY19-20

3.88

3.48-4.00

38

 

Initial Completer Employment

Full-time employment outcomes data is from the 2019 New Jersey Department of Education Educator Preparation Provider Performance Report. Includes data for 120 certified completers from the 2016-2017 school year employed as of October 15, 2018.

Employment by Certification Area 2019

Advanced Completer Employment

Includes completers in advanced programs from Fall 2016 through Spring 2019 who were employed in New Jersey public schools in Fall 2019-Spring 2020. Percent employed includes completers employed in NJ public schools Fall 2019-Spring 2020.

Program

Completers
Fall 2016-
Spring 2019

Employed
Fall 2019-
Spring 2020

Percent
employed

Educational Technology with School Library Media Specialist

40

37

  • 62% employed as school library media specialists
  • 38% employed as other in public schools

Reading and Reading Specialist Certification

21

19

  • 47% employed as elementary teachers
  • 16% employed as language arts teachers
  • 16% employed as resource program teachers
  • 10.5% employed as remedial English/reading teachers
  • 10.5% employed as preschool teachers

School Psychology, Professional Diploma

28

24

  • 92% employed as school psychologists
  • 8% employed as other in public schools

Special Education—Learning Disabilities Teacher Consultant

19

19

  • 21% employed as learning disabilities teacher consultants
  • 32% employed as resource program teachers
  • 5% employed as supplementary instruction teachers
  • 42% employed as other in public schools

Special Education—Teacher of Students with Disabilities

140

130

  • 38% employed as resource program teachers
  • 4% employed as supplemental instruction teachers
  • 3% employed as teacher-behaviorists
  • 1% employed as a principal
  • 54% employed as other in public schools

Urban Education—Administration and Supervision

65

59

  • 8% employed as supervisors
  • 7% employed as assistant principals
  • 3% employed as principals
  • 81% employed as other in public schools

Urban Education—Bilingual/ Bicultural Education or ESL

78

71

  • 38% employed as ESL teachers
  • 37% employed as elementary teachers
  • 7% employed as preschool teachers
  • 20% employed as other in public schools

School Default Rates FY 2016, 2015, and 2014

Data is from the U.S. Department of Education’s National Student Loan Data System (NSLDS).

School default rates for fiscal years 2014, 2015, 2016.

Student Right to Know and Consumer Information