2017-18 school of education performance report - final (03.2019) · 2017-18 school of education...

2018-19 School of Education Performance Report

2

I. School of Education Admissions

Admitted Candidates by Division/Department in 2016-17, 2017-18, & 2018-19 The School of Education offers various degree and credentialing programs through three divisions/departments: The Division of Teacher Education (which includes the Department of Advanced Studies, the Department of Elementary and Secondary Education, and the Department of Special Education), the Department of Educational Leadership, and the Department of School Counseling and School Psychology. Admissions data from the three most recent academic years shows a continuous decline of over 10% in the total number of admitted applicants to the School of Education. However, the ratio of admitted candidates by program remains consistent; the majority of candidates admitted to programs in the School of Education apply to programs within the Division of Teacher Education, which include one stand-alone Master’s degree, eight Master’s degrees with Preliminary Teaching Credential embedded, and four Credential only programs.

93 69 63

231

146144

488 490 426

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2016-17 (N=812) 2017-18 (N=705) 2018-19 (N=633)

Teacher Education

School Counseling & School Psychology

Educational Leadership

3

Admitted Candidates by Regional Campus in 2016-17, 2017-18, & 2018-19 The School of Education serves students throughout locations in Azusa, five regional campuses and online. Candidates are admitted to either an online or face-to-face program at a campus location. Not all programs are offered at every location, and it may be necessary for a candidate to travel to another Southern California location to take their coursework. However, the following data represents the campus or pathway to which the candidates were admitted. The Azusa location continues to have the highest count of admitted candidates, followed by the Murrieta and Orange County regional campuses.

308

52

70

112

144

85

41

307

54 55

95

69

91

34

269

59

38

105

6069

33

0

50

100

150

200

250

300

350

Azusa High Desert Inland Empire Murrieta Online Orange County San Diego

2016-17 (N=812)

2017-18 (N=705)

2018-19 (N=633)

4

Admitted Candidates by Race/Ethnicity in 2016-17, 2017-18, & 2018-19 The ethnic and racial diversity profile of Azusa Pacific University’s School of Education reflects an increasing number of candidates who identify as non-white or ethnically diverse. The figure below shows the percentage of admitted candidates who provided their ethnic or racial identify on their application. The percentage of non-white or ethnically diverse applicants exceed 50% for each of the three most recent academic years. In 2018-19, over 66% of applicants to the School of Education identified as non-white or ethnically diverse, with over 39% of those applicants identifying as Hispanic of any race.

6

38 45

282

80

119

4

310

2

4932

228

3 1

99

9

282

2

28 32

250

2 2

89

16

212

0

50

100

150

200

250

300

350

AmericanIndian or

Alaska Native

Asian Black orAfrican

American

Hispanics ofany race

NativeHawaiian orOther Pacific

Islander

NonresidentAlien

Race andEthnicityunknown

Two or moreraces

White

2016-17 (N=812)

2017-18 (N=705)

2018-19 (N=633)

5

Mean Undergraduate GPA for Admitted Candidates by Division/Department in 2016-17, 2017-18, & 2018-19 CAEP Standard 3.2 and A.3.2 states the minimum criteria is a grade point average of 3.00. As the educator preparation programs offered in the timeframe being examined were all offered at the graduate level, the School of Education uses the undergraduate bachelor’s level GPA at the time of admission as the GPA to be examined. Each of the divisions/departments in the School of Education have mean grade point averages for their programs that are at or above the minimum requirement. The mean for all divisions/departments has increased over the three most recent academic years.

3.05

3.133.15

3.14 3.14 3.15

3.34

3.18

3.22

2.80

2.90

3.00

3.10

3.20

3.30

3.40

3.50

3.60

Educational Leadership School Counseling & School Psychology Teacher Education

2016-17 (N=812)

2017-18 (N=705)

2018-19 (N=633)

6

Mean Performance on a Nationally Normed Assessment for Admitted Candidates, 2017-18, 2018-19 and Fall 2019 CAEP Standard 3.2 also requires a group average performance on nationally normed assessments in the top 50 percent of those assessed. Early in the 2019-20 academic year, CAEP recognized the California Basic Skills Test (CBEST) as being substantially equivalent to nationally normed assessments (e.g., SAT, ACT, GRE). Group average performance for candidates who were admitted to Initial Teacher Preparation programs in the School of Education must meet or exceed a mean of 50.2 on the Reading subtest of the CBEST and must meet or exceed a mean of 52.9 on the Math subtest of the CBEST to demonstrate performance in the top 50 percent of those assessed. The scaled scores used for reporting CBEST results range from 20 to 80 for each subtest. The passing score established by the California Commission on Teacher Credentialing (CTC) on each CBEST subtest is a scaled score of 41. A total score (the sum of Reading, Mathematics, and Writing scaled scores) of 123 is required for passing status. It is possible to pass the CBEST with a scaled score on one or two subtests as low as 37, provided that the total score is 123 or higher. It is not possible, however, to pass the CBEST if any subtest score is below 37, regardless of how high the total score may be. Please note: This performance expectation is only required of initial programs and initial programs are only offered by the Division of Teacher Education. So, the data presented are specific to the Division of Teacher Education. In 2017-18 the Division of Teacher Education admitted 525 applicants to Initial Teacher Preparation programs. Official scaled scores of CBEST performance were received for 91.24% (n=479) of admitted candidates. In 2018-19, the Division of Teacher Education admitted 448 applicants to Initial Teacher Preparation programs. Official scaled scores of CBEST performance were received for 86.38% (n=387) of admitted candidates. In the Fall of 2019, the Division of Teacher admitted 170 new students to Initial Teacher Preparation programs. Official scaled scores of CBEST performance were received for 85.29% (n=145) of admitted candidates. For the remaining percentages of admitted candidates for each year the CBEST score report did not include scaled scores or the Basic Skills required was met through means other than the CBEST. The mean performance on the CBEST Reading subtest for 2017-18 admitted candidates with CBEST scaled scores was 52.00, for 2018-19 admitted candidates it was 52.04 and for Fall 2019 admitted candidates it was 54.33. This ranges from 1.76 to 4.09 scaled score points above the 50.24 mark that represents the top 50 percent of those assessed. The mean performance of the CBEST Math subtest for 2017-18 admitted candidates with CBEST scaled scores was 53.44, for 2018-19 admitted candidates it was 52.85, and for Fall 2019 admitted candidates it was 56.52. This ranges from 0.63 to 4.30 scaled score points above the 52.22 mark that represents the top 50 percent of those assessed.

52.00

53.44

52.0452.85

54.33

56.52

50.0051.00

52.0053.0054.00

55.0056.00

57.00

58.00

59.0060.00

CBEST Reading Mean of Performance (50.24 = Top 50% of ThoseAssessed)

CBEST Math Mean Performance (52.22 = Top 50% of Those Assessed)

2017-18 (N=479)

2018-19 (N=387)

Fall 2019 (N=145)

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II. School of Education Enrolled Candidates

Enrolled Candidates by Division/Department in 2016-17, 2017-18, & 2018-19 Overall candidate enrollment has decreased in the School of Education by 7.18% (N=119) from 2016-17 to 2017-18, and by an additional 8.39% (N=129) from 2017-18 to 2018-19. Despite the drop in enrollment numbers, the ratio of candidates enrolling in the three divisions/departments of the School of Education remains consistent.

217 189141

401 373344

1038 975 923

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2016-17 (N=1656) 2017-18 (N=1537) 2018-19 (N=1408)

Teacher Education

School Counseling & School Psychology

Educational Leadership

8

Enrolled Candidates by Regional Campus in 2016-17, 2017-18, & 2018-19 Location of enrollment is determined by identifying at which location a candidate completed the majority of his or her coursework in each academic year. Enrollment across Azusa, the five regional campuses and online has remained consistent, with Azusa having the highest number of enrolled candidates, and Murrieta having the second highest. The number of candidates enrolled in programs online has fallen in 2018-19; this may be due to the work the Division of Teacher Education has done to embed emphasis courses (which are offered online) within the program to improve completion rates.

693

10790

227

315

174

50

652

126 134

232

130

192

71

586

125 122

249

76

183

67

0

100

200

300

400

500

600

700

Azusa High Desert Inland Empire Murrieta Online Orange County San Diego

2016-17 (N=1656)

2017-18 (N=1535)

2018-19 (N=1408)

9

Enrolled Candidates by Ethnicity in 2016-17, 2017-18, & 2018-19 Candidate enrollment has become more diverse in 2018-19, with more than 64% of enrolled students identifying as non-white/ethnically diverse or unknown. As of 2017, Azusa Pacific University has been designated as a Hispanic-Serving institution (HSI), and the School of Education has a Hispanic student enrollment of about 37% in 2018-19, growing from 34% in 2017-18.

Degree Completer Data by Department for 2016-17, 2017-18, and 2018-19

11

85 95

556

10

203

10

682

9

81 82

524

7

211

13

608

11

6378

521

7 2

185

29

512

0

100

200

300

400

500

600

700

American Indianor Alaska Native

Asian Black or AfricanAmerican

Hispanics of anyrace

Native Hawaiianor Other Pacific

Islander

NonresidentAlien

Race andEthnicityunknown

Two or moreraces

White

2016-17 (N=1656)

2017-18 (N=1535)

2018-19 (N=1408)

10

The School of Education offers more than 15 degree programs, including a Doctorate in Educational Leadership. The following data chart displays the total count of degrees conferred for each year by Department.

237

93

31

282

143

26

310

128

34

0

50

100

150

200

250

300

350

Division of Teacher Education Department of School Counseling & SchoolPsychology

Department of Educational Leadership

2016-17 (N=361)

2017-18 (N=451)

2018-19 (N=472)

11

Credentials Recommended by Level and Area in 2016-17, 2017-18, 2018-19 The School of Education recommends credentials for candidates who complete credential specific coursework and assessments in the program. In 2017-18, there was a jump in credential recommendations, largely due to an increase in enrollment in the area of Pupil Personnel Services Credentials in the Department of School Counseling and School Psychology and in the area of Multiple and Single Subject Preliminary Teaching Credentials in the Division of Teacher Education.

IV. Exams and Assessments

144131

35

106

86

15

34

4

245

117

19

86

154

16

36 31

176

82

0

27

136

5

22 17

0

50

100

150

200

250

300

Multiple/SingleSubject

PreliminaryCredential

EducationSpecialist


Multiple/SingleSubject Clear

Credential

EducationSpecialist Clear

Credential

Pupil PersonnelServices (School

Counseling &School

Psychology)

AdministrativeServices


AdministrativeServices

Certificates ofEligibility

AdministrativeServices Clear

Credential

2016-17 (N=555)

2017-18 (N=704)

2018-19 (N=465)

12

California Teaching Performance Assessment (CalTPA) Beginning in 2017-18, the California Commission on Teacher Credentialing (CTC) redeveloped the state-sponsored teaching performance assessment, the California Teaching Performance Assessment (CalTPA). A passing score for this assessment meets one of the requirements for earning a preliminary Multiple or Single Subject Teaching Credential. At Azusa Pacific University, candidates of the Education Specialist Preliminary Teaching Credential are also required to submit their CalTPA assessment; however, they are not required to meet the CTC set passing standard. Instead, if Education Specialist Preliminary Teaching Credential candidates do not pass the CalTPA, they must go through a remediation process with the Division of Teacher Education. The CalTPA was piloted at Azusa Pacific University in the Spring of 2018, and candidates pursuing a Single Subject Preliminary Teaching Credential in Social Studies participated in the assessment. Though all candidates who participated in the CalTPA Pilot received passing scores, the report below shows how they were assessed on the rubrics during this period. Candidates in APUs program scored higher than other Social Science candidates throughout the state in Instructional Cycle 1, but lower in Instructional Cycle 2.

Instructional Cycle 1: Learning about Students & Planning

Instruction Instructional Cycle 2: Assessment-Driven Instruction

3.5 3.32.8

3.3

12.8

2.5 2.5 2.3 2.3 2.3

11.8

3 2.9 2.9 2.8

11.6

3.4 3.3 3.3 3 3.3

16.4

0

2

4

6

8

10

12

14

16

18

Step 1 Plan Step 2 Teachand Assess

Step 3 Reflect Step 4 Apply Total Score Step 1 Plan Step 2 Teachand Assess

Step 3 Reflect Step 4 Apply SubjectSpecific

Pedagogy

Total Score

Instructional Cycle 1: Learning about Students and Planning Instruction Instructional Cycle 2: Assessment-Driven Instruction

Spring 2018 CalTPA Pilot Assessment

APU Social Science Participants (N=4) Statewide Social Science Participants (N=28)

13

Step 1 Plan

Step 2 Teach & Assess

Step 3 Reflect

Step 4 Apply

Total Score

Step 1 Plan

Step 2 Teach & Assess

Step 3 Reflect

Step 4 Apply

Subject Specific

Pedagogy

Total Score

APU Social Science Participants (n=4)

3.5 3.3 2.8 3.3 12.8 2.5 2.5 2.3 2.3 2.3 11.8

Statewide Social Science Participants (n=28)

3.0 2.9 2.9 2.8 11.6 3.4 3.3 3.3 3.0 3.3 16.4

The CalTPA was field tested in 2018-19. For CalTPA 2018-19, APU Preliminary Credential Single Subject candidates registered for Instructional Cycles 1 and 2 per their subject. Candidates pursuing Preliminary Multiple Subject or Education Specialist Credentials were required to register and take either the Multiple Subject Literary1/Math2 or the Multiple Subject Math1/Literary2. Passing scores for the field test were: Instructional Cycle 1 (8 rubrics): A final cut score of 19 points with one score of 1 allowed and Instructional Cycle 2 (9 rubrics): A final cut score of 21 with one score of 1 allowed. For many of the Single Subject areas, candidates in APUs program scored slightly higher than other candidates throughout the state in Instructional Cycle 1, but lower in Instructional Cycle 2. However, for the Multiple Subject areas, APU candidates scored lower that other candidates throughout the state on both Instructional Cycles. This difference in the Multiple Subject areas is likely due to the inclusion of Education Specialist candidates who generally score lower on the Instructional Cycles due to student teaching and intern placements that included added challenges to completing the CalTPA.

26.1 2624.1

22.9 2223.5

21.8

24.4 25.1 24.9

22.3 22.6

26.5 27.425.8 26.6

23.925.8

23.425.5

23.925.1 25.9

26.9

22.4

26.4

23.9

27.7

0

5

10

15

20

25

30

Mean Scaled Score for all CalTPA Cycles

Mean TotalRubric Score-APU

Mean TotalRubric Score-State

14

Cycle #APU Test

Takers #APU Pass % APU Pass

#State Test Takers

#State Passed % State Pass Mean Total

Scaled Score-APU

Mean Total Scaled Score-

State

Total Cycle 1 227 221 97% 5,476 5,373 98% 22.9 22.7

Total Cycle 2 202 192 95% 3,887 3,796 98% 22.0 22.7

Total 429 413 96.27% 9,363 9,169 97.93% 23.5 23.8

Business 1 1 1 100% 6 5 83% 15.0 13.8

Business 2 1 1 100% 5 4 80% 21.0 15.8

English 1 17 17 100% 533 526 99% 26.1 25.8

English 2 14 13 93% 371 360 97% 26.0 26.6

Social Science 1 15 15 100% 426 418 98% 26.5 23.9

Social Science 2 14 14 100% 323 320 99% 27.4 27.7

Mathematics 1 9 9 100% 325 317 98% 24.1 23.9

Mathematics 2 7 7 100% 217 215 99% 22.9 25.8

Multiple Subject—Literacy 1 97 93 96% 1,398 1,369 98% 22.0 23.4

Multiple Subject —Literacy 2 34 30 88% 1336 1304 98% 23.5 25.5

Multiple Subject —Math 1 39 37 95% 1912 1879 98% 21.8 23.9

Multiple Subject —Math 2 86 84 98% 978 967 99% 24.4 25.1

Music 1 5 5 100% 122 118 97% 22.2 22.9

Music 2 5 4 80% 101 92 91% 21.8 24.5

Science 1 15 15 100% 355 349 98% 22.3 22.4

Science 2 14 14 100% 253 245 97% 22.6 26.4

Physical Education 1 27 27 100% 276 273 99% 25.1 25.9

Physical Education 2 25 23 92% 211 203 96% 24.9 26.9

World Languages 1 2 2 100% 123 119 97% 23.5 21.2

World Languages 2 2 2 100% 92 86 93% 27.5 25.1

15

California Basic Educational Skills Test (CBEST) All of the Preliminary Teaching Credential programs and Pupil Personnel Services Credential Programs at APU School of Education require that candidates successfully complete the CBEST exam to be admitted to their program. The chart below shows the Best Attempt pass rates for the CBEST exam and for all state and APU test takers over the past three years, as provided by Pearson Exams Results Analyzer. Although the passing rates of candidates who report their scores to APU continues to decline, the pass rate for APU test takers in 2018-19 is more than 12% higher than test takers statewide in the same year.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

APU Test Takers (n=121)

State Test Takers (n=7,369)

APU Test Takers (n=145_


APU Test Takers (n=175)


2018-1

92017-1

82016-1

7

CBEST Pass Rates for APU and State Test Takers

Pass Not Pass

16

2016-17 2017-18 2018-19

# APU Test

Takers

# APU Pass

APU Mean Scaled Score

# State Test

Takers

# State Pass

State Mean Scaled Score

# APU Test

Takers

# APU Pass


# State Test

Takers

# State Pass


# APU Test

Takers

# APU Pass


# State Test

Takers

# State Pass

State Mean

Scaled Score

CBEST: All Sections

175 149 - 8,172 6,744 - 145 117 - 6,873 5,500 - 121 95 - 7,369 5,150 -

Math 175 142 49.1 8,136 6,688 50.5 130 105 48.9 6,456 5,107 49.8 114 93 49.4 6,668 4,894 47.9

Reading 159 136 49.9 7,908 6,530 49.6 135 102 47.6 6,670 5,534 49.3 101 87 49.4 6,428 4,962 48.2

Writing 170 129 42.3 7,767 5,642 42.2 120 86 40.1 6,633 4,747 41.7 110 76 40.7 6,527 4,390 40.8

0

5

10

15

20

25

30

35

40

45

50

55

Writing Math Reading CBEST: AllSections



2016-17 2017-18 2018-19

CBEST Mean Scaled Scores



17

The Reading Instruction Competence Assessment (RICA) The RICA exam is required for all Multiple Subject and Education Specialist Disabilities Preliminary Teaching Credential candidates. The chart below shows Best Attempt pass rates for the RICA Written Exam, as most candidates from Azusa Pacific University complete the requirement through the written version of the exam. The pass rate for APU candidates is lower than the pass rate for all state test takers for each academic year. Below the chart, there are tables showing the Mean Scaled Score for the entire exam, and the Mean Component Scores for the various sections of the exam, which further detail students performing below the State Mean.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

APU RICA Written (n=157)

State RICA Written (n=6,359)





2018-1

92017-1

82016-1

7

Pass Not Pass

18

230.7

233.7

228.5

232.6

218.7

227.8

210

215

220

225

230

235

APU RICA Written (N=156) State RICA Written(N=5,767)



2016-17 2017-18 2018-19

RICA Mean Scaled Scores

0

0.5

1

1.5

2

2.5

3

3.5

Domain 1: Planning,Organizing, &

Managing ReadingInstr. Based on

OngoingAssessment

Domain 2: WordAnalysis

Domain 3: Fluency Domain 4:Vocabulary,Academic

Language, andBackgroundKnowledge

Domain 5:Comprehension

Case Study

Component Scores of RICA Domains

2016-17 APU RICA Written (N=156)

2016-17 State RICA Written (N=5,767)





19

2016-17 2017-18 2018-19

Exam APU RICA Verbal

State RICA Verbal

APU RICA

Written

State RICA

Written

APU RICA Verbal

State RICA Verbal

APU RICA

Written

State RICA

Written

APU RICA Verbal

State RICA Verbal

APU RICA

Written

State RICA

Written

# Takers 6 114 156 5,767 2 114 156 5,305 5 215 157 6,359

# Pass Low N 65 149 5,496 Low N 65 140 4,898 Low N 95 93 5,072

# Not Pass Low N 49 7 271 Low N 49 16 407 Low N 120 64 1,287

% Pass - 57% 96% 95% - 57% 90% 92% - 44% 59% 80%

% Not Pass - 43% 4% 5% - 43% 10% 8% - 56% 41% 20%

Mean Total Scaled Score Low N 213.8 230.7 233.7 Low N 211.9 228.5 232.6 Low N 205.6 218.7 227.8

Domain 1: Planning, Organizing, & Managing Reading Instr. Based on Ongoing Assessment

- - 3.2 3.3 - - 3.1 3.2 - - 2.8 3.1

Domain 2: Word Analysis - - 2.7 2.8 - - 2.8 2.8 - - 2.4 2.7

Domain 3: Fluency - - 2.7 2.7 - - 2.5 2.6 - - 2.4 2.5

Domain 4: Vocabulary, Academic Language, and Background Knowledge

- - 2.7 2.7 - - 2.5 2.7 - - 2.3 2.6

Domain 5: Comprehension - - 2.8 2.9 - - 2.8 2.9 - - 2.6 2.7

Case Study - - 2.3 2.3 - - 2.2 2.3 - - 2.2 2.2

California Subject Examinations for Teachers (CSET)

20

The CSET Exam is designed to measure a candidate’s skills, knowledge and abilities in a specified subject area. Based on the selected subject area, examinees are required to complete the number of exams in that area. In the School of Education Preliminary Teaching Credential Programs, candidates tested most frequently in the subject areas represented in the table below. Candidates are required to show subject matter proficiency for their credential area prior to enrolling in Clinical Practice. The following tables are collected from Pearson’s Results Analyzer and provide the Best Attempt pass rates for both APU test takers and California State test takers over 3 years. The charts show a comparison of pass rates for APU test takers and all California test takers for the exams. Areas not included below had counts too small to be considered.

2016-17 2017-18 2018-19

APU Test

Takers

APU # Pass

APU % Pass

State Test

Takers

State # Pass

State %

Pass

APU Test

Takers

APU # Pass

APU % Pass

State Test

Takers

State # Pass

State %

Pass

APU Test

Takers

APU # Pass

APU % Pass

State Test

Takers

State # Pass

State %

Pass

English I (105) 24 21 88% 1,918 1,708 89% 26 22 85% 1,818 1,589 87% 35 28 80% 1,787 1,498 84%

English II (106) 28 27 96% 1,822 1,688 93% 25 20 80% 1,664 1,503 90% 32 29 91% 1,683 1,463 87%

English III (107) 25 23 92% 1,821 1,619 89% 25 24 96% 1,672 1,480 89% 31 25 81% 1,702 1,428 84%

English IV (108) 26 23 88% 1,810 1,669 92% 29 26 90% 1,630 1,474 90% 29 28 97% 1,658 1,400 84%

Math I (211) 22 12 55% 1,656 999 60% 21 11 52% 1,827 1,022 56% 35 17 49% 1,872 883 47%

Math II (212) 22 17 77% 1,264 905 72% 16 8 50% 1,326 859 65% 24 14 58% 1,457 812 56%

Math III (213) 8 Low N - 633 438 69% 5 Low N - 664 439 66% 5 Low N - 669 413 62%

Mult. Subject I (101) 248 222 90% 11,236 10,070 90% 208 174 84% 10,901 9,371 86% 219 170 78% 10,876 8,221 76%

Mult. Subject II (214) - - - - - - 161 130 81% 9,240 7,622 82% 251 184 73% 11,112 8,032 72%

Mult. Subject II (102) 283 218 77% 12,673 10,295 81% 10 7 70% 534 349 65% - - - - - -

Mult. Subject III (103) 220 210 95% 11,104 10,223 92% 194 179 92% 10,713 9,682 90% 213 181 85% 10,373 8,393 81%

Physical Ed. I (129) 35 33 94% 768 625 81% 22 19 86% 792 619 78% 20 11 55% 857 613 72%

Physical Ed. II (130) 30 28 93% 735 577 79% 28 25 89% 717 549 77% 24 17 71% 834 570 68%

Physical Ed. III (131) 38 35 92% 724 581 80% 26 23 88% 729 561 77% 22 11 50% 814 530 65%

Sci. I: General (118) 29 23 79% 1,843 1,552 84% - - - - - - - - - - - -

Sci. II: General (119) 29 18 62% 1,877 1,489 79% - - - - - - - - - - - -

Sci. III: Biology (120) 18 11 61% 1,136 760 67% - - - - - - - - - - - -

Sci. III: Chemistry (121) 6 Low N - 496 350 71% - - - - - - - - - - - -

Sci. III: Earth (122) 3 Low N - 241 170 71% - - - - - - - - - - - -

Sci. III: Physics (123) 1 Low N - 321 135 42% - - - - - - - - - - - -

Sci. I: General (215) - - - - - - 26 23 88% 1,577 1,300 82% 28 23 82% 1,812 1,353 75%

Sci. II: Chemistry (218) - - - - - - 3 Low N - 448 344 77% 5 Low N - 486 355 73%

Sci. II: Earth (219) - - - - - - 0 Low N - 162 103 64% 3 Low N - 192 126 66%

Sci. II: Life (217) - - - - - - 14 12 86% 952 788 83% 12 9 75% 1,005 768 76%

Sci. II: Physics (220) - - - - - - 1 Low N - 279 177 63% 5 Low N - 361 195 54%

Social Sci. I (114) 25 19 76% 1,703 1,411 83% 20 17 85% 1,660 1,329 80% 26 21 81% 1,675 1,238 74%

Social Sci. II (115) 25 20 80% 1,555 1,344 86% 22 18 82% 1,567 1,320 84% 25 21 84% 1,545 1,269 82%

Social Sci. III (116) 22 21 95% 1,507 1,328 88% 19 14 74% 1,501 1,306 87% 23 18 78% 1,492 1,216 82%

21

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

APU English I (105) (n=35)

State English I (105) (n=1,787)

APU English II (106) (n=32)

State English II (106) (n=1,683)

APU English III (107) (n=31)

State English III (107) (n=1,702)

APU English IV (108) (n=29)

State English IV (108) (n=1,658)

















20

18

-19

20

17

-18

20

16

-17

Pass Not Pass

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

APU Math I (211) (n=35)

State Math I (211) (n=1,872)

APU Math II (212) (n=24)

State Math II (212) (n=1,457)

APU Math I (211) (n=21)

State Math I (211) (n=1,827)



APU Math I (211) (n=22)

State Math I (211) (n=1,656)



20

18

=1

92

017

-18

20

16

-17

Pass Not Pass

22

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

APU Mult Subj I (101) (n=219)State Mult Subj I (101) (n=10,876)

APU Mult Subj II (214) (n=251)State Mult Subj II (214) (n=11,112)

APU Mult Subj III (103) (n=213)State Mult Subj III (103) (n=10,373)







20

18

-19

20

17

-18

20

16

-17

Pass Not Pass

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

APU PE I (129) (n=20)

State PE I (129) (n=857)

APU PE II (130) (n=24)

State PE II (130) (n=834)

APU PE III (131) (n=22)

State PE III (131) (n=814)

APU PE I (129) (n=22)

State PE I (129) (n=792)

APU PE II (130) (n=28)


APU PE III (131) (n=26)


APU PE I (129) (n=35)

State PE I (129) (n=768)

APU PE II (130) (n=30)


APU PE III (131) (n=38)


20

18

-19

20

17

-18

20

16

-17

Pass Not Pass

23

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

APU Sci I General (215) (n=28)

State Sci I General (215) (n=1,812)

APU Sci II Life (219) (n=12)

State Sci II Life (219) (n=1,005)



APU Sci II Life (219) (n=14)

State Sci II Life (219) (n=952)



APU Sci II General (119) (n=29)

State Sci II General (119) (n=1,877)

APU Sci III Biology (120) (n=18)

State Sci III Biology (120) (n=1,136)

20

18

-19

20

17

-18

20

16

-17

Pass Not Pass

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

APU Social Sci I (114) (n=26)

State Social Sci I (114) (n=1,675)

APU Social Sci II (115) (n=25)

State Social Sci II (115) (n=1,545)

APU Social Sci III (116) (n=23)

State Social Sci III (116) (n=1,492)













20

18

-19

20

17

-18

20

16

-17

Pass Not Pass

24

Praxis II: School Psychologist Exam The Praxis Data are provided by the Educational Testing Services (ETS) in an annual report created in September of each academic year, respectively. The reports represent data from all students who attempted the Praxis School Psychologist Exam (5402) between September 1 through August 31 of each respective academic year (i.e. 2016-17, 2017-18, 2018-19), and who requested their scores be reported to Azusa Pacific University School of Education. The Program Required Score for passing is a minimum of 147. The average performance range for students reporting to APU is also lower than the average performance range for all test takers all three academic years. Additionally, the California Median score is equal to or higher than the APU Median score in all three academic years. The table below shows a comparison of highest observed scores, median observed scores, and lowest observed scores among APU test takers. There is a slight increase in the highest observed scores over the three-year period between 2016-17 and 2018-19; however, for the median scores, there is a decline. The average performance range was above 147 for all three academic years.

# of Examinees Highest Observed Score Lowest Observed Score Median Average Performance Range

2016-17

APU Examinees 29 181 146 162 157 – 169

California Examinees 373 190 128 162 154 – 171

All Examinees 2680 193 126 170.5 162 – 177

2017-18

APU Examinees 42 183 128 160.5 153 – 165


All Examinees 2690 196 113 169 162 – 177

2018-19 APU Examinees 60 188 135 159.5 154 – 167


162

160.5159.5

162

164

160

170.5

169

167

154

156

158

160

162

164

166

168

170

172

2016-17 2017-18 2018-19

Median Praxis Scores

APU Examinees

California Examinees

All Examinees

25

All Examinees 2071 193 122 167 160 – 175

Praxis II: School Counselor Exam The Praxis Data are provided by the Educational Testing Services (ETS) in an annual report created in September of each academic year, respectively. The reports represent data from all students who attempted the Praxis Professional School Counselor Exam (5421) between September 1 through August 31 of each respective academic year (i.e. 2016-17, 2017-18, 2018-19), and who requested their scores be reported to Azusa Pacific University School of Education. The Program Required Score for passing is a minimum of 150. The average performance range for students reporting to APU is also lower than the average performance range for all test takers all three academic years. However, the California Median score is equal to the APU Median score in all three academic years. The table below shows a comparison of highest observed scores, median observed scores, and lowest observed scores among APU test takers. The lowest observed score for APU test takers has increased each year, which shows that APU students are improving in their overall performance; moreover, the average performance range was above 150 for all three academic years.

# of Examinees Highest Observed Score Lowest Observed Score Median Average Performance Range

2016-17

APU Examinees 80 186 139 166 159-173

California Examinees 407 187 132 166 159-173

All Examinees 3704 194 123 170 162-177

2017-18

APU Examinees 114 180 147 165 159-172


All Examinees 3718 195 111 169 162-176

166165 165

166165 165

170169 169

154

156

158

160

162

164

166

168

170

172

2016-17 2017-18 2018-19

Median Praxis Scores

APU Examinees

California Examinees

All Examinees

26

2018-19

APU Examinees 73 183 148 165 159-169


All Examinees 3856 195 117 169 162-177

27

VI. Placement Data Division of Teacher Education Placement – Clinical Practice Preliminary credential candidates in the Division of Teacher Education are required to complete Clinical Practice at the culmination of their preliminary credential coursework. The majority of candidates complete a total of 540+ hours of Clinical Practice at one school location. However, some multiple subject candidates complete their Clinical Practice hours across two different school settings. Data reflect that more than 53% of candidates in 2017-18 and 2018-19 completed Clinical Practice in a school setting that was 61-80% ethnically diverse, and that more than 29% of candidates in 2017-18 and 25% of candidates in 2018-19 were in school settings with 81-100% of students qualifying for Free or Reduced Price Meals. The state average for English Learners in a school is 23%. In 2017-18 more than 36% and in 2018-19 more than 30% of candidates were in school settings with more than 21% English Learners.

0

50

100

150

200

250

0-20% 21-40% 41-60% 61-80% 81-100% 0-20% 21-40% 41-60% 61-80% 81-100% 0-20% 21-40% 41-60% 61-80% 81-100%

% of Non-White Students % of Free or Reduced Price Meals % of English Learners

Division of Teacher Education Preliminary Credential Clincial Practice School Placement

2017-18 Total (N=202)

2018-19 Total (N=365)

28

Department of School Counseling & School Psychology Candidates of School Counseling Programs are required to complete 600 hours of Field Experience or Internship at two different School Placements. Candidates must complete a minimum of 200 hours at one location. Candidates of School Psychology Programs are required to complete 1200 hours of Field Experience or Internship at two different School Placements. Candidates must complete a minimum of 200 hours at one location.

0

10

20

30

40

50

60

70

80

90

100

0-20% 21-40% 41-60% 61-80% 81-100% 0-20% 21-40% 41-60% 61-80% 81-100% 0-20% 21-40% 41-60% 61-80% 81-100%

% of Non-White Students % of Free Reduced Lunch % of English Learners

School Counseling PPS Credential Fieldwork/Internship School Placement

2016-17 (N=142)

2017-18 (N=173)

2018-19 (N=99)

29

0

5

10

15

20

25

30

35

40

45

50

0-20% 21-40% 41-60% 61-80% 81-100% 0-20% 21-40% 41-60% 61-80% 81-100% 0-20% 21-40% 41-60% 61-80% 81-100%

% of Non-White Students % of FRL Students % of English Learners

School Psychology Field Experience/Internship School Placement

2016-17 (N=44)

2017-18 (N=41)

2018-19 (N=69)

30

Educational Leadership School Placement Demographics

0

5

10

15

20

25

0-20% 21-40% 41-60% 61-80% 81-100% 0-20% 21-40% 41-60% 61-80% 81-100% 0-20% 21-40% 41-60% 61-80% 81-100%

% of Non-White Students % of Students Receiving Free or Reduced PriceMeals

% of English Learners

Clear Administrative Services Credential School Placement Demographics

2016-17 (N=17)

2017-18 (N=30)

2018-19 (N=11)

31

0

5

10

15

20

25

30

0-20% 21-40% 41-60% 61-80% 81-100% 0-20% 21-40% 41-60% 61-80% 81-100% 0-20% 21-40% 41-60% 61-80% 81-100%



Preliminary Administrative Services Credential Primary School Placement Demographics

2016-17 (N=31)

2017-18 (N=34)

2018-19 (N=28)

0

5

10

15

20

25

0-20% 21-40% 41-60% 61-80% 81-100% 0-20% 21-40% 41-60% 61-80% 81-100% 0-20% 21-40% 41-60% 61-80% 81-100%



Preliminary Administrative Services Credential Secondary School Placement Demographics

2016-17 (N=30)

2017-18 (N=33)

2018-19 (N=28)

32

VII. Completion Data Program Completer Feedback on Teaching Performance Expectations (TPEs) The California Commission on Teacher Credentialing (CTC) administers a completer survey of Preliminary Teacher Credential Programs and shares data with these programs. The data collected through the survey process represent the self-reported individual perceptions of completers of the Multiple Subject, Single Subject, Mild/Moderate, and Moderate/Severe Credential Programs at APU. Individual completers elected to take the survey voluntarily and provided answers under conditions that promised anonymity. Response Rate:

• Multiple Subject Completers: 2016-17 Program Completers had a response rate of 100% (n=69). 2017-18 Program Completers had a response rate of 96.1% (n=74 of 77). 2018-19 Program Completers had a response rate of 87.6% (n=78 of 89).

• Single Subject Completers: 2016-17 Program Completers had a response rate of 91.6% (n=65 of 71). 2017-18 Program Completers had a response rate of 98.0% (n=97 or 99). 2018-19 Program Completers had a response rate of 96.6% (n=84 of 87).

• Education Specialist Completers: 2016-17 Program Completers had a response rate of 94.6% (n=106 of 112). 2017-18 Program Completers had a response rate of 96.0% (n=72 of 75). 2018-19 Program Completers had a response rate of 97.5% (n=77 of 79).

Analysis of Data from Preliminary Teacher Credential Program Completers:

• Consistently across the past three years, a higher percentage of APU Multiple Subject, Single Subject and Education Specialist Program Completers indicated that overall their teacher preparation program was very effective at developing the skills or tools they needed to become a teacher than Program Completers statewide. Additionally, when we consider Program Completers who responded with either very effective or effective, only APU Education Specialist Completers from 2018-19 had a slightly lower percentage than Program Completers statewide (86.3% compared to 89.7%).

• Additionally, when we look across the TPEs for the past three years a higher percentage of APU Program Completers indicate being very well prepared compared to Completers Statewide. This is also true when we consider completers who indicated being very well prepared and well prepared together. The only exception to this is with the Developing as a Professional Educator TPE and Education Specialist Completers from 2018-19 where 83.0% of APU Completers indicated being either very well prepared or well prepared compared to 83.1% of Completers statewide.

• 2018-19 APU Multiple Subject Completers indicated they felt very well prepared in higher percentages in the area of the Creating and Maintaining Effective Environments for Student Learning TPE (65.4%). Smaller percentages of 2018-19 APU Multiple Subject Completers indicated they felt very well prepared in the areas of the Engaging and Supporting All Students in Learning TPE (52.3%) and the Developing as a Professional Educator TPE (50.5%).

• 2018-19 APU Single Subject Completers indicated they felt very well prepared in higher percentages in the area of the Creating and Maintaining Effective Environments for Student Learning TPE (63.1%). Smaller percentages of 2018-19 APU Single Subject Completers indicated they felt very well prepared in the areas of the Understanding and Organizing Subject Matter for Student Learning TPE (48.9%) and the Developing as a Professional Educator TPE (46.8%).

• 2018-19 APU Education Specialist Completers indicated they felt very well prepared in higher percentages in the area of the Creating and Maintaining Effective Environments for Student Learning TPE (63.0%). Smaller percentages of 2018-19 APU Education Specialist Completers indicated they felt very well prepared in the area the Developing as a Professional Educator TPE (54.9%) and the Understanding and Organizing Subject Matter for Student Learning TPE (55.8%).

33

0% 25% 50% 75% 100%

2018-19 APU Multiple Subject Completer Responses (N=60)

2018-19 Statewide Multiple Subject Completer Responses (N=4299)





2018-19 APU Single Subject Completer Responses (N=78)

2018-19 Statewide Single Subject Completer Responses (N=3659)





2018-19 APU Education Specialist Completer Responses (N=51)

2018-19 Statewide Education Specialist Completer Responses (N=1675)





Overall, how effective was your teacher preparation program at developing the skills or tools you needed to become a teacher?

Very effective

Effective

Somewhat effective

Not at all effective

34

0% 25% 50% 75% 100%

2018-19 APU Multiple Subject Completer Responses (N=78)2018-19 Statewide Multiple Subject Completer Responses (N=4865)



2018-19 APU Single Subject Completer Responses (N=84)2018-19 Statewide Single Subject Completer Responses (N=4009)



2018-19 APU Education Specialist Completer Responses (N=77)2018-19 Statewide Education Specialist Completer Responses (N=2048)



Engaging and Supporting All Students in Learning

Very Well Well Adequately Poorly Not at all

0% 25% 50% 75% 100%










Creating and Maintaining Effective Environments for Student Learning


35

0% 25% 50% 75% 100%










Understanding and Organizing Subject Matter for Student Learning


0% 25% 50% 75% 100%










Planning Instruction and Designing Learning Experiences for All Students


36

0% 25% 50% 75% 100%










Assessing Students for Learning


0% 25% 50% 75% 100%










Developing as a Professional Educator


37

Program Completer Feedback on California Administrator Performance Expectations (CAPEs) The California Commission on Teacher Credentialing (CTC) administers a completer survey of Administrator Preparation Programs and shares data with these programs. The data collected through the survey process represent the self-reported individual perceptions of completers of the Preliminary Administrative Services Credential (PASC) Program at APU. Individual completers elected to take the survey voluntarily and provided answers under conditions that promised anonymity. 2016-17 Program Completers who were surveyed in 2017 had a response rate of 100% (n=47). 2017-18 Program Completers who were surveyed in 2018 had a response rate of 95.7% (n=45 of 47). 2018-19 Program Completers who were surveyed in 2019 had a response rate of 96.4% (n=27 of 28). Analysis of Data from Preliminary Administrative Service Credential Completers:

• In 2018-19, 57.1% of APU program completers indicated the Preliminary Administrative Services Credential Program was very effective at helping them develop the skills and tools they needed to become a school leader, which is lower than the 67.4% of program completers statewide who indicated their program was very effective. 90.5% of APU program completers indicated the Preliminary Administrative Services Credential Program was effective or very effective, which is also lower than the 94.2% of program completers statewide who indicated their program was effective or very effective.

• As we examine responses to the CAPEs in 2018-19, the largest percentage of APU program completers indicated they were very well prepared in Visionary Leadership (63.9%) with preparation in Instructional Leadership following just slightly behind (63.0% indicating very well prepared). The lowest percentage of APU program completers indicating they were very well prepared was 48.5% in Organizational and Systems Leadership.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2018-19 APU PASC Completer Preparation (N=21)

2018-19 Statewide PASC Completer Preparation (N=1892)





How effective was your preparation program at helping you develop the skills and tools you needed to become a school leader?

Very Effective Effective Somewhat Effective Ineffective

38

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2018-19 APU PASC Completer Preparation - Visionary Leadership (N=27)

2018-19 Statewide PASC Completer Preparation - Visionary Leadership (N=2191)





2018-19 APU PASC Completer Preparation - Instructional Leadership (N=27)

2018-19 Statewide PASC Completer Preparation - Instructional Leadership (N=2184)





2018-19 APU PASC Completer Preparation - School Improvement Leadership (N=23)

2018-19 Statewide PASC Completer Preparation - School Improvement Leadership (N=2022)





2018-19 APU PASC Completer Preparation - Professional Learning and Growth Leadership (N=23)

2018-19 Statewide PASC Completer Preparation - Professional Learning and Growth Leadership…





2018-19 APU PASC Completer Preparation - Organizational and Systems Leadership (N=23)

2018-19 Statewide PASC Completer Preparation - Organizational and Systems Leadership (N=2019)





2018-19 APU PASC Completer Preparation - Community Leadership (N=23)

2018-19 Statewide PASC Completer Preparation - Community Leadership (N=2015)





PASC Completer Preparation on CAPEs


39

Indicators of Teaching Effectiveness California is a two-tier credential state. Upon completion of the initial teacher preparation program, individuals are recommended for their Preliminary Teaching Credential. During the first years of teaching, the completer of the initial teacher preparation program must participate in a Teacher Induction program. To complete the Teacher Induction program, the teacher must progress toward mastery of the California Standards for the Teaching Profession and must reflect the learning and professional growth goals indicated within an Individualized Learning Plan. Teachers are not able to complete a Teacher Induction program and be recommended for a Clear Teaching Credential without demonstrating teaching effectiveness. Teachers must progress to a Clear Teaching Credential within 5 years of recommendation for their Preliminary Teaching Credential. In a limited number of instances, teachers may be approved for an extension to their Preliminary Teaching Credential to allow additional time for them to complete a Teacher Induction program and be recommended for a Clear Teaching Credential. The initial teacher preparation programs review the percentages of their completers who have progressed to Clear Teaching Credentials to provide information around employment milestones and teaching effectiveness. In 2011-12, the Multiple Subject Credential program had 104 program completers and 81.7% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; the Single Subject Credential program had 110 program completers and 74.5% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; the Mild/Moderate Credential program had 124 program completers and 84.7% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; the Moderate/Severe Credential program had 42 program completers and 95.2% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year. In 2012-13, the Multiple Subject Credential program had 84 program completers and 90.5% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; the Single Subject Credential program had 111 program completers and 78.4% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; the Mild/Moderate Credential program had 119 program completers and 87.4% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; the Moderate/Severe Credential program had 34 program completers and 91.2% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential program before the start of the 2019-20 academic year. In 2013-14, the Multiple Subject Credential program had 98 program completers and 82.7% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; the Single Subject Credential program had 90 program completers and 82.2% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; the Mild/Moderate Credential program had 91 program completers and 81.3% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; the Moderate/Severe Credential program had 39 program completers and 92.3% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential program before the start of the 2019-20 academic year. In 2014-15, the Multiple Subject Credential program had 92 program completers and 77.2% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; the Single Subject Credential program had 108 program completers and 75.0% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; the Mild/Moderate Credential program had 84 program completers and 79.8% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; the Moderate/Severe Credential program had 51 program completers and 88.2% of these completers demonstrated teaching effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year.

40

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Multiple Subject Completers, 2011-12 (N=104)




Single Subject Completers, 2011-12 (N=110)




Education Specialist Mild/Moderate Completers, 2011-12 (N=124)




Education Specialist Moderate/Severe Completers, 2011-12 (N=42)




Demonstrated Effective Teaching and Progressed to a Clear Credential Achieved a Clear Credential in another Teaching Credential Area

Still hold a Preliminary Credential and are working to Progress to a Clear Credential Moved out of State

Unknown

41

Indicators of Leading Effectiveness California is a two-tier credential state. Upon completion of the Preliminary Administrative Services Credential (PASC) program, individuals are recommended for the Certificate of Eligibility for the PASC if they have yet to be offered an administrative position or directly for the PASC if they have been offered an administrative position. During the first years of leadership the completer of the PASC program must participate in a Clear Administrative Services Credential (CASC) program. To complete the CASC program the administrator must document competence in at least one area of each California Professional Standards for Educational Leaders (CPSEL). Administrators must progress to a Clear Administrative Services Credential within 5 years of recommendation for their Preliminary Administrative Services Credential. The Preliminary Administrative Services Credential program reviews the percentages of completers who have progressed to the Clear Administrative Services Credential to provide information around employment milestones and leadership effectiveness. In 2011-12, the PASC program had 67 program completers recommended for a Certificate of Eligibility and 34.3% of these completers demonstrated leadership effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; 7 program completers were recommended for a Preliminary Administrative Services Credential and 42.9% of these completers demonstrated leadership effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year. In 2012-13, the PASC program had 85 program completers recommended for a Certificate of Eligibility and 17.6% of these completers demonstrated leadership effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; 20 program completers were recommended for a Preliminary Administrative Services Credential and 65% of these completers demonstrated leadership effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year. In 2013-14, the PASC program had 70 program completers recommended for a Certificate of Eligibility and 14.3% of these completers demonstrated leadership effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; 14 program completers were recommended for a Preliminary Administrative Services Credential and 85.7% of these completers demonstrated leadership effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year. In 2014-15, the PASC program had 46 program completers recommended for a Certificate of Eligibility and 26.1% of these completers demonstrated leadership effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year; 11 program completers were recommended for a Preliminary Administrative Services Credential and 72.7% of these completers demonstrated leadership effectiveness and progressed to a Clear Credential before the start of the 2019-20 academic year.

42

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Administrative Services Completers, 2011-12 Recommended for a Certificate of Eligibility (N=67)




Administrative Services Completers, 2011-12 Recommended for Preliminary Administrative ServicesCredential (N=7)




Demonstrated Effective Leadership and Progressed to a Clear Credential

Still Holds/Held a Preliminary Administrative Services Credential

Progressed to an Administrative Position and a Preliminary Administrative Services Credential

Still Hold a Certificate of Eligibility and Have Not Yet Taken an Administrative Position

Moved Out of State

43

VII. Overview of Credential Programs Outside of School of Education The School of Education Office of Credentials also recommends State authorizations and credentials for students in a few departments outside of the School of Education, including Physical Education, Nursing, and University Libraries.

Admitted Candidates by Department in 2016-17, 2017-18, and 2018-19 The data reflected in the chart below displays the count of candidates admitted to each Authorization or Credential program outside of the School of Education by academic year.

Enrolled Candidates by Department in 2016-17, 2017-18, 2018-19

7

10

27

1112

17

11

16

18

0

5

10

15

20

25

30

Adapted Physical Education AddedAuthorization

School Nurse Services Credential Teacher Librarian Services Credential

2016-17

2017-18

2018-19

44

The data reflected in the chart below displays the count of candidates enrolled to each Authorization or Credential program outside of the School of Education by academic year.

Credentials Recommended by Department in 2016-17, 2017-18, 2018-19 The following chart shows how many authorizations or credentials were recommended in programs outside of the School of Education by academic year.

12

35

54

15

23

43

12

21

41

0

10

20

30

40

50

60



2016-17

2017-18

2018-19

45

11

2

23

13

3

18

8

4

18

0

5

10

15

20

25



2016-17

2017-18

2018-19

46

VII. Student Loan Default Rates

Azusa Pacific University: School Default Rates (FY 2014, 2015, 2016)i The rates reflected in the tables and figure below represent the default rates on Federal Student Loans for both Azusa Pacific University (in Fiscal Years 2014, 2015, and 2016) and the State of California (in Fiscal Years 2014, 2015, and 2016). For Fiscal Year 2016, Azusa Pacific University’s Borrower Default rate of 3.0% was well below California’s Borrower Default rate of 8.70%.

OPE ID School Type Control PRGMS FY2014 FY2015 FY2016

001117 AZUSA PACIFIC UNIVERSITY 901 EAST ALOSTA AVENUE AZUSA CA 91702-7000

Master's Degree or Doctor's Degree

Private Both

(FFEL/FDL)

Default Rate 3.8 3.4 3.0

No. in Default Rate 124 123 111

No. in Repay 3,247 3,593 3,628

Enrollment Figures 12,872 13,991 12,501

Percentage Calculation 25.2 25.6 29

Cohort Default Rates by State/Territory Nationalii

California

FY2014 FY2015 FY2016

Default Rate 10.50 10.25 8.70

# of Schools 611 609 615

No. in Default 44,114 41,186 32,166

No. in Repay 416,266 401,245 365,722

3.80%3.40%

3.00%

10.50% 10.25%

8.70%

0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

6.00%

7.00%

8.00%

9.00%

10.00%

11.00%

12.00%

FY2014 FY2015 FY2016

Defa

ult R

ate

(P

erc

enta

ge)

Azusa Pacific University and California's Borrower Default Rates for Fiscal Years 2014, 2015, 2016

APU Default Rate

California Default Rate

47

i The Azusa Pacific University School Default Rates data was retrieved from the U.S. Department of Education website under Default Prevention and Category. U.S. Department of Education Official

School Cohort Default Rate Search: https://nslds.ed.gov/nslds/nslds_SA/defaultmanagement/search_cohort_2015_CY.cfm

The rates are reflective as of 9/26/2018, and show the default rate across the entire university. For schools having 30 or more borrowers entering repayment in a fiscal year, the school’s cohort default rate is

the percentage of a school’s borrowers who enter repayment on certain William D. Ford Federal Direct Loans (Direct Loans) and Federal Family Education Loans (FFELs) during that fiscal year and default

(or meet the other specified condition) before the end of the second fiscal year following the fiscal year that the borrower entered repayment. To provide context for the Cohort Default Rate (CDR) we

include enrollment data (students enrolled at any time during the year) and a corresponding percentage (borrowers entering repayment divided by that enrollment figure). While there is no direct

relationship between the timing of when a borrower entered repayment (October 1 through September 30) and any particular enrollment year, for the purpose of these data, we have chosen to use the

academic year ending on the June 30 prior to the beginning of the cohort year (e.g. FY 2015 CDR Year will use 2013-14 enrollment). ii U.S. Department of Education, Default Rates by State/National Territory, data calculated August 18,2018. https://www2.ed.gov/offices/OSFAP/defaultmanagement/staterates.pdf

https://www2.ed.gov/offices/OSFAP/defaultmanagement/staterates.pdf

2017-18 school of education performance report - final (03.2019) · 2017-18 school of education...

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