Measure 1: Completer impact and effectiveness (R4.1)
2021-2022 Academic Year (AY) Teacher Education Graduates (2023 Completer Survey)
Of the 185 AY 2021-2022 teacher education program graduates, there were 24 who finished the completer survey (response rate 13%). The survey was initially distributed in July 2023, with subsequent reminder emails in August and September 2023. Due to the low response rate, reminder emails were also sent to non-respondents in January 2024 to try to elicit more feedback and seven additional responses were gathered. Of the 24 survey respondents, 15 were graduates of the IB/M program and 9 were graduates of TCPCG. Twenty-three alumni reported employment as the teacher of record for the 2022-2023 school year, and 18 reported being employed within a Connecticut school district. Nine respondents provided information on their performance on their summative teacher evaluation conducted by their supervisor. For the overall rating from the observation of completers’ teaching (e.g., Instructional Practice, Teacher Performance and Practice, or Observation and Performance of Practice), 8 of the 9 respondents (89%) reported ratings of proficient and one respondent reported a rating of exemplary (11%). For the summative rating of the Student Growth and Development component of the evaluation, 7 of the 9 respondents (78%) reported ratings of proficient, one respondent reported a rating of developing (11%), and one respondent reported a rating of exemplary (11%). Due to the low response rate, the data were not disaggregated further to compare the performance of IB/M and TCPCG alumni in these areas.
The completer survey also asked respondents to share the student learning objective that they had established for the teacher evaluation process, how progress was measured toward the student learning goal/objective (Indicators of Academic Growth and Development - IAGD), and the outcomes of the targets identified within the IAGDs. Seven respondents shared information on their student learning objectives and progress and outcomes related to the objectives. There were multiple respondents who reported progress and outcomes on multiple measures related to the student learning objectives. Based upon the responses regarding outcomes, four respondents reported meeting or exceeding their targets (57%) and two respondents reported meeting or exceeding at least one of their targets, but not all (29%). One respondent did not provide sufficient information to determine what the resulting outcome was regarding their students’ progress toward the learning objective (14%). To provide additional information for the respondents that had multiple measures and targets, one respondent had two measures and the second respondent detailed five different measures. The respective outcomes for the multiple measures were: 1) 100% of students met one measure and 95% of students met the other measure (the target was 100% for each measure), and 2) students exceeded the target for the first measure (92.5% - target 90%) but did not reach the target score for the other four measures (range 64-72% - target 80%). Additionally, two respondents shared information on second student learning objectives, but there was not sufficient information provided to determine what the resulting outcomes were regarding their students’ progress toward the learning objectives.
From the overall ratings that completers self-reported regarding their observation of teaching and the feedback that completers provided regarding their progress toward their student learning goals/objectives, the responses indicate that teacher education completers in their first year of teaching demonstrate the knowledge, practice, and dispositions of effective teachers and effectively contribute to their students’ learning growth. The state of Connecticut does not provide statewide information on completer impact and effectiveness. Due to this, no benchmarks are available to compare completers’ first year ratings with other first-year teachers within the state.
2021-2022 AY Teacher Education Graduates (2023 Completer Survey)
Completers’ overall rating from the observation of their teaching performance and practice and completers’ student growth and development rating based upon self-reported survey responses
| Item | Below Standard (1) | Developing (2) | Proficient (3) | Exemplary (4) | Total Responses | Mean |
|---|---|---|---|---|---|---|
| Overall rating from the observation of your teaching (e.g., Instructional Practice, Teacher Performance and Practice, or Observation and Performance of Practice rating)? | 0 0% |
0 0% |
8 89% |
1 11% |
9 | 3.11 |
| What was the Summative Rating you received for the Student Growth and Development component of the evaluation? | 0 0% |
1 11% |
7 78% |
1 11% |
9 | 3.00 |
Measure 2: Satisfaction of employers and stakeholder involvement. (R4.2|R5.3)
Satisfaction of Employers
Teacher Education Employer Feedback Survey 2023
The Connecticut State Department of Education shared school employment information on the 2021-2022 AY Neag School of Education teacher education graduates. In summer 2023, we sent our Teacher Education employer feedback survey to school principals (elementary, middle, and high schools), assistant principals (middle and high schools), and where relevant, district superintendents and assistant superintendents. The survey was distributed to 259 building and district administrators, and survey responses were received from 32 administrators for a response rate of 12%. The survey was set up so that respondents remained anonymous.
- Survey Instructions: Please rate your perception of the performance of recent Neag School of Education teaching program graduates (classroom teachers within their first year of teaching) on the following items.
- Survey Scale: 1 = Below Standard, 2 = Developing, 3 = Proficient, 4 = Exemplary
2023 Employer Survey Results
School and district administrators rated 80% or more of the 2021-2022 AY teacher education graduates as proficient or exemplary for 14 of the 17 items. The highest proficient and exemplary ratings were for the items of "presents content accurately and in a logical and purposeful progression that leads to student learning" (97%), "uses appropriate technology to support student learning" (97%), "plans and teaches instruction to cognitively engage students in the content through problem-solving, critical or creative thinking, discourse or inquiry-based learning, and application to other situations" (96%), and "consistently exhibits professional responsibility and ethical practices" (96%).
For three items, school and district administrators rated 20% or more of 2021-2022 AY teacher education graduates as developing or below standard. The highest percentage of developing and below standard ratings were for the items of "engages students in critically examining the moral and political dimensions of content and invites them to take action to address issues of equity" (26%), "leads students to construct meaning and apply new learning through the use of a variety of differentiated and evidence-based learning strategies" (22%), and "maximizes instructional time by effectively managing routines and transitions" (22%).
For 13 of the 17 items, school and district administrators rated the average performance of 2021-2022 AY teacher education graduates as proficient (3.00) or above. The highest average ratings were for the items of "consistently exhibits professional responsibility and ethical practices" (3.45) and "creates a positive learning environment that is responsive to and respectful of the learning needs of all students" (3.32).
The items with the lowest average ratings were "promotes developmentally appropriate standards of behavior that support productive learning environments for all students" (2.97), "leads students to construct meaning and apply new learning through the use of a variety of differentiated and evidence-based learning strategies" (2.94), "maximizes instructional time by effectively managing routines and transitions" (2.90), and "engages students in critically examining the moral and political dimensions of content and invites them to take action to address issues of equity" (2.90).
Looking at all items combined, school and district administrators rated 88.9% of 2021-2022 AY teacher education graduates as proficient or exemplary on the items. Combined, the average rating for all items was 3.14, which is above the benchmark of proficient (3.00).
Comparison to 2021 Employer Survey
Thirty-two school and district administrators responded to the 2023 employer survey while 17 principals responded to the 2021 employer survey. Looking at all items combined, the 2023 respondents rated 89% of 2021-2022 AY teacher education graduates as proficient or exemplary on the items while the 2021 respondents rated 92% of recent teacher education graduates (in their first to third year of classroom teaching) as proficient or exemplary on the items.
In both years, the following items received high proficient and exemplary ratings: "presents content accurately and in a logical and purposeful progression that leads to student learning" (2023 Survey: 97% and 2021 Survey: 94%), "uses appropriate technology to support student learning" (2023 Survey: 97% and 2021 Survey: 94%), "consistently exhibits professional responsibility and ethical practices" (2023 Survey: 96% and 2021 Survey: 100%), “creates a positive learning environment that is responsive to and respectful of the learning needs of all students” (2023 Survey: 94% and 2021 Survey: 100%), and “interacts with students, families and the community in a culturally respectful manner” (2023 Survey: 94% and 2021 Survey: 100%).
In both years, school and district administrators rated 24% or more of recent teacher education graduates as developing or below standard for the following item: "engages students in critically examining the moral and political dimensions of content and invites them to take action to address issues of equity" (2023 Survey: 26% and 2021 Survey: 24%).
Summary
Results of the 2023 and 2021 employer surveys provide evidence of employers’ satisfaction with completers’ preparation and their effectiveness. The items rated most highly indicate that employers are especially satisfied with completers’ ability to create positive learning environments for all students; exhibit professionalism, culturally respectful behaviors, and ethical practices; and promote student learning by planning accurate, logical, and purposeful lesson progressions that incorporate technology. The teacher education program will continue to meet and plan specific strategies how to improve completers’ preparation for engaging students in critically examining the moral and political dimensions of content and inviting them to take action to address issues of equity.
Stakeholder Involvement
The Neag School of Education regularly involves internal and external stakeholders in program design, evaluation, and continuous improvement processes. Program faculty meet frequently throughout the academic year to review program data and discuss program design, evaluation, and improvement. In addition, stakeholder feedback is systematically sought at multiple points of each program (entrance survey, clinical/internship/practicum evaluations [completed by students, cooperating teachers/supervisors, and university faculty], cooperating teacher feedback survey, exit survey, alumni satisfaction survey, and/or employer satisfaction survey). Program faculty hold regular partnership summits and advisory board meetings which provide opportunities for stakeholders to discuss the strengths of each program, offer input on program evaluations, and share their thoughts on ways to improve the program. The Neag School of Education faculty review the feedback elicited from each of these methods and use it to develop and monitor continuous improvement processes for the educational programs.
2021 Employer Survey Results
Please rate your perceptions of the performance of recent graduates (classroom teachers in their first to three years of teaching) from the Neag School of Education teaching programs.
| Total - All Items Combined | 0 0% |
25 9% |
193 67% |
71 25% |
289 | 3.16 |
| Item | Below Standard (1) | Developing (2) | Proficient (3) | Exemplary (4) | Total Responses | Mean |
| Creates a positive learning environment that is responsive to and respectful of the learning needs of all students. (INTASC 1, 2; 3; CP: 5, 12; CCTh-D; CCCT 1a ) | 0 0% |
0 0% |
12 71% |
5 29% |
17 | 3.29 |
| Promotes developmentally appropriate standards of behavior that support productive learning environments for all students. (INTASC 1, 3; CP:12; 13; CCTh-D, CCCT 1b) | 0 0% |
3 18% |
10 59% |
4 24% |
17 | 3.06 |
| Maximizes instructional time by effectively managing routines and transitions. (INTASC 3; CP:12; CCTRubric 1c) | 0 0% |
2 12% |
12 71% |
3 18% |
17 | 3.06 |
| Plans and teaches instructional content aligned with standards, builds on students’ prior knowledge, and provides for appropriate level of challenge for all students. (INTASC 2, 4, 7, 8; CP:2, 5, 8; CCTh-D; CCCT 2a) | 0 0% |
1 6% |
12 71% |
4 24% |
17 | 3.18 |
| Plans and teaches instruction to cognitively engage students in the content through problem-solving, critical or creative thinking, discourse or inquiry-based learning, and application to other situations. (INTASC 5,7, 8; CP: 3,4,6,14, 15; CCCT 2b) | 0 0% |
2 12% |
10 59% |
5 29% |
17 | 3.18 |
| Selects and uses appropriate and equitable assessment strategies to monitor student progress. (INTASC 2,6,7; CP: 9, 10; CCTh-D; CCCT 2c) | 0 0% |
3 18% |
11 65% |
3 18% |
17 | 3.00 |
| Clearly communicates learning expectations and sets a specific purpose(s) for instruction. (INTASC 6, 7; CP:1, 7; CCCT 3a) | 0 0% |
2 12% |
10 59% |
5 29% |
17 | 3.18 |
| Presents content accurately and in a logical and purposeful progression that leads to student learning. (INTASC 4, 7; CP: 3,4; CCCT 3a) | 0 0% |
1 6% |
11 65% |
5 29% |
17 | 3.24 |
| Leads students to construct meaning and apply new learning through the use of a variety of differentiated and evidence-based learning strategies. (INTASC 2, 8; CP: 2, 5, 8; CCCT 3b) | 0 0% |
3 18% |
10 59% |
4 24% |
17 | 3.06 |
| Engages students in critically examining the moral and political dimensions of content and invites them to take action to address issues of equity. (INTASC 3, 5; CP:16; CCTh-D) | 0 0% |
4 24% |
11 65% |
2 12% |
17 | 2.88 |
| Uses appropriate technology to support student learning. (INTASC 3; CCTh-T) | 0 0% |
1 6% |
10 59% |
6 35% |
17 | 3.29 |
| Assesses student learning, providing feedback to students and adjusting instruction. (INTASC 6, 7; CP:9, 10; CCCT 3c) | 0
0% |
2
12% |
11 65% |
4 24% |
17 | 3.11 |
| Engages in continuous professional learning to impact instruction and student learning. (INTASC 9; CP:11; CCCT 4a) | 0 0% |
1 6% |
12 71% |
4 24% |
17 | 3.18 |
| Collaborates to develop and sustain a professional learning environment to support student learning. (INTASC 10; CP: 18; CCCT 4b) | 0 0% |
0 0% |
13 76% |
4 24% |
17 | 3.24 |
| Works with colleagues, students, and families to develop and sustain a positive school climate that supports student learning. (INTASC 10; CP: 17, 18, 19; CCCT 4c) | 0 0% |
0 0% |
14
82% |
3
18% |
17 | 3.18 |
| Interacts with students, families and the community in a culturally respectful manner. (INTASC 10; CP: 17,18; CCTh-D; CCCT 4c) | 0 0% |
0 0% |
13 76% |
4 24% |
17 | 3.24 |
| Consistently exhibits professional responsibility and ethical practices. (INTASC 10; CP: 11; CCTRubric 4b) | 0 0% |
0 0% |
11 65% |
6 35% |
17 | 3.35 |
CP= Core Practices; CCTh -D = Cross-Cutting Theme Diversity; CCTh-T = Cross-cutting Theme Technology; CCCT = Connecticut Common Core of Teaching Domains
2023 Employer Survey Results
Please rate your perceptions of the performance of recent graduates (classroom teachers in their first to three years of teaching) from the Neag School of Education teaching programs.
| Total - All Items Combined | 9 2% |
51 10% |
329 62% |
143 27% |
532 | 3.14 |
| Item | Below Standard (1) | Developing (2) | Proficient (3) | Exemplary (4) | Total Responses | Mean |
| Creates a positive learning environment that is responsive to and respectful of the learning needs of all students. (INTASC 1, 2; 3; CP: 5, 12; CCTh-D; CCCT 1a ) | 0 0% |
2 6% |
17 55% |
12 39% |
31 | 3.32 |
| Promotes developmentally appropriate standards of behavior that support productive learning environments for all students. (INTASC 1, 3; CP:12; 13; CCTh-D, CCCT 1b) | 1 3% |
5 16% |
19 61% |
6 19% |
31 | 2.97 |
| Maximizes instructional time by effectively managing routines and transitions. (INTASC 3; CP:12; CCTRubric 1c) | 1 3% |
6 19% |
19 61% |
5 16% |
31 | 2.90 |
| Plans and teaches instructional content aligned with standards, builds on students’ prior knowledge, and provides for appropriate level of challenge for all students. (INTASC 2, 4, 7, 8; CP:2, 5, 8; CCTh-D; CCCT 2a) | 0 0% |
1 3% |
21 72% |
7 24% |
29 | 3.21 |
| Plans and teaches instruction to cognitively engage students in the content through problem-solving, critical or creative thinking, discourse or inquiry-based learning, and application to other situations. (INTASC 5,7, 8; CP: 3,4,6,14, 15; CCCT 2b) | 0 0% |
2 6% |
25 81% |
4 13% |
31 | 3.06 |
| Selects and uses appropriate and equitable assessment strategies to monitor student progress. (INTASC 2,6,7; CP: 9, 10; CCTh-D; CCCT 2c) | 0 0% |
3 10% |
23 74% |
5 16% |
31 | 3.06 |
| Clearly communicates learning expectations and sets a specific purpose(s) for instruction. (INTASC 6, 7; CP:1, 7; CCCT 3a) | 1 3% |
1 3% |
22 71% |
7 23% |
31 | 3.13 |
| Presents content accurately and in a logical and purposeful progression that leads to student learning. (INTASC 4, 7; CP: 3,4; CCCT 3a) | 0 0% |
1 3% |
22 71% |
8 26% |
31 | 3.23 |
| Leads students to construct meaning and apply new learning through the use of a variety of differentiated and evidence-based learning strategies. (INTASC 2, 8; CP: 2, 5, 8; CCCT 3b) | 1 3% |
6 19% |
19 59% |
6 19% |
32 | 2.94 |
| Engages students in critically examining the moral and political dimensions of content and invites them to take action to address issues of equity. (INTASC 3, 5; CP:16; CCTh-D) | 1 3% |
7 23% |
17 55% |
6 19% |
31 | 2.90 |
| Uses appropriate technology to support student learning. (INTASC 3; CCTh-T) | 1 3% |
0 0% |
21 66% |
10 31% |
32 | 3.25 |
| Assesses student learning, providing feedback to students and adjusting instruction. (INTASC 6, 7; CP:9, 10; CCCT 3c) | 1 3% |
4 13% |
20 63% |
7 22% |
32 | 3.03 |
| Engages in continuous professional learning to impact instruction and student learning. (INTASC 9; CP:11; CCCT 4a) | 1 3% |
3 9% |
18 56% |
10 31% |
32 | 3.16 |
| Collaborates to develop and sustain a professional learning environment to support student learning. (INTASC 10; CP: 18; CCCT 4b) | 0 0% |
4 13% |
16 50% |
12 38% |
32 | 3.25 |
| Works with colleagues, students, and families to develop and sustain a positive school climate that supports student learning. (INTASC 10; CP: 17, 18, 19; CCCT 4c) | 0 0% |
4 13% |
17 53% |
11 34% |
32 | 3.22 |
| Interacts with students, families and the community in a culturally respectful manner. (INTASC 10; CP: 17,18; CCTh-D; CCCT 4c) | 1 3% |
1 3% |
18 56% |
12 38% |
32 | 3.28 |
| Consistently exhibits professional responsibility and ethical practices. (INTASC 10; CP: 11; CCTRubric 4b) | 0 0% |
1 3% |
15 48% |
15 48% |
31 | 3.45 |
CP= Core Practices; CCTh -D = Cross-Cutting Theme Diversity; CCTh-T = Cross-cutting Theme Technology; CCCT = Connecticut Common Core of Teaching Domains
2021-2022 AY Teacher Education Graduates (2023 Completer Survey)
Satisfaction of Completers
Teacher Education Completer Feedback Survey 2023 - Satisfaction
Of the 185 AY 2021-2022 teacher education program graduates, there were 24 who finished the completer survey (response rate 13%). The survey was initially distributed in July 2023, with subsequent reminder emails in August and September 2023. Due to the low response rate, reminder emails were also sent to non-respondents in January 2024 to try to elicit more feedback and seven additional responses were gathered. Of the 24 survey respondents, 15 were graduates of the IB/M program and 9 were graduates TCPCG. Twenty-three alumni reported employment as the teacher of record for the 2022-2023 school year, and 18 reported being employed within a Connecticut school district. Due to the low response rate, the data were not disaggregated further to compare the performance of IB/M and TCPCG alumni in these areas.
2023 Completer Survey Results - Satisfaction
Of the 12 completers that responded to the satisfaction questions, 100% were satisfied or very satisfied with how the educator preparation program prepared them for their job responsibilities and 83% were satisfied or very satisfied with how the educator preparation program prepared them to work with diverse P-12 students and their families.
| Item | Very Dissatisfied (1) | Dissatisfied (2) | Satisfied (3) | Very Satisfied (4) | Total Responses | Mean |
|---|---|---|---|---|---|---|
| Considering your overall program experiences, please rate your satisfaction or dissatisfaction with how the educator preparation program prepared you for your job responsibilities. (in accordance with CAEP Standard R4.3) | 0 0% |
0 0% |
9 75% |
3 25% |
12 | 3.25 |
| Considering your overall program experiences, please rate your satisfaction or dissatisfaction with how the educator preparation program prepared you to work with diverse P-12 students and their families. (in accordance with CAEP Standard R4.3) | 0 0% |
2 17% |
7 58% |
3 25% |
12 | 3.08 |
Measure 3: Candidate competency at program completion. (R3.3)
The table below includes ACTFL, Foundations of Reading, and Praxis II pass rates for those areas that had 6 or more candidates in each graduation year attempting the exam. For student privacy, due to low numbers of candidates attempting each specialty exam per year, the ACTFL pass rates for French, Mandarin Chinese, and Spanish have been combined. For the same reason, the specialty science areas for the Praxis II pass rates have been combined.
Examining the ACTFL, Foundations of Reading, and Praxis II candidate pass rates over the past three academic years, the pass rates have been 94% or above for all areas except one. For those candidates graduating in academic year 2021-2022, the pass rates in secondary science were 72%. However, in the previous academic year (2020-2021) and the following academic year (2022-2023), the pass rates in secondary science were 100%. We will continue to monitor the pass rates in this area. Overall, the pass rates over the past three academic years demonstrate candidate competency at program completion.
Certification Exam Pass Rates
| Concentration | Name of exam | Pass Rate | ||
|---|---|---|---|---|
| Candidates Graduating in 2020-2021 | Candidates Graduating in 2021-2022 | Candidates Graduating in 2022-2023 | ||
|
Elementary |
Foundations of Reading | 40/41 98% |
38/39 97% |
39/39 100% |
| Praxis II - Elementary: Reading & Language Arts #5002 | 41/41 100% |
40/40 100% |
38/40 95% |
|
| Praxis II - Elementary: Mathematics #5003 | 41/41 100% |
40/40 100% |
38/40 95% |
|
| Praxis II - Elementary: Social Studies #5004 | 40/41 98% |
40/40 100% |
39/40 98% |
|
| Praxis II - Elementary: Science #5005 | 40/41 98% |
40/40 100% |
39/40 98% |
|
| English Education | Praxis II - English Language Arts: Content and Analysis #5039 | 26/26 100% |
17/17 100% |
15/16 94% |
| Foreign Language Education | ACTFL OPI, OPIc, and WPT in French, Mandarin Chinese, and Spanish* | 21/22
96% |
14/14
100% |
10/10
100% |
| Math | Praxis II - Mathematics: Content Knowledge #5161 or Mathematics #5165 | 16/16 100% |
13/13 100% |
11/11 100% |
| Music Education | Praxis II - Music: Content and Instruction - Computerized Test #5114 | 12/12 100% |
13/13 100% |
16/16 100% |
| Secondary Science | Praxis II Content Knowledge Computerized Tests in Biology #5235, Chemistry #5245, Earth & Space Science #5571, General Science #5435, and Physics #5265* | 19/19 100% |
13/18 72% |
13/13 100% |
| Social Studies | Praxis II - Social Studies: Content Knowledge #5081 | 12/12 100% |
26/27 96% |
24/25 96% |
|
Special Education |
Foundations of Reading | 39/41 95% |
37/38 97% |
25/25 100% |
| Praxis II - Special Ed: Core Knowledge and Mild to Moderate Applications #5543 | 40/41 98% |
37/37 100% |
26/26 100% |
|
Note: * For student privacy, due to low numbers of candidates attempting each specialty exam per year, the ACTFL pass rates for French, Mandarin Chinese, and Spanish have been combined. For the same reason, the specialty science areas for the Praxis II pass rates have been combined.
Title II Information
Title II Data Reports
Teacher Education Graduation Rates
The tables below include the graduation rates for the recent IB/M and TCPCG cohorts. IB/M is a three-year program, and we calculated the three-, four-, and five-year graduation rates. For the last four cohorts, the three-year IB/M graduation rate has been 85% or higher. Of the last four cohorts, the IB/M cohort that entered in AY 2018-2019 had the highest three-year graduation rate of 92%.
TCPCG is a one-year program, and we calculated the one- and two-year graduation rates. For the last five cohorts, the one-year TCPCG graduation rate has ranged from 76% (cohort entering AY 2023-2024) to 95% (cohort entering AY 2019-2020). For the most recent cohorts, the two-year graduation rate has been 86% or higher.
Overall, the recent graduation rates demonstrate candidate competency at program completion. We will continue to monitor the graduation rates.
IB/M Graduation Rates
| IB/M Graduation Rates |
|||
|---|---|---|---|
| Entering Academic Year | 3-Year Graduation Rate | 4-Year Graduation Rate | 5-Year Graduation Rate |
| 2017-2018 | 85% | 87% | 88% |
| 2018-2019 | 92% | 92% | 92% |
| 2019-2020 | 86% | 87% | N/A |
| 2020-2021 | 88% | N/A | N/A |
TCPCG Graduation Rates
| TCPCG Graduation Rates |
||
|---|---|---|
| Entering Academic Year | 1-Year Graduation Rate | 2-Year Graduation Rate |
| 2019-2020 | 95% | 95% |
| 2020-2021 | 89% | 92% |
| 2021-2022 | 80% | 87% |
| 2022-2023 | 80% | 86% |
| 2023-2024 | 76% | N/A |
Measure 4: Ability of completers to be hired in education positions for which they have prepared.
Teacher Education Employment
Teaching position employment information based upon graduate self-reported survey responses
(Employment of graduates in teaching positions in any location)*
| (Employment of graduates in teaching positions in any location)* | 2016-2017 AY Graduates | 2017-2018 AY Graduates | 2018-2019 AY Graduates | 2019-2020 AY Graduates | 2020-2021 AY Graduates | 2021-2022 AY Graduates | 2022-2023 AY Graduates |
|---|---|---|---|---|---|---|---|
| % Employed in Teaching Position in the Fall Immediately Following Graduation* | 93% | 95% | 92% | 93% | 96% | 96% | 94% |
| % Employed in Teaching Position the Fall Two Years After Graduation* | 85% | 99% | 88% | 90% | 88% | TBD | TBD |
*Note: Survey responses varied per year, and all graduates did not respond to the surveys. The percentages reported were obtained by comparing the number of graduates who self-reported employment in a teaching position each year by the number of graduates who responded to the survey each year.
Connecticut public school teaching position employment information from the Connecticut State Department of Education
(Employment of graduates in teaching positions within Connecticut public schools)
| (Employment of graduates in teaching positions within Connecticut public schools) | 2016-2017 AY Graduates | 2017-2018 AY Graduates | 2018-2019 AY Graduates | 2019-2020 AY Graduates | 2020-2021 AY Graduates | 2021-2022 AY Graduates | 2022-2023 AY Graduates |
|---|---|---|---|---|---|---|---|
| % Employed in CT Public School Teaching Position in First Year After Graduation | 72% | 76% | 74% | 73% | 80% | 77% | TBD |
| % Employed (Persisted) in CT Public School Teaching Position in Second Year After Graduation | 93% | 91% | 94% | 94% | 93% | TBD | TBD |
| % Employed (Persisted) in CT Public School Teaching Position in Fourth Year After Graduation | 85% | 90% | 84% | TBD | TBD | TBD | TBD |
Summary
Graduate self-reported survey results indicate that between 91% and 96% of graduates from the last seven years (2017 – 2023) have been employed in a teaching position in the fall immediately following graduation. Ninety-four percent of 2023 graduates reported employment in a teaching position in Fall 2023. Survey results indicate that between 85% and 99% of 2017 – 2021 graduates have been employed in a teaching position in the fall two years following graduation. Eighty-eight percent of 2021 graduates reported employment in a teaching position in Fall 2023.
Looking only at graduate employment within Connecticut public schools, between 72% and 80% of graduates from the last six years (2017 – 2022) have been employed in a Connecticut public school teaching position in the first year after graduation. Seventy-seven percent of 2022 graduates reported employment in a teaching position in Fall 2023. Between 91% and 94% of 2017 – 2021 graduates persisted in their teaching positions in Connecticut public schools in the second year after graduation and between 84% and 90% of 2017-2019 graduates persisted in their teaching positions in Connecticut public schools in the fourth year after graduation.
The employment data provide evidence of completers’ ability to obtain teaching positions and to persist within these positions. The data also demonstrate that nearly three-quarters of Teacher Education graduates obtain employment within Connecticut and a high percentage of these graduates persist within these positions years after graduation.