Completer Effectiveness

  1. Case Study 2019 - 2020 and 2021 - 2022 that measures completer effectiveness and impact on student learning
  2. P-12 Impact of Student Learning Survey 2020 -2021, 2021 - 2022, and 2022 - 2023 that provides a second measure of impact on student learning
  3. Alumni survey from 2015, 2018, and 2021 that provides a second measure of completer effectiveness
  4. Summer 2018 and 2021 alumni focus group that provides a third measure of completer effectiveness

The New York State Education Department (NYSED) provided data on Student Achievement Growth ratings for teachers who received their teaching degree through Geneseo between 2012 and 2016. Student Achievement Growth Rating (AY 14-15 and 15- 16) from Geneseo’s undergraduate program completers (n=351) were compared to the state average (n=10,404). ELA and Math scores are used for student achievement data, so only teachers of Math or ELA were included in this data set. Data indicate that the scores are comparable: 96% of Geneseo teachers were rated highly effective or effective, based on Student Achievement Growth Rating data, compared to 93% state-wide. NYSED has not provided this type of data, disaggregated by EPP, since this date, so this is the most current data available.

This graphic is described above. It has a light yellow background with white text that reads: How well do program completers succeed in the classroom? with bar graphs in black, gray, light green, and dark green on the right side.

The is available.

For the 2023-2024 academic year, program alumni were surveyed. The 2024 alumni survey was sent to recent alumni and then alumni from every 5 years (2023, 2022, 2021, 2018, 2013, 2008, 2003...). This included program completers of both undergraduate and graduate programs. There were 100 survey responses.

 

The degree to which I believe I was prepared at SUNY Geneseo to do the following:

 

The median for most items is 2 (mostly) and the mode for most items is 2 (mostly). One respondent commented, “some of these can only be learned once you are immersed in the teaching role at a place of employment, that is why some replies are Mostly instead of completely.” (1993)

 

High rated items (median of 3):

3.  Understand and respect student, family, and community diversity (AAQEP 2a) – for Childhood with Special Education

4.  Foster positive relationships with parents, guardians, and/or caregivers to support students’ learning and well-being (InTASC 10, AAQEP 2a) – for Childhood with Special Education

9.  Engage in self-assessment, planning, goal setting, and reflection process on your own professional growth (AAQEP 2e) – for Adolescence Education, Childhood with Special Education, and Reading and Literacy as well as total responses

10. Collaborate with school colleagues in pursuit of professional growth (AAQEP 2f) – for Childhood with Special Education and Reading and Literacy.

 

Low rated items (median of 1 or 0):

8.   Grow student understanding of key international and global perspectives (AAQEP 2d) – Early Childhood and Childhood Education

 

Although many of the items in this year’s survey are different, #4 remained the same. It is important to note that this item was one of the lowest rated items in 2021 and it is now one of the highest rated items. Also worth noting, 9 survey respondents selected 0 (not at all) for item #8, prepared at SUNY Geneseo to grow student understanding of key international and global perspectives. Attached are the results.

 

The results from the most recent P-12 Impact of Student Learning Survey in 2022-23 are attached in the following downloadable link: .

 

The results from the most recent case study, 2021-2022 are attached in the following downloadable link: Case Study Final Results (21-22)