Open Access to Assessment Data for Informed Decision Making

Dr. Debbie Gober Dr. Sallie Miller

Session Introduction

This presentation will describe a successful practice developed by Columbus State University to systematize and institutionalize the collection, summary, and evaluation of data to inform decision making.

Development of an Integrated Database

Collecting and Reporting Data —Online Educator Preparation Programs Fact Book

College of Education Integrated Database

Reports by Term

Enrollment Averages enrollment, enrollment by race enrollment by county enrollment by class enrollment by gender transfer student

enrollment number applied for

graduation enrollment in student

teaching number admitted to

teacher education

average GPA average CAAP scores average age average Praxis I/GACE

scores average Praxis II/GACE

scores average CPE scores average hours enrolled SAT/ACT averages

College of Education Menu Year End Reports

Provide summary information about graduates for a designated fiscal year which includes: number of graduates race, gender, and average GPA of the

graduates average Praxis II and GACE scores

Performance Evaluations Evaluations completed online Individual or group reports generated

Collecting and Reporting Data Online Educator Preparation Programs Fact Book

Purpose and UseCollecting and Reporting Data

What is the purpose? Why are we

collecting and reporting this data?

How does the agency requesting the data use it?

Are the data collected and reported used by the institutions? If so, how?

What is the purpose?

Why are institutions of higher education collecting and reporting the data? American Association of Colleges for Teacher

Education, Professional Education Data System (PEDS Report): Reporting is a member requirement.

Institution and Program Report Card: Reporting is a Federal Requirement.

How is the information used by the agency requesting it?

The AACTE PEDS database is used for data requests from member institutions, policymakers, and state departments of education.

Are institutions of higher education using the data that are collected and reported? If so, how? Think about how your institution uses the

data collected and reported to the various agencies.

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In the Educator Preparation Programs Fact Book, we aggregate data for the unit and each program.

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The data are compiled annually by the Assessment Coordinator and presented in the College’s Educator Preparation Programs Fact Book.

Information in the Fact Book is reviewed and discussed by faculty during the annual Fall Retreat. The data presented are considered in planning and decision making, at both the program and unit levels.

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The Professional Education Data System Report (PEDS) is an important source for the Online Fact Book. We are especially pleased that this year the data will be more current with the two-year catch-up reporting.

Educator Preparation Programs Fact Book

Educator Preparation Transition Points (Gates 1 – 7) http://coehp.columbusstate.edu/teach_prep_factbook.php

Initial Program Transition Points

Gates 1-4

Gate 1Entry to Teacher Education

GPA at Entry, EDUC 2130 or EDUF 2215

Gate 2Entry to Student Teaching

GPA, Content Course Grades, MAP, Dispositions

Gate 3Exit from Initial Program

GPA, MAP, Dispositions, GACE Scores

Gate 4Induction for Graduate Initial

Certification

Alumni Survey, Employer Survey

Advance Program Transition Points

Gates 5-7

Gate 5Entry to Advance Degree Program

Undergraduate GPA, GRE Scores

Gate 6Exit from Advance Degree Program

GPA, GMAP, Dispositions, Exit Exam or Research Project

Gate 7One Year Follow-up for Advance

Degree Completers

Alumni Survey, Employer Survey

Educator Preparation Programs Fact Book

Online FactBook TOC Excerpt

Educator Preparation Programs Fact Book

Audience ParticipationHow is your institutions using the data that is being collected and reported to various agencies?