CAEP Annual Reporting
The Master of Arts in Teaching Earth Science Residency Program is accredited by the Council for the Accreditation of Educator Preparation (CAEP) and is nationally recognized by the National Science Teachers Association (NSTA). The next CAEP site review will be held in Fall 2025.
As a component of CAEP accreditation, every Education Preparation Provider (EPP) must report and prominently display data on its website relating to annual accountability measures established by CAEP. EPPs may select the data they present as long as it is appropriate to CAEP's measures.
Measure 1: Completer Impact and Effectiveness
The program has continued to partner with Dr. Meryle Weinstein from New York University to monitor program graduates’ impact on student learning and development. The most recent findings can be found in the report titled "MAT-ESRP-Steinhardt-2022 Impact Report" below.
Poor, Black, Latino, and English language learner students taught by graduates score higher on the Earth Science Regents compared to similar students in the matched comparison group. Graduates' students begin to outperform other students beginning in 2017, scoring between .05 and .18 standard deviations higher than those in the comparison group.
English language learners and students with disabilities are more likely to pass at 65 or higher than similar students. Students with disabilities are 7 to 8 percentage points more likely to score higher compared to similar students not taught by graduates. ELLs taught by graduates are between 8 and 17 pp more likely to score 65 or above compared to ELL students not taught by RGGS graduates.
Measure 2: Satisfaction of employers and stakeholder involvement
In partnership with one of its external evaluator, Silvernail Associates, the program monitors the satisfaction of employers through a hiring principal survey. Details of the results of the most recent hiring principal survey can be found on pages 20-22 of the "MAT-ESRP-Silvernail-2021 Evaluation Report" linked below. Across the eight areas of the survey all of the averages are well above 3.00 indicating that hiring principals felt that program graduates were well prepared in these areas.
The program maintains memoranda of understanding with its partner residency schools, which host candidates during their residencies. The program currently maintains partnerships with 5 high-needs schools across NYC and in Yonkers. The program meets with partner-school leaders formally twice a year and more frequently when necessary.
The program meets with its external advisory board yearly.
Feedback and input from stakeholders (candidates, partner residency school personnel, faculty, alumni, and hiring principals) to inform programmatic and operational quality is sought and acted upon through multiple channels. The most recent evaluation results can be found in "MAT-ESRP-Silvernail-2021 Evaluation Report" and "MAT-ESRP-Horizon-2022 Evaluation Report" below.
Measure 3: Candidate competency at program completion
The program maintains high standards throughout its 15-month duration, and candidates are regularly monitored to ensure they are meeting those standards. The monitoring of candidates’ progress throughout the program focuses on data that indicate whether candidates are growing in their abilities to teach to college- and career-ready standards and positively impact student learning. Twice a year, candidates are formally reviewed in an Academic Milestone Meeting, and, based on a combination of factors, determined to be a student in Good Standing or placed on Academic Probation (the latter of which could potentially lead to being dismissed from the program).
This review brings together multiple sources of evidence that the program regularly monitors, including GPA, Observation Rubric, ePortfolio Rubric, Dispositions Continuum for Teaching & Learning Tool, and qualitative feedback from the candidates’ senior specialists (supervising clinical faculty) and school-based mentors. Candidates also present aspects of their strengths and areas for improvement, using their ePortfolio entries as a framework. Candidates must satisfy a final formal review by the Co-Directors in August (the last month of their program) before they can graduate and are recommended for certification ensuring completer competency.
To date all graduates have satisfied New York State required licensure measures. Including passing the edTPA (alternatively the Assessment of Teaching Skills - Written, during the pandemic), Educating All Students Exam, and the Earth Science Content Specialty Test.
As shown in the table below the program has an overall graduation rate of 93.25%.
|2012–2013 (Cohort 1)||21||20||95.24%|
|2013–2014 (Cohort 2)||21||16||76.19%|
|2014–2015 (Cohort 3)||15||14||93.33%|
|2015–2016 (Cohort 4)||15||15||100%|
|2016-2017 (Cohort 5)||14||13||92.86%|
|2017-2018 (Cohort 6)||16||16||100%|
|2018-2019 (Cohort 7)||15||15||100%|
|2019-2020 (Cohort 8)||15||15||100%|
|2020-2021 (Cohort 9)||15||15||100%|
|2021-2022 (Cohort 10)||16||13||81%|
Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared
For graduates that sought employment, 100% were hired into position for which they were prepared.