Annual Reporting Measures (CAEP Component 5.4 | A.5.4)

 

 

The College of Education at the University of South Carolina (USC) is accredited through the Council for the Accreditation of Education Preparation (CAEP) Accreditation System, and approved by the South Carolina Department of Education, for a period of seven years, from 2017-2024. The next accreditation and state review was conducted in Fall 2024. All teacher preparation programs offered at USC are recognized by their respective Specialized Professional Association or the South Carolina Department of Education.

Based upon the data reflected in our annual measures, the EPP at USC is producing highly qualified educators who have a positive impact on K-12 student learning and are prepared to meet the demands of the profession for which they have been prepared. 

 

Completer Effectiveness. (R4.1) 

Completer impact in contributing to P-12 student-learning growth

Teacher SLO Scores

The South Carolina Department of Education (SCDE) requires one Student Learning Objective (SLO) be created annually as part of a teacher’s evaluation. The SLO serves to measure the impact of teaching performance on student growth, determined by the teacher’s ability to set appropriate goals for student learning and development, accurately measure and analyze student growth, and to plan, implement, and adjust instruction to ensure maximum student progress.

Based on AY 2023-2024 data, the overall performance of program Completers in contributing to P-12 student learning shows a generally positive trend, with a significant number of Completers rated as "Exemplary" or "Proficient" across various program areas.

 

Program Areas with High Success Rates:

• Fields such as Dance (100% Exemplary), Middle Level Social Studies, Middle Level Math (100% Exemplary), and Special Education-Learning Disabilities (50% Exemplary, 50% Proficient) show notable effectiveness in student learning growth. These areas display strong outcomes, with all completers rated in the "Exemplary" or "Proficient" categories.
• Similarly, Middle Level Science, Middle Level Social Studies (80% Exemplary, 20% Proficient) and English (80% Exemplary, 20% Proficient) also have a significant proportion of completers achieving high ratings.

Program Areas with High Proficiency Rates:

• A majority of completers in areas such as Biology (100% Proficient), Chemistry (100% Proficient), and Mathematics (100% Proficient) show proficiency in supporting student learning, contributing positively to growth in these subjects.
• Music-Instrumental (58.3% Proficient) and Physical Education (75% Proficient) also have strong numbers in the Proficient category.

Areas for Improvement:

• Special Education-Severe Disabilities shows room for improvement, with 100% rated as "Needs Improvement."
• Similarly, Middle Level Mathematics; Middle Level Language Arts and Early Childhood (with small percentages in "Needs Improvement" and "Unsatisfactory") indicate areas where completers may need additional support or development to enhance their impact on student learning growth.

Overall Performance:

• Across all program areas, a large portion of completers were rated as "Exemplary" (35.8%) or "Proficient" (57.2%), with a small percentage falling in the "Needs Improvement" (3.3%), "Unsatisfactory" (0.9%), or "N/A" (2.8%) categories. This suggests that the majority of completers are effectively contributing to P-12 student learning, but there are still areas where further development could increase the overall impact on student outcomes.

Read the Completer SLO Report

 

Completer Effectiveness in Applying Professional Knowledge, Skills, and Dispositions

The South Carolina Teaching Standards 4.0 (SCTS 4.0) rubric is based on sets of performance standards designed and validated by the National Institute for Excellence in Teaching (NIET) and establishes the expectations for what classroom-based teachers are to know, be able to do, and carry out as an integral part of their practice. These expectations, called the SCTS Indicators, are the foundation for good teaching and are designed to grow classroom- based teachers throughout their career continuum, beginning with teacher preparation and continuing through induction, high-stakes performance evaluations, and ongoing professional growth and development. Teachers are evaluated on a four-point rubric from Exemplary (4 points) to Unsatisfactory (1 point). A classroom-based teacher’s proficiency in each of the standards is expected to occur developmentally and to increase continuously throughout the entirety of the teaching career.

Data from multiple academic years of evaluation shows that USC Completers consistently perform at or above the level of teachers statewide during the same academic year. Additionally, on average, Completers were rated as Proficient or higher on most performance indicators of the SCTS 4.0 evaluation.

View the Expanded ADEPT District Scores

 

Satisfaction of Employers and Stakeholder Involvement

Initial Programs

Employers/school leadership were sent a survey where they reported their satisfaction with the preparedness of USC initial program graduates. Conclusions regarding USC initial graduates include:

• 94% of respondents felt that USC graduates were either prepared or very well prepared to collaborate with school-based colleagues and staff, align their teaching with state standards, and possessed strong instructional and pedagogical content knowledge
• 88% of respondents felt that USC graduates were prepared or very well prepared as a classroom teacher
• 94% of respondents believed that USC graduates were either more effective or significantly more effective in performing at the same or better than graduates from other institutions
• 100% of respondents said they would hire another USC graduate as an employee based on their experiences with recent USC graduates

View the Initial Employer Survey

 

Advanced Programs

Employers/district leadership were sent a survey where they reported their satisfaction with the preparedness of USC advanced program graduates. Conclusions regarding USC advanced graduates include:

• 100% of respondents responded that USC graduates were either prepared or very well prepared to:
  • Act in an open and transparent manner
  • Manage school resources effectively and efficiently to support school vision
  • Promote effectiveness in serving all students well
  • Work with staff to solve school or department problems
  • Promote trusting relationships
  • Effectively communicate and engage with families and caregivers
• 100% of respondents responded that USC graduates were either prepared or very well prepared to:
  • Develop and formulate a school-level ethical leadership platform
  • Propose designs and implementation strategies for improving the impact of academic and non-academic practices, resources, and services that support student learning
  • Cultivate collaboration among staff and families in support of student learning and success
  • Plan opportunities for professional growth that promotes reflection, cultural responsiveness, digital literacy , school improvement, and student success
  • Observe teaching in a variety of classrooms and provide teaching staff with actionable feedback to support improvement
• 82% of respondents felt that USC graduates were more effective or significantly more effective in their job performance in comparison to graduates from other institutions; 18% of respondents did not know how well USC graduates performed in comparison to graduates from other institutions
• 100% of respondents felt that USC graduates were prepared or very well prepared as school/district leaders
• 100% of respondents said they would hire another USC graduate based on their experience with recent USC graduates

View the Advanced Employer Survey

 

Candidate Competency at Completion (R3.3): Initial and Advanced

Over a three-year reporting period, USC Completers demonstrated an above 80% pass rate on all certification exams. USC results are like, if not higher than, statewide results across the three academic years reported. These results demonstrate that USC Completers are competent at program completion to meet the entry requirements of their selected area of teaching and/or leadership. Data for individual certification exams can be found by clicking on the link titled Praxis Exams Results.

Praxis Exams Result data is available here.

 

Initial Licensure Programs	Number Taking Assessment - Institutional Results	Number Passing Assessment - Institutional Results	Institutional Pass Rate	Number Taking Assessment - Statewide Results	Number Passing Assessment - Statewide Results	Statewide Pass rate
All Initial Program Completers, 2023-2024	216	188	87%	1562	1403	90%
All Initial Program Completers, 2022-2023	228	201	88%	1472	1347	92%
All Initial Program Completers, 2021-2022	244	222	91%	1725	1595	92%

 

Ability of completers to meet licensing (certification) and any additional state requirements; Title II (advanced programs)

Program Name	Number Taking Assessment - Institutional Results	Number Passing Assessment - Institutional Results	Institutional Pass Rate	Number Taking Assessment - Statewide Results	Number Passing Assessment - Statewide Results	Statewide Pass Rate
Ed Leadership: Administration & Supervision (5412) AY 2023-2024	15	15	100%	216	209	97%
Ed Leadership: Administration & Supervision (5412) AY 2022-2023	23	23	100%	256	252	98%
Ed Leadership: Administration & Supervision (5412) AY 2021-2022	51	51	100%	290	282	97%

 

View Praxis Exams Result data here.

 

Ability of Completers to be Hired: Initial and Advanced

Educators must be recommended for certification through their EPP to be eligible for positions within South Carolina schools. Educators must complete all program and certification requirements to be recommended for certification to the South Carolina Department of Education.

 

Completers and Recommendations for Certification

Initial Certificate Programs	2019-2020	2020-2021	2021-2022	2022-2023	2023-2024
Enrolled Candidates	1053	990	1051	976	965
Completers	291	310	257	242	240
Completers Recommended for Certification	283	308	209	208	191
Percentage of Completers Recommended for Certification	97.2%	99.4%	81.3%	86.0%	80.0%

 

Advanced Programs	2019-2020	2020-2021	2021-2022	2022-2023	2023-2024
Enrolled Candidates	138	177	184	132	101
Completers	72	80	67	76	43
Completers Recommended for Certification	70	78	66	74	41
Percentage of Completers Recommended for Certification	97.2%	97.5%	98.5%	97.4%	95.3%

 

Expanded ADEPT SCTS 4.0 and PADEPP Evaluation Results

Data was obtained from the South Carolina Department of Education. The data reflects the ability of USC Completers to be employed in and meet qualifications of educator positions for which they have been prepared. Completers of USC’s initial educator preparation programs that are employed in South Carolina public school districts are evaluated via Expanded ADEPT: SCTS 4.0. (South Carolina Teaching Standards 4.0). Completers of USC’s advanced programs that are employed as administrators are evaluated via PADEPP (Program for Assisting, Developing, and Evaluating Principal Performance). Evaluation data over the three-year period indicates that, largely, Completers of USC’s initial and advanced preparation programs are meeting the performance criteria for their area of certification.

 

Initial Programs

Program Result	2019-2020		2020-2021		2021-2022		2022-2023		2023-2024
	n	%	n	%	n	%	n	%	n	%
Met	208	96.7	222	27.8	254	95.1	202	95.7	208	95.4
Not Met	0	0.0	0	0.0	2	0.7	1	0.5	2	0.9
Incomplete	7	3.3	5	2.2	10	3.7	8	3.8	8	3.7
Unknown	0	0.0	0	0.0	1	0.4	0	0.0	0	0.0
Total	215	100.0	227	100.0	267	100.0	211	100	218	100

 

Advanced Programs

Program Result	2019-2020		2020-2021		2021-2022		2022-2023		2023-2024
	n	%	n	%	n	%	n	%	n	%
Exemplary	14	58.3	14	46.7	16	48.5	70	47.0	72	47.1
Proficient	10	41.7	16	53.3	16	48.5	75	50.3	80	52.3
Needs Improvement	0	0.0	0	0.0	1	3.0	4	2.7	1	0.6
Unsatisfactory	0	0.0	0	0.0	0	0.0	0	0	0	0.0
Total	24	100.0	30	100.0	33	100.0	149	100.0	153	100.0

This information is publicly available on our website and reviewed and discussed annually by constituents within our quality assurance system. Publicly available data from our peer aspirant institutions and other EPPs in the state are reviewed and discussed for comparative purposes.