State Report Card

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Higher Education Act of 1965, as amended in 2008 by the Higher Education Opportunity Act (HEA)

HEA Title II
State Report Card on the Quality of Teacher Preparation and State Initial Teacher Assessment and Credentialing

SRC
Office of Postsecondary Education
U.S. Department of Education

Contact Information
State: ______________________________
Contact person: _______________________________________________
Title: ______________________________
Agency: ______________________________
Address: __________________________________________________________________
Email: ___________________________________________________________________
Telephone no.: (
Fax no.: (

) __________ - __________

) __________ - __________

Website: ___________________________________________________________________
Academic year: ___2011-12___________________________
Section 205 of Title II of the Higher Education Opportunity Act mandates that the Department of Education collect data on
state assessments, other requirements, and standards for teacher certification and licensure, as well as data on the
performance of teacher preparation programs. The law requires the Secretary to use these data in submitting an annual
report on the quality of teacher preparation to the Congress.

Paperwork Burden Statement
This is a required data collection. Response is not voluntary. According to the Paperwork Reduction Act of 1995, no
persons are required to respond to a collection of information unless such collection displays a valid OMB control number.
The valid OMB control number for this information collection is 1840-0744 (expiration date: XX/XX/XXXX). The time
required for states to complete this information collection is estimated to average 250 hours, including the time to review
instructions, search existing data resources, gather the data needed, and complete and review the information collection. If
you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please
write to: U.S. Department of Education, Washington, DC 20202-4651. If you have comments or concerns regarding the
status of your individual submission of this form, write directly to: Assistant Secretary, Office of Postsecondary Education,
U.S. Department of Education, 1990 K Street, NW, Room 7115, Washington, DC 20006.

Note: The procedures for developing the information required for these tables are explained in the Higher
Education Opportunity Act, Title II: Reporting Reference and User Manual on pages 1 through 7. Terms and
phrases in this questionnaire are defined in the glossary on page 67 of the manual.

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Introduction (optional)
Section I. Program information
(A) Enter the total number of individual teacher preparation programs within traditional routes, alternative
routes within an IHE, and alternative routes outside an IHE, and list each teacher preparation program
below.
Total number of traditional route teacher preparation programs
Total number of alternative route teacher preparation programs within an IHE
Total number of alternative route teacher preparation programs outside an IHE
Program name
ex. University of Maryland
ex. Towson University
ex. Towson University

Program Type
ex. Traditional
ex. Traditional
ex. Alternative, IHE
based

Name of teacher preparation program
ex. Early Childhood Special Education
ex. Secondary Education
ex. Instructional Technology

(B) For each element listed below, check those required for admission (entry) into and exit from each
traditional teacher preparation program at institutions of higher education in the state at either the
undergraduate (UG) or postgraduate (PG) level. (§205(b)(1)(G)(i))
TPP
name

Transcript
UG
Entry

TPP
name

PG
Exit

Entry

UG
Exit

PG
Exit

Entry

UG
Exit

Median GPA
PG

Exit

Entry

Background check

Entry

UG
Exit

Entry

PG
Exit

Entry

Exit

Entry

Entry

Interview
UG

Entry

Exit

Minimum SAT score
UG
Entry

PG
Exit

Entry

Exit

Entry

Exit

Entry

Exit

UG
Exit

Entry

PG
Exit

Entry

Exit

UG

UG

Exit

Entry

UG

Essay or personal statement
PG

PG
Exit

Minimum GPA in professional
education coursework

UG

PG

Minimum number of courses/
credits/semester hours completed

Minimum GPA in content area
coursework

Recommendation(s)
Entry

TPP
name

Entry

Minimum GPA
UG

TPP
name

Fingerprint check

Entry

PG
Exit

Entry

Exit

Entry

PG
Exit

Entry

Exit

Minimum ACT score
PG
Exit

Entry

UG
Exit

Entry

PG
Exit

Entry

Exit

Minimum basic skills test score

Subject area/academic content test
or other subject matter verification

Other
(specify:______________)

UG

UG

UG

Entry

PG
Exit

Entry

Exit

Entry

PG
Exit

Entry

Exit

Entry

PG
Exit

Entry

Exit

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(C) For each element listed below, check those required for admission (entry) into and exit from each
alternative teacher preparation program in the state at either the undergraduate (UG) or postgraduate (PG)
level. Include alternative routes to teacher certification or licensure within institutions of higher education
(IHEs) and independent of IHEs. (§205(b)(1)(G)(i))
TPP
name

Transcript
UG
Entry

TPP
name

PG
Exit

Entry

UG
Exit

PG
Exit

Entry

UG
Exit

Median GPA
PG

Exit

Entry

Background check

Entry

UG
Exit

Entry

PG
Exit

Entry

Exit

Entry

Interview
UG

Entry

Exit

Minimum SAT score
UG
Entry

PG
Exit

Entry

Exit

Entry

Exit

Entry

Exit

UG
Exit

Entry

PG
Exit

Entry

Exit

UG

Entry

UG

Exit

Entry

UG

Essay or personal statement
PG

PG
Exit

Minimum GPA in professional
education coursework

UG

PG

Minimum number of courses/
credits/semester hours completed

Minimum GPA in content area
coursework

Recommendation(s)
Entry

TPP
name

Entry

Minimum GPA
UG

TPP
name

Fingerprint check

Entry

PG
Exit

Entry

Exit

Entry

PG
Exit

Entry

Exit

Minimum ACT score
PG
Exit

Entry

UG
Exit

Entry

PG
Exit

Entry

Exit

Minimum basic skills test score

Subject area/academic content test
or other subject matter verification

Other
(specify:______________)

UG

UG

UG

Entry

PG
Exit

Entry

Exit

Entry

PG
Exit

Entry

Exit

Entry

PG
Exit

Entry

Exit

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(D) Provide the number of students in each teacher preparation program in the state in 2011-12 in the
following categories. Include both traditional and alternative routes (both within IHEs and independent
of IHEs). Note that you must report on the number of students by ethnicity and race separately. Also
note that individuals can belong to one or more racial groups, so the sum of the members of each racial
category may not necessarily add up to the total number of students enrolled. (§205(b)(1)(G)(ii))
Teacher preparation
program name

Teacher
preparation
program
name

Unduplicated number of
males enrolled

Number of students enrolled
by ethnicity
Hispanic/Latino of any race

Unduplicated number of
females enrolled

Total number of
students enrolled

Number of students enrolled by race
American
Indian or
Alaska
Native

Asian

Black or
African
American

Native
Hawaiian
or Pacific
Islander

White

Two or
more
races

(E) For each initial teacher preparation program in the state, provide the following information about
supervised clinical experience in 2011-12. Include traditional programs and alternative routes (within
IHEs and independent of IHEs). (§205(b)(1)(G)(iii), §205(b)(1)(G)(iv))
Teacher
preparation
program
name

Average
number of
clock hours
required
prior to
student
teaching

Average
number of
clock hours
required for
student
teaching

Average
number of
clock hours
required for
mentoring/
induction
support

Number of fulltime equivalent
faculty supervising
clinical experience
during this
academic year

Number of adjunct
faculty supervising
clinical experience
during this academic
year (IHE and PreK12 staff)

Number of
students in
supervised
clinical
experience
during this
academic year

(F) For each teacher preparation program in the state, provide the number of teachers prepared, by area of
certification or licensure, academic major and subject area prepared to teach in 2011-12. Include both
traditional programs and alternative routes to teacher certification or licensure (both within IHEs and
independent of IHEs). (§205(b)(1)(H))
Teacher preparation
program name

Teacher preparation
program type

Teacher preparation program
sponsored by IHE?

Area of
certification/licensure

Number
prepared

Teacher preparation
program type

Teacher preparation
program sponsored by IHE?

Academic major

Number
prepared

Teacher preparation
program type

Teacher preparation program
sponsored by IHE?

Subject area

Number
prepared

Total
Teacher preparation
program name

Total
Teacher preparation
program name

Total
(G) Provide the following:

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Total number of traditional teacher preparation program completers in 2009-10
Total number of traditional teacher preparation program completers in 2010-11
Total number of traditional teacher preparation program completers in 2011-12
Total number of alternative route program completers in 2009-10 within IHEs
Total number of alternative route program completers in 2010-11 within IHEs
Total number of alternative route program completers in 2011-12 within IHEs
Total number of alternative route program completers in 2009-10 independent of IHEs
Total number of alternative route program completers in 2010-11 independent of IHEs
Total number of alternative route program completers in 2011-12 independent of IHEs
Total number of persons receiving initial teacher certification or licensure in the state in
2009-10
Total number of persons receiving initial teacher certification or licensure in the state in
2010-11
Total number of persons receiving initial teacher certification or licensure in the state in
2011-12
Total number of persons receiving initial teacher certification or licensure in the state in
2009-10 who completed their teacher preparation program in another state
Total number of persons receiving initial teacher certification or licensure in the state in
2010-11 who completed their teacher preparation program in another state
Total number of persons receiving initial teacher certification or licensure in the state in
2011-12 who completed their teacher preparation program in another state

Section II. Assurances
Note: Teacher preparation programs should be prepared to provide documentation and evidence, when requested,
to support the following assurances.
Name of
TPP

Program preparation
responds to the
identified needs of
the local educational
agencies or States
where the program
completers are likely
to teach, based on
past hiring and
recruitment trends

Preparation is
closely linked
with the needs
of schools and
the
instructional
decisions new
teachers face in
the classroom

Prospective
special
education
teachers are
prepared in
core academic
subjects and
to instruct in
core academic
subjects

Prospective
general
education
teachers are
prepared to
provide
instruction
to students
with
disabilities

Yes/No
Yes/No
Yes/No
Yes/No

Yes/No
Yes/No
Yes/No
Yes/No

Yes/No
Yes/No
Yes/No
Yes/No

Yes/No
Yes/No
Yes/No
Yes/No

Prospective
general
education
teachers are
prepared to
provide
instruction
to limited
English
proficient
students
Yes/No
Yes/No
Yes/No
Yes/No

Prospective
general
education
teachers are
prepared to
provide
instruction
to students
from lowincome
families
Yes/No
Yes/No
Yes/No
Yes/No

Prospective
teachers are
prepared to
effectively
teach in
urban and
rural schools,
as applicable

Yes/No
Yes/No
Yes/No
Yes/No

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Section III. Initial Teacher Credential requirements
List each teaching credential (certificate, license or other) currently issued by the state and answer the questions
about each. Include all teaching credentials including initial, emergency, temporary, provisional, permanent,
professional and master teacher licenses as well as any credentials given specifically to those participating in or
completing alternative route programs. Do not include credentials for principals, administrators, social workers,
guidance counselors, speech/language pathologists or any other school support personnel. (§205(b)(1)(A))
1.
2.
3.
4.
5.
6.
7.
8.

9.
10.
11.
12.

13.

14.

15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.

Credential name:
Is this an initial credential?
Is this an emergency, temporary or provisional credential?
Is this credential given only to alternative routes to teacher certification participants or completers?
Is this credential given only to career/technical education teachers?
Is this a permanent credential?
Duration of credential (in years):
Is this certificate renewable?
a. How many times?
b. Renewal duration (in years)
c. Renewal requirements
Is a bachelor’s degree required?
Is a master’s degree or higher required?
Is a bachelor’s degree in education required?
Is this certificate granted at the elementary level?
a. What is the grade span covered by this credential?
b. Is a bachelor’s degree in a subject area or academic content area (other than elementary
education) required?
Is this credential granted at the middle school level?
a. What is the grade span covered?
b. Is a bachelor’s degree in a subject area or academic content area required?
Is this credential granted at the secondary level?
a. What is the grade span covered?
b. Is a bachelor’s degree in a subject area or academic content area required?
Will transcript analysis (for degrees from non-U.S. postsecondary institutions) be accepted?
Is a state-approved teacher education program required?
Is there a credit hour requirement for pedagogy, professional knowledge and/or professional education
coursework?
Is there a grade point average (GPA) requirement for general and/or professional education coursework?
Are tests or assessments required?
Are performance assessment (such as portfolios) required?
Is there a recency of credit requirement?
Are passing state prescribed coursework and/or written assignments required?
Is professional employment as a teacher required?
Is passing National Board of Professional Teaching Standards required?
Is completion of a supervised clinical experience required?
Is participation in a mentoring program required?
Of fingerprinting, background check or police record examination, which are required?
Are there any other requirements?

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Section IV. State teacher standards and criteria for certification or licensure (§205(b)(1)(B), §205(b)(1)(C))
1. Has the state developed standards that prospective teachers must meet in order to attain initial teacher
certification or licensure?
2. Is there a unique, overarching set of teacher standards that currently applies to all teaching fields and
grade levels?
3. Are there distinct state teacher standards for early childhood education (birth through age 6)?
4. Are there distinct state teacher standards for early elementary education (grades K-3)?
5. Are there distinct state teacher standards for upper elementary education (grades 4-6)?
6. Are there distinct state teacher standards for middle grades education?
7. Are there distinct state teacher standards for secondary education?
8. Were the standards of any national organizations used, modified or referenced in the development of the
state teacher standards? If yes, please specify.
9. Specify where there are state teacher standards for the following specific teaching fields and grade levels:
Teaching field
All levels

Grade level
Early
Grades Grades
childhood K-3
4-6

Middle grades

Secondary
grades

Arts
Bilingual education, ESL
English/language arts
Foreign languages
Mathematics
Science
History
Geography
Civics/government
Economics
Social studies
Special education
Technology in teaching
Vocational/technical education
Other (specify:__________)
10. Has the state established challenging academic content standards for K-12 students that specify what
children are expected to know and be able to do; contain coherent and rigorous content; and encourage
the teaching of advanced skills?
11. Has the state established early learning standards for early childhood education programs?
12. Has the state established a policy that links, aligns or coordinates teacher certification or licensure
standards with the assessments required for teacher certification or licensure?
13. Has the state established a policy that links, aligns or coordinates teacher certification or licensure
standards with the challenging academic content standards for K-12 students?
14. Has the state established a policy that links, aligns or coordinators teacher certification or licensure
standards with early learning standards for early childhood education programs?
15. Has the state established a policy that links, aligns or coordinates teacher certification or licensure
assessments with the challenging academic content standards for K-12 students?
16. Has the state established a policy that links, aligns or coordinates teacher certification or licensure
assessments with early learning standards for early childhood education programs?
17. Are there other steps being taken to develop or implement teacher standards and align teacher preparation,
certification, licensure or assessment standards with content standards for students?

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Section V. Pass rates and scaled scores
Provide the information in the following tables on the performance of students of each teacher preparation
program on each teacher certification/licensure assessment used by your state. This information may be provided
to your state by the testing companies. Include traditional teacher preparation programs, alternative routes to
teacher certification or licensure within institutions of higher education and alternative routes to teacher
certification or licensure operated by entities that are not institutions of higher education. In cases where a student
has taken a given assessment more than once, the highest score on that test must be used. There must be at least
10 students in each category taking the same assessment in an academic year for data on that assessment to be
reported; for summary data, there must also be at least 10 students (although not necessarily taking the same
assessment) for data to be reported. In cases where there are less than 10 students taking the same assessment and
the assessment pass rate is not reported, those students must be included in the summary data. Enrolled students
are those students admitted to the teacher preparation program who have not yet completed the program.
ASSESSMENT PASS RATES (§205(b)(1)(D), §205(b)(1)(E))
TPP
code

TPP
name

Assessment
code

Assessment
name

Test
company/
entity code

Group

Number
taking
test

Average
scaled
score

Number
passing
test

Pass
rate
(%)

All enrolled
students who
have completed
all nonclinical
courses
Other enrolled
students
All program
completers,
2011-12
All program
completers,
2010-11
All program
completers,
2009-10
Statewide
average

SUMMARY PASS RATES
TPP code

TPP name

Group

Number taking one or
more required tests

Number passing all tests
taken

Pass rate
(%)

All program
completers, 2011-12
All program
completers, 2010-11
All program
completers, 2009-10
Statewide
average

CUT SCORE TABLE
For each assessment required for initial certification or licensure listed below, provide the low end (lowest
possible score), high end (highest possible score) and cut score (minimum passing score).
Assessment

Low end

High end

Cut score

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Section VI. Alternative routes to teacher certification or licensure (§205(b)(1)(E))
For all state-approved alternative routes, list each alternative route and answer the questions about each route.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Alternative route name:
Year approved by the state:
Year implemented:
Number enrolled during the 2011-12 academic year:
Is this alternative route limited to teaching certain subject areas or grade levels? If yes, please specify.
Is this alternative route designed to address critical shortage areas? If yes, please specify.
Maximum number of years allowed to complete alternative route program:
Is a teaching license issued to an individual participating in this route? If yes, please specify.
Is a bachelor’s degree required?
a. Is a bachelor’s degree in a subject area required?
10. Are pedagogy or professional knowledge classes required?
11. Is there a credit hour requirement for general and/or professional education coursework?
12. Is there a grade point average (GPA) requirement for general and/or professional education coursework?
13. Are tests or assessments required?
14. Is professional employment as a teacher required?
15. Is completion of a supervised clinical experience required? If yes, please describe.
16. Is professional development or continuing education experience required?
17. Is participation in a mentoring program required?
18. Is a person participating in this route considered a highly qualified teacher under ESEA, as amended?
19. Is there a service requirement upon completion of this alternative route? If yes, please specify:
a. Teaching in a high-needs school? How many years: _____
b. Teaching in a critical shortage area (http://www2.ed.gov/about/offices/list/ope/pol/tsa.html)?
How many years: _____
20. Who administers the alternative route:
state
institution of higher education
district
non-profit or private organization
other (specify:____________)
If the alternative route is administered by institutions of higher education, select the institutions offering this
alternative route:
21. Are there any other requirements? Please specify.
22. Website:___________________________

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Section VII. Criteria for assessing the performance of teacher preparation programs in the state
(§205(b)(1)(F), §207(a))
In this section, please indicate the level and provide an approximation of program implementation. Note: On
request, be prepared to document your responses.
1. Has the state implemented criteria for assessing the performance of traditional teacher preparation
programs? If yes, provide the implementation date.
2. Has the state implemented criteria for assessing the performance of alternative routes to teacher
certification or licensure? If yes, provide the implementation date.
3. List the entities involved in implementation:
4. Specify any national organizations whose criteria are being used or that are involved in some other way:
5. If the state has not implemented criteria, has the state proposed criteria for assessing teacher preparation
program performance?
6. Do the state criteria include a determination of passing rates on state certification or licensure assessments
in the academic content areas?
7. Do the state criteria include indicators of teaching skills? Describe the state criteria for assessing the
performance of teacher preparation programs for:
7.a. Assessing the ability of teacher preparation program enrollees to employ teaching and learning
strategies that focus on the identification of the specific learning needs of students who are gifted and
talented, and to tailor academic instruction to such needs.
7.b. Assessing the ability of teacher preparation program enrollees to employ teaching and learning
strategies that focus on the identification of the specific learning needs of students with disabilities,
and to tailor academic instruction to such needs.
7.c. Assessing the ability of teacher preparation program enrollees to employ teaching and learning
strategies that focus on the identification of the specific learning needs of students who are limited
English proficient, and to tailor academic instruction to such needs.
7.d. Assessing the ability of teacher preparation program enrollees to employ teaching and learning
strategies that focus on the identification of the specific learning needs of students with low literacy
levels, and to tailor academic instruction to such needs.
8. Do teacher preparation programs prepare teachers, including general education and special education
teachers to participate as a member of individualized education program teams, as defined in section
614(d)(1)(B) of the Individuals with Disabilities Education Act1? Include planning activities and
timelines if these activities are not currently in place. Include both traditional programs and alternative
routes to teacher certification or licensure, as applicable. (§205(b)(1)(J))
9. Do the state criteria include progress in increasing the percentage of highly qualified teachers in the state?
10. Do the state criteria include progress in increasing professional development opportunities?
11. Do the state criteria include progress in improving student academic achievement for elementary and
secondary students?
12. Do the state criteria include progress in raising the standards for entry into the teaching profession?
13. Are there any other criteria? Please specify.

1

The term `individualized education program team' or `IEP Team' means a group of individuals composed of the parents of a child with a disability; not less
than 1 regular education teacher of such child (if the child is, or may be, participating in the regular education environment); not less than 1 special education
teacher, or where appropriate, not less than 1 special education provider of such child; a representative of the local educational agency who is qualified to
provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; is knowledgeable about the
general education curriculum; and is knowledgeable about the availability of resources of the local educational agency; an individual who can interpret the
instructional implications of evaluation results, who may be a member of the team described above; at the discretion of the parent or the agency, other
individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and whenever appropriate, the
child with a disability.

5/29/2012 10:00 AM SRC - 11

Section VIII. Low performing state teacher preparation programs (§207(a))
1. Provide a list of the criteria your state has defined for classifying traditional teacher preparation programs
as “low performing” or “at risk of being low performing.”
2. Provide a list of the criteria your state has defined for classifying alternative routes to teacher certification
or licensure as “low performing” or “at risk of being low performing.”
3. Provide a description of the procedures your state uses to identify and assist (through the provisions of
technical assistance) low-performing traditional teacher preparation programs.
4. Provide a description of the procedures your state uses to identify and assist (through the provisions of
technical assistance) low-performing alternative routes to teacher certification or licensure.
5. Last year, your state indicated that the following traditional and alternative teacher preparation programs
were classified as low performing or at risk of being classified as low performing. For each program,
indicate whether the program is still classified as low performing or at risk of being so classified.
a. Program name:
b. Institution name:
c. Program type (traditional or alternative):
d. At risk or low performing:
e. Date designated:
6. Provide a list of traditional and alternative teacher preparation programs in your state that are currently
classified as low performing or at risk of being so classified.
a. Program name:
b. Institution name:
c. Program type (traditional or alternative):
d. At risk or low performing:
e. Date designated:

Section IX. Shortages of highly qualified teachers
http://www2.ed.gov/about/offices/list/ope/pol/tsa.html
Note: On request, be prepared to document your responses.
1. Do teacher preparation programs in your state address shortages of highly qualified teachers by area of
certification or licensure?  Yes  No
2. Do teacher preparation programs in your state address shortages of highly qualified teachers by subject?
 Yes  No
3. Do teacher preparation programs in your state address shortages of highly qualified teachers by specialty?
 Yes  No
Provide a description of the extent to which teacher preparation programs are addressing shortages of highly
qualified teachers, by area of certification or licensure, subject, and specialty, in your state’s public schools.
Include planning activities and timelines if these activities are not currently in place. Include both traditional
programs and alternative routes to teacher certification or licensure, as applicable. (§205(b)(1)(I))

5/29/2012 10:00 AM SRC - 12

Section X. Use of Technology
Note: On request, be prepared to document your responses.
Do teacher preparation programs in your state prepare teachers to integrate technology effectively into curricula
and instruction, including activities consistent with the principles of universal design for learning?  Yes  No
Do teacher preparation programs in your state prepare teachers to use technology effectively to collect, manage,
and analyze data to improve teaching and learning for the purpose of increasing student academic achievement?
 Yes  No
Provide a description of the activities that prepare teachers to integrate technology effectively into curricula and
instruction, including activities consistent with the principles of universal design for learning; and use technology
effectively to collect, manage, and analyze data to improve teaching and learning for the purpose of increasing
student academic achievement. Include planning activities and timelines if these activities are not currently in
place. Include both traditional programs and alternative routes to teacher certification or licensure, as applicable.
(§205(b)(1)(K))

Section XI. Efforts to improve teacher quality
Note: On request, be prepared to document your responses.
List and describe any steps taken by the state during the past year to improve the quality of the current and future
teaching force. (§205(d)(2)(A))

Section XII. Certification
I certify that, to the best of my knowledge, the information in this report is accurate and complete and conforms to
the definitions and instructions used in the Higher Education Opportunity Act, Title II: Reporting Reference and
User Manual.
_____________________________ Signature
_____________________________ Name of responsible representative for the state
______________________________ Title
Certification of review of submission:
______________________________ Signature
______________________________ Name
______________________________ Title

Supplemental information (optional)