Institutional and Program Report Card

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Higher Education Act of 1965, as amended in 2008 by the Higher Education Opportunity Act
HEA Title II
(HEA) Title II Institutional and Program Report Card on the Quality of Teacher Preparation

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

Institution Information
Name of institution: ______________________________
Institution/program type:  Traditional

 Alternative, IHE-based

 Alternative, not IHE-based

State: ______________________________
Address: __________________________________________________________________
Contact person: ___________________________________________________________________________
Email: ___________________________________________________________________
Telephone no.: (

) __________ - __________

Academic year: _____2011-12________________
Is your institution a member of an HEA Title II Teacher Quality Partnership (TQP) grant awarded by the U.S.
Department of Education? (http://www2.ed.gov/about/offices/list/oii/tqp/index.html)  Yes  No
If yes, provide the following:
Award year: ___________________________
Grantee name: ____________________________
Project Name: _________________________
Grant number: ____________________________
List partner districts/LEAs: _______________
List other partners: _________________________
Project Type:  Residency  Pre-baccalaureate  Both
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 institutions to complete this information collection is estimated to average 146 hours per response, 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 Manua.on pages 1 through 5 Terms and
phrases in this questionnaire are defined in the glossary on page 52 of the manual.

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Section I. Program information
(A) List each teacher preparation program included in your traditional route; IHE-based alternative route; or
not IHE-based alternative route below, and provide the total count of teacher preparation programs.
Indicate if your program or programs participate in a Teacher Quality Partnership Grant awarded by the
U.S. Department of Education as described at http://www2.ed.gov/about/offices/list/oii/tqp/index.html
Teacher preparation programs
ex. Early Childhood Special Education
ex. Secondary Education
ex. Instructional Technology

Teacher Quality Partnership Grant Member?
yes/no
yes/no
yes/no

Total number of teacher preparation programs
(B) For each element listed below, check if it is required for admission into or exit from any of your teacher
preparation program(s) at either the undergraduate (UG) or postgraduate (PG) level. (§205(a)(1)(C)(i))
Element

UG
Entry

Exit

PG
Entry

Exit

Transcript
Fingerprint check
Background check
Minimum number of courses/credits/semester hours completed
Minimum GPA
Median GPA
Minimum GPA in content area coursework
Minimum GPA in professional education coursework
Minimum ACT score
Minimum SAT score
Minimum basic skills test score
Subject area/academic content test or other subject matter
verification
Recommendation(s)
Essay or personal statement
Interview
Other (specify:_________________________________)
Provide a link to your website where additional information about admissions requirements can be found:
__________________________________________________
Indicate when students are formally admitted into your teacher preparation program (freshman year, sophomore
year, junior year, senior year, postgraduate): __________________________________
Does your teacher preparation program conditionally admit students?

 Yes

 No

Please provide any additional information about or exceptions to the admissions information provided above.

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(C) Provide the number of students in the teacher preparation program in the following categories. Note that
you must report on the number of students by ethnicity and race separately. Individuals who are nonHispanic/Latino will be reporting in one of the race categories. 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(a)(1)(C)(ii))
Total number of students enrolled in 2011-12
Unduplicated number of males enrolled in 2011-12
Unduplicated number of females enrolled in 2011-12
2011-12
Ethnicity
Hispanic/Latino of any race
Race
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races

Number enrolled

(D) Provide the following information about supervised clinical experience in 2011-12. Enter NA if the
question is not applicable for your teacher preparation program. (§205(a)(1)(C)(iii), §205(a)(1)(C)(iv))
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 full-time equivalent faculty supervising clinical experience during this
academic year
Number of adjunct faculty supervising clinical experience during this academic year (IHE
and PreK-12 staff)
Number of students in supervised clinical experience during this academic year
Please provide any additional information about or description of the supervised clinical experiences:

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(E) Please provide the number of teachers prepared by academic major for academic year 2011-12. For the
purposes of this section, number prepared means the number of program completers. "Academic major"
refers to the actual major(s) declared by the program completer. An individual can be counted in more
than one academic major. If no individuals were prepared in a particular academic major, please leave
that cell blank. (§205(b)(1)(H))
Academic Major

Number of teachers
prepared

TOTAL (all majors)
Please provide the number of teachers prepared by subject area for academic year 2011-12. For the
purposes of this section, number prepared means the number of program completers. "Subject area" refers
to the subject area(s) an individual has been prepared to teach. An individual can be counted in more than
one subject area. If no individuals were prepared in a particular subject area, please leave that cell blank.
(§205(b)(1)(H))
Subject Area

Number of teachers
prepared

TOTAL (all subject areas)

(F) Provide the total number of teacher preparation program completers in each of the following academic
years:
2011-12
2010-11
2009-10

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Section II. Goals and assurances
ANNUAL GOALS
Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including
programs that offer any ongoing professional development programs) or alternative route to state credential
program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals
for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or
by the state educational agency, including mathematics, science, special education, and instruction of limited
English proficient students. IHEs that do not have a teacher preparation program in one or more of the areas
listed below can enter NA for the area(s) in which the IHE does not have that program. (§205(a)(1)(A)(i),
§205(a)(1)(A)(ii), §206(a))
Teacher shortage area
http://www2.ed.gov/about/off
ices/list/ope/pol/tsa.html

Academic
Year

Mathematics

2012-13
2011-12
2010-11
2012-13
2011-12
2010-11
2012-13
2011-12
2010-11
2012-13
2011-12
2010-11
2012-13
2011-12
2010-11

Science

Special education

Instruction of limited English
proficient students
Other
(specify: __________)

Goal

Goal met? Description of
(Y/N), if strategies used
applicable to achieve goal,
if applicable

Provide any additional comments, exceptions and explanations below:

Description of steps to
improve performance
in meeting goal or
lessons learned in
meeting goal, if
applicable

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ASSURANCES
Place a check next to each statement certifying that your institution is in compliance with the following
assurances. (§205(a)(1)(A)(iii), §206(b)) Note: Be prepared to provide documentation and evidence for your
responses, when requested, to support the following assurances.
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;

prospective general education teachers are prepared to provide instruction to limited English proficient
students;
prospective general education teachers are prepared to provide instruction to students from low-income
families; and
prospective teachers are prepared to effectively teach in urban and rural schools, as applicable.
Describe your institution’s most successful strategies in meeting the assurances listed above:

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Section III. Pass rates and scaled scores
Provide the information in the following tables on the performance of the students in your teacher preparation
program on each teacher credential assessment used by your state. This information will be provided to your
institution by the state or the testing company or companies (or entities). 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.
In the case of a teacher preparation program with fewer than 10 scores reported on any single initial teacher
credential assessment during an academic year, the program shall collect and publish information with respect to
an average pass rate and scaled score on each state credential assessment taken over a three-year period.
ASSESSMENT PASS RATES (§205(a)(1)(B))
Assessment name
Assessment code
Test company/entity
code
Assessment cut score
Assessment score range
All enrolled students
who have completed all
nonclinical courses,
2011-12
Other enrolled students,
2011-12
All program completers,
2011-12
All program completers,
2010-2011
All program completers,
2009-2010

Number
taking
test

Average
scaled
score

Number
passing
test

Pass rate
(%)

Statewide average
pass rate (%)

Statewide
average scaled
score

SUMMARY PASS RATES
Number taking one or
more required tests

Number passing
all tests taken

Pass rate
(%)

Statewide average
pass rate (%)

All program completers, 2011-12
All program completers, 2010-2011
All program completers, 2009-2010

Note: Your institution or organization is not required by Title II to publish summary pass rates. Please retain the
individual assessment data for each student that will allow you to verify these summary pass rates. This
information is requested for validation purposes.

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Section IV. Statement and Designation as Low-Performing
Provide the following information about the approval or accreditation of your teacher preparation program.
(§205(a)(1)(D), §205(a)(1)(E))
(A) Is your teacher preparation program currently approved or accredited?
_____ Yes _____ No
If yes, please specify the organization(s) that approved or accredited your program:
_____ State _____ NCATE _____ TEAC _____ Other (specify:______________________)
(B) Is your teacher preparation program currently under a designation as “low-performing” by the state
(as per section 207(a) of the HEA of 2008)? _____ Yes _____ No
NOTE: See appendix X of the manual for the legislative language referring to “low-performing” programs.

Section V. Use of Technology (§205(a)(1)(F))
Provide the following information about the use of technology in your teacher preparation program. Please note
that checking ‘yes’ indicates that your teacher preparation program would be able to provide evidence upon
request.
Does your program prepare teachers to:
(A) integrate technology effectively into curricula and instruction _____ Yes _____ No
(B) use technology effectively to collect data to improve teaching and learning _____ Yes _____ No
(C) use technology effectively to manage data to improve teaching and learning _____ Yes _____ No
(D) use technology effectively to analyze data to improve teaching and learning _____ Yes _____ No
Provide a description of the evidence that your program uses to show that it prepares teachers to integrate
technology effectively into curricula and instruction, and to use technology effectively to collect, manage, and
analyze data in order to improve teaching and learning for the purpose of increasing student academic
achievement. Include a description of the evidence your program uses to show that it prepares teachers to use the
principles of universal design for learning, as applicable. Include planning activities and a timeline if any of the
four elements listed above are not currently in place.

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Section VI. Teacher Training (§205(a)(1)(G))
Provide the following information about your teacher preparation program. Please note that checking ‘yes’
indicates that your teacher preparation program would be able to provide evidence upon request.
Does your program prepare general education teachers to:
(A) teach students with disabilities effectively _____ Yes _____ No
(B) participate as a member of individualized education program teams _____ Yes _____ No
(C) teach students who are limited English proficient effectively _____ Yes _____ No
Does your program prepare special education teachers to:
(D) teach students with disabilities effectively _____ Yes _____ No
_____ Program does not prepare special education teachers
(E) participate as a member of individualized education program teams _____ Yes _____ No
_____ Program does not prepare special education teachers
(F) teach students who are limited English proficient effectively _____ Yes _____ No
_____ Program does not prepare special education teachers
Provide a description of the evidence your program uses to show that it prepares general education teachers to
teach students with disabilities effectively, including training related to participation as a member of
individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities
Education Act1, and to effectively teach students who are limited English proficient. Include planning activities
and a timeline if any of the six elements listed above are not currently in place.

Provide a description of the evidence that your program uses to show that it prepares special education teachers to
teach students with disabilities effectively, including training related to participation as a member of
individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities
Education Act, and to effectively teach students who are limited English proficient. Include planning activities
and a timeline if any of the six elements listed above are not currently in place.

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.

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Section VII. Contextual information (optional)
Please use this space to provide any additional information that describes your teacher preparation program(s).
You may also attach information to this report card. The U.S. Department of Education is especially interested in
any evaluation plans or interim or final reports that may be available.

Section VIII. 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 teacher preparation program
______________________________ Title
Certification of review of submission:
______________________________ Signature
______________________________ Name of President/Chief Executive (or designee)
______________________________ Title