**Higher Education Act**

**Title II**

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height="2.361111111111111e-2in"}

**Reporting Reference and User Manual**

**August 2006**

**U.S. Department of Education**

**Office of Postsecondary Education**

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OMB Control No. 1840-0744 (expiration date: 06/30/2009)

# 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 06/30/2009). The
time required for institutions to complete this information collection
is estimated to average 69 hours per response, including the time to
review instructions, search existing data resources, gather the data
needed, and complete and review the information collection. The time
required for states to complete this information collection is estimated
to average 600 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.

Contents

Part I. Overview of HEA Title II Reporting Requirements

A. Introduction 1

B. Reporting Requirements---Institutions 2

C. Reporting Requirements---States 2

D. Reporting Cycles 3

E. Key Definitions 3

F. Pass Rates 5

**Part II. Institutional Reporting Requirements**

A. Required Reporting for Institutions of Higher Education 12

B. Information for Institutions Reporting for the First Time 14

**Part III. Using the SRS for State Reporting**

A. Introduction 17

B. Procedures for States Reporting for the First Time 18

C. System Security 18

D. Logging In and Logging Out 19

E. System Features 22

F. Report Navigation 27

Contact Information 29

Section I: Description of State Teacher Certification or Licensure\
Assessments and Other Requirements 30

Sections I.a., b., & d.: Requirements to Obtain Level I, II and III\
Certificates 30

Section I.e.: Specific Assessment Requirements and Cut Score\
Table 32

Section I.f.: Provisions for Persons Teaching Without Full\
Certification or Licensure 34

Section II: Description of State Teacher Standards and the Alignment\
Between State Teacher Certification or Licensure Requirements and\
Assessments and State Student Standards and Assessments 36

Section III: Statewide and Institutional Pass Rates 37

Section IV: Description of Criteria for Assessing the Performance of\
Teacher Preparation Programs within Institutions in the State 42

Section V: List of Low-Performing State Teacher Preparation Programs 43

Section VI: Information on Waivers of State Certification or Licensure\
Requirements 44

Section VII: Alternative Routes to Teacher Certification or Licensure,\
and Pass Rates for Program Completers of Alternative Routes 46

Section VIII: State Efforts To Improve Teacher Quality 49

Section IX: Certification 50

Printing Your State Report 52

Uploads and Templates 53

Pass Rate Tips 55

Instructions 60

Appendices

Appendix A Statutory Provisions A-1

Appendix B Glossary B-1

Appendix C Institutional Survey C-1

Appendix D State Survey D-1

Appendix E Rules for Ranking Institutions of Higher Education on\
Teacher Assessment Pass Rates E-1

Appendix F Sample Report Table F-1

Tables

I.D.1. Reporting deadlines for the institutional, state and Secretary's
reports:\
2006-07 through 2008-09 3

I.D.2. Data collection year/cycle 4

I.D.3 Sequence of pass rate reporting 6

I.D.4 Calculating aggregate and summary pass rates 9

**Figures**

III.C.1. Time-out warning 19

III.D.1. Login screen 20

III.D.2. Initial password change 21

III.D.3. Log out 22

III.E.1. Radio buttons and text boxes 23

III.E.2. Check boxes 24

III.E.3. Add/Edit/Delete 25

III.E.4. Reference and Web Address 26

III.F.1. Main menu 28

III.F.2 Contact information 29

III.F.3. Section I 30

III.F.4. Sections I.a, b, and d. 31

III.F.5. Section I.e. 32

III.F.6. Section I.e Requirements 33

III.F.7. Section I.e Cut Score Table 34

III.F.8 Section I.f. 35

III.F.9 Section II 36

III.F.10. Section III 38

III.F.11. Tables D1-D2 and Tables D1a-D2a 39

III.F.12. Entering or editing a table 40

III.F.13. Adding a table item 41

III.F.14. Section IV 42

III.F.15. Section V 43

III.F.16. Section VI 45

III.F.17. Section VII 46

III.F.18. Table D5 48

III.F.19. Section VIII 49

III.F.20. Certification verification 50

III.F.21. Certification 51

III.F.22. Print menu 52

III.F.23. Uploads 54

III.F.24. Templates 57

III.F.25. File download 58

III.F.26. Template for Table D1. 59

III.F.27. Instructions 60

**Part I: Overview of HEA Title II Reporting Requirements**

A.  **Introduction**

In October 1998, Congress voiced its concern for the quality of teacher
preparation by enacting Title II of the *Higher Education Act* (HEA).
Title II authorizes federal grant programs that support the efforts of
states, institutions of higher education and their school district
partners to improve the recruitment, preparation and support of new
teachers. Title II also includes accountability measures in the form of
reporting requirements for institutions and states on teacher
preparation and licensing. Sections 207 and 208 of the statute are
provided in Appendix A.

Section 207 of HEA Title II requires reports from two groups:

(1) [Institutions of higher education (IHE) that conduct teacher
    preparation programs enrolling students who receive federal
    assistance under Title IV of the HEA]{.underline}. A *teacher
    preparation program* is a state-approved course of study, the
    completion of which signifies that an enrollee has met all the
    state's educational and/or training requirements for initial
    certification or licensure to teach in the state's elementary or
    secondary schools. (See Appendix B, Glossary.) The law requires
    institutions to submit timely and accurate reports or risk a fine of
    up to \$25,000.

(2) [States that receive HEA funds]{.underline}. The term "state"
    includes the 50 states, the District of Columbia, Puerto Rico and
    the insular areas. (See Appendix B, Glossary.) States must submit
    the reports as a condition of receiving HEA funding. NOTE: The
    manual uses the terms "state" and "state agency" interchangeably to
    refer to the part of the state government that has responsibility
    for establishing procedures to implement the Title II HEA reporting
    requirements.

**States and institutions must report on all of the items on the
questionnaires, using the definitions and methods for calculating pass
rates and other statistics developed by the U.S. Department of Education
(ED).** States may choose to collect information from institutions using
either the standard questionnaire or another reporting format---as long
as the institutions and states include, at a minimum, the information
requested on the standard questionnaire. If states choose to design
their own reporting formats, they are encouraged to do so through
collaboration with their institutions and through the use of
standardized spreadsheets or reports that minimize the burden on
institutions.

States have the central coordinating role in the Title II system of
institutional and state reporting, so they must be responsible for
promoting public confidence in the information that institutions and
they report. Thus to the extent possible, states and institutions must
ensure that the data provided in their reports are complete and accurate
and conform to the definitions in the manual.

.

This section provides a general overview of HEA Title II reporting for
institutions and states, including reporting requirements and cycles,
key definitions and guidance on how pass rates should be generated.

B. Reporting Requirements---Institutions

Section 207(f) requires each institution to report annually on:

-   How well individuals who complete its teacher preparation program
    perform on initial state licensing and certification assessments in
    their areas of specialization;

-   Basic aspects of its program, such as number of students, amount of
    required supervised practice teaching and the student-faculty ratio
    in supervised practice teaching; and

-   Whether it is classified by the state as "low-performing."

A copy of the Institutional Survey is provided in Appendix C.

**C. Reporting Requirements---States**

Section 207(b) requires each state to report annually on:

-   Its licensing and certification requirements (including cut scores
    on required examinations);

-   Descriptions of alternative routes by which individuals may become
    teachers;

-   The percentage of teaching candidates who passed certification or
    licensure assessments---statewide, for each institution and for each
    alternative route to certification;

-   Information on the use of waivers of certification or licensure
    requirements and the proportion of teachers with these waivers
    distributed across high- and low-poverty school districts and across
    subject areas;

-   State criteria for assessing the performance of institutions'
    teacher preparation programs; and

-   Other areas that bear on the overall quality of new teachers.

Appendix D contains the State Survey.

The data that states and institutions will provide annually represent
one way we can begin to measure the success of teacher education
programs and state efforts to improve teacher quality. It is ED's hope,
and the desire of Congress, that institutions and states use the reports
in meaningful ways to improve teacher education in America.

**D. Reporting Cycles**

Section 207 of Title II requires the annual preparation and submission
of three reports on teacher preparation and licensing: one from
institutions to states, a second from states to the U.S. Secretary of
Education and a third from the Secretary to Congress and the public.
Table I.D.1 shows the due dates for each of the three reports by
reporting year.

  ---------------- ------------------ -------------------- -----------------
  **Table I.D.1.                                           
  Reporting                                                
  deadlines for                                            
  the                                                      
  institutional,                                           
  state and                                                
  Secretary's                                              
  reports: 2006-07                                         
  through                                                  
  2008-09**                                                

                                                           

                                                           

  **Reporting      **Institutional    **State report**     **Secretary's
  year**           report**                                report**

  **2006-07**      April 7, 2006      October 10, 2006     April 9, 2007

  **2007-08**      April 9, 2007      October 9, 2007      April 7, 2008

  **2008-09**      April 7, 2008      October 7, 2008      April 7, 2009
  ---------------- ------------------ -------------------- -----------------

The surveys use elements from different points in time. For example,
certification requirements are based on the most current information
available, while the pass rates are based on an academic year. We have
included a reference table (see Table I.D.2) that shows each survey
section and the corresponding data collection year/cycle.

E.  **Key Definitions**

States and institutions need to understand several key definitions in
order to complete their annual reports accurately.

-   *Teacher Preparation Program:* A state-approved course of study, the
    completion of which signifies that an enrollee has met all the
    state's educational and/or training requirements for initial
    certification or licensure to teach in the state's elementary or
    secondary schools. A teacher preparation program may be either a
    regular program or an alternative route to certification, as defined
    by the state. Also, it may be within or outside an IHE.

> In applying this definition, states and institutions may *not*
> determine that a teacher preparation program concludes after an
> individual has passed all examinations the state uses for initial
> certification or licensure, unless the state or institution requires
> that an individual pass these examinations before it will confer a
> degree, institutional certificate, program credential, transcript or
> other proof of having met the program's requirements.
>
> For purposes of reporting under the Act, if an institution operates
> more than one state-defined regular teacher preparation program, the
> institution's multiple programs must be regarded as a single program.

  -------------- ------------- ------------------------- ---------------------- -- ---------------------- --- ----------------------
  **Table I.D.2.                                                                                              
  Data                                                                                                        
  collection                                                                                                  
  year/cycle**                                                                                                

  ** **                                                  **Reporting year**                                   

  **Section**    **Page(s)**   **Item**                  **2006-07**               **2007-08**                **2008-09**

  I.a. -- I.d.   48-53         Description of            Most current state        Most current state         Most current state
                               certification/licenses    regulations               regulations                regulations

  I.e.           53-55         Specific assessment       Academic year             Academic year              Academic year
                               requirements              2004-2005                 2005-2006                  2006-2007

  I.f.           55            Provisions for persons    Most current state        Most current state         Most current state
                               teaching without full     regulations               regulations                regulations
                               certification/licensure                                                        

  II             55-58         State standards           Most current state        Most current state         Most current state
                                                         regulations/policies      regulations/policies       regulations/policies

  III            58-64         Institutional and state   Academic year 2004-05     Academic year 2005-06      Academic year 2006-07
                               pass rates                                                                     

                                                         Updates for academic      Updates for academic       Updates for academic
                                                         year 2001-02              year 2002-03               year 2003-04

  IV             65            Description for assessing Most current state        Most current state         Most current state
                               performance of teacher    regulations/policies      regulations/policies       regulations/policies
                               preparation programs                                                           

  V              65            Low performing            Most current review       Most current review        Most current review
                                                         cycle                     cycle                      cycle

  VI             66            Waivers                   School year 2005-06       School year 2006-07        School year 2007-08

  VII.a. --      67            Alternative route         Most current state        Most current state         Most current state
  VII.b.                       programs                  regulations/policies      regulations/policies       regulations/policies

  VII.c.         68-70         Alternative route pass    Academic year 2004-05     Academic year 2005-06      Academic year 2006-07
                               rates                                                                          

                                                         Updates for academic      Updates for academic       Updates for academic
                                                         year 2001-02              year 2002-03               year 2003-04
  -------------- ------------- ------------------------- ---------------------- -- ---------------------- --- ----------------------

-   *Program Completer:* A person who has met all the requirements of a
    state-approved teacher preparation program. Program completers
    include all those who are documented as having met such
    requirements. Documentation may take the form of a degree,
    institutional certificate, program credential, transcript or other
    written proof of having met the program's requirements. In applying
    this definition, the fact that an individual has or has not been
    recommended to the state for initial certification or licensure may
    *not* be used as a criterion for determining who is a program
    completer.

-   *Alternative Route to Certification or Licensure:* As defined by the
    state.

-   *Regular Teacher Preparation Program:* Any teacher preparation
    program that is not an alternative route to initial certification or
    licensure.

-   *Waiver:* Any temporary, provisional or emergency permit, license or
    other authorization that permits an individual to teach in a public
    school classroom without having received an initial certificate or
    license from that state. Those teachers participating in alternate
    routes who meet the criteria for being highly qualified under the
    *No Child Left Behind Act* are excluded from being counted as on a
    waiver (see definition of *Highly Qualified Teachers in Alternate
    Routes*). Also excluded are those teachers who are short- or
    long-term substitute teachers (as defined by the state); but,
    included are those who are regular full-time or part-time classroom
    teachers.

F.  **Pass Rates**

States and institutions must collect and report pass rate data in a
uniform manner. Such data are to be calculated using the following
procedures.

-   *Report pass rates annually.* Institutions report pass rate data to
    states in April of each year. States, in turn, report the
    institutional and state pass rates to ED annually in October. See
    Table I.D.1 for a summary of reporting deadlines

-   *Set the academic year and test closure date for each cohort of
    program completers.* Working in collaboration, states and
    institutions need to set a test closure date for each cohort of
    program completers. The date should be the same for all institutions
    within a state.

-   *Institutions and states report annually on two cohorts.* Every
    institutional report (and the portion of every state report
    containing institutional pass rates) will include both pass rates on
    the most recent cohort of completers and updated pass rates on the
    cohort that finished the program 3 years earlier. This same sequence
    applies to the state's reporting of pass rates of cohorts that
    complete alternative routes to certification and licensure and
    regular programs outside of IHEs. Table I.D.3 illustrates this
    pattern:

**Table I.D.3: Sequence of pass rate reporting**

  ---------- -------------- -------------- -------------- ----------------
  **Report   **Cohort of    **Cohort of    **Cohort of    **Cohort of
  year**     2004-05**      2005-06**      2006-07**      2007-2008**

  2005-06    Pass rates                                   

  2006-07                   Pass rates                    

  2007-08                                  Pass rates     

  2008-09                                                 Pass rates

  2009-10    Updates                                      

  2010-11                   Updates                       

  2011-12                                  Updates        

  2012-13                                                 Updates
  ---------- -------------- -------------- -------------- ----------------

This form of updating pass rate data conforms to requirements of section
207 of Title II. It is needed so that the cohort's pass rates on
certification or licensure examinations reflect the scores of program
completers who took the examination within the initial testing period
and program completers who took the examination after test closure.

-   *Pass rates must be calculated for all tests that are used by the
    state for initial teacher certification or licensure.* Testing
    companies or states will need to collect a comprehensive list of all
    certificates or licenses (for areas of specialization approved by
    the state) for the cohort year, the requirements and cut scores for
    certificates or licenses and the teacher preparation programs and
    the certificates or licenses for which they are approved to be able
    to calculate and report pass rates for cohorts of regular and
    alternative route program completers.

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-   *The tests and cut scores used to determine pass rates must be valid
    for the initial certification of each individual program completer
    as of the test closure date.* States change their test requirements
    from time to time, and individuals within a particular cohort may
    have taken the same tests under different cut-score requirements.
    Some states "grandfather in" (and so count as a "pass" when they
    calculate the cohort pass rate) completers who previously passed a
    test with a score below the current cut score or who passed a
    different test. Other states do not. It is up to the state to
    determine the tests and cut scores that it considers valid for an
    individual at the time of the test closure date for his or her
    cohort. Pass rates must be based on these valid tests and cut
    scores.

-   *Pass rates will likely be calculated either by testing companies or
    by states that have test files.* The rates will be reported for each
    academic year's cohort of program completers for tests related to
    the completer's area of specialization. These tests must have been
    taken not more than 5 years before program completion (or up to 3
    years afterwards) and must be valid for the individual completer as
    of the test closure date. In cases where a completer has taken the
    same test more than once, the result of the test on which the
    completer attained the highest score is to be used.

-   *Pass rates will be computed using the "rule of 10."* In order for
    data on an assessment to be reported, at least 10 program completers
    had to have taken the assessment in an academic year. Aggregate or
    summary data also require at least 10 program completers (though not
    necessarily taking the same assessment) for the data to be reported.

-   *Institutions and states will report three kinds of pass rates.*

1.  **A single assessment pass rate** is defined as the proportion of
    program completers who passed the assessment among all who took the
    assessment.

2.  **Aggregate pass rates** are defined as the proportion of program
    completers who passed all the tests they took in each of the six
    following skill or knowledge areas among all program completers who
    took one or more tests in each area.

-   Basic skills;

-   Professional knowledge and pedagogy;

-   Academic content areas (e.g., mathematics, social studies, science,
    the arts);

-   Teaching special populations (e.g., special education, English as a
    Second Language);

-   Other content areas (e.g., agriculture, marketing, computer
    science); and

-   Performance assessments.

3.  **Summary pass rates** are defined as the proportion of program
    completers who passed all tests they took for their areas of
    specialization among those who took one or more tests in their
    specialization areas. Summary pass rates are based on all
    assessments that an individual needs to pass to become initially
    certified or licensed as a teacher in a given area of specialization
    in a state.

If a state requires portfolios or other performance assessments on which
candidates receive a pass-fail designation, pass rates must be reported
in the "Performance Assessments" category of the report. In addition, in
some states, a single score is given across two or more tests. In those
instances, the single score for the set of multiple tests should be used
in calculating a pass rate for that set. If a state does not require any
tests for initial certification, neither institutions nor the state need
to report pass-rate data.

The sample table below illustrates aggregate and summary pass rates. If
a candidate begins the series of assessments required in a particular
skill or knowledge area ---that is, takes one or more assessments within
a category---and passes all the assessments taken, he or she is counted
for purposes of institutional pass rates as a *pass*. If a candidate
begins a series of assessments and fails one or more before the test
closure date, he or she is counted for purposes of institutional pass
rates.

***Ranking Institutional Pass Rates***

The annual state reports must include quartile rankings for each
reporting institution in the state, based on (1) its pass rate in each
aggregate category of assessment (i.e*.,* basic skills, professional
knowledge and pedagogy) and (2) its summary pass rate. When providing
these aggregate-category and summary rankings, states must also report,
for each quartile, the mean pass rate and the range. These data will
show the average test performance and the low and high scores for each
quartile. More detailed rules for reporting these rankings are included
in Appendix E.

***Information States Must Report Regarding Individuals Who Completed
Teacher Preparation Programs in Another State***

States are not required to report the pass rates of individuals who
completed teacher preparation programs in another state. States do need
to report, however, the total number of individuals for each reporting
period who receive their initial teaching certification or licensure and
the number of these individuals who completed teacher preparation
programs in another state.

***Processes Used by Institutions, State, and Testing Companies To
Calculate Pass Rates***

Following the procedures established in each state, each institution
will identify its regular program completers by Social Security number
or other identifying information, together with their areas of
specialization, and provide this information to the testing company or
state. The testing company or state will then compute the pass rates (on
assessments in the certification and licensure areas that correspond to
these areas of specialization) of the institution's regular program
completers and return the pass rates to the institution. The testing
company or state also will provide the institution other information
that it can use to verify the pass rates.

States will develop comparable procedures to calculate pass rates for
completers of regular programs not administered by IHEs and completers
of alternative route programs.

**Table I.D.4** **Calculating aggregate and summary pass rates**

<table style="width:100%;">
<colgroup>
<col style="width: 9%" />
<col style="width: 0%" />
<col style="width: 9%" />
<col style="width: 0%" />
<col style="width: 9%" />
<col style="width: 0%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 10%" />
<col style="width: 0%" />
<col style="width: 10%" />
<col style="width: 0%" />
<col style="width: 9%" />
<col style="width: 0%" />
<col style="width: 10%" />
<col style="width: 0%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td rowspan="2"></td>
<td colspan="14">Aggregate categories</td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="4">Academic content areas</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="2"><p>Program</p>
<p>completer</p></td>
<td colspan="2"><p>Basic skills</p>
<p>(3 tests)</p></td>
<td colspan="2"><p>Professional knowledge &amp; pedagogy</p>
<p>(1 test)</p></td>
<td>Specialization area 1</td>
<td><p>Specialization</p>
<p>area 2</p></td>
<td colspan="2">Specialization area 3</td>
<td colspan="2">Other content areas</td>
<td colspan="2">Teaching special populations</td>
<td colspan="2">Performance assessments</td>
<td>Summary pass status</td>
</tr>
<tr class="even">
<td colspan="2">1</td>
<td colspan="2">P (P,P,P)</td>
<td colspan="2">P</td>
<td>P (P,P)</td>
<td>F (P,F)</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td><strong>P</strong></td>
</tr>
<tr class="odd">
<td colspan="2">2</td>
<td colspan="2">P (P,P,P)</td>
<td colspan="2">P</td>
<td>---</td>
<td>---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td><strong>P</strong></td>
</tr>
<tr class="even">
<td colspan="2">3</td>
<td colspan="2">P (P,P,P)</td>
<td colspan="2">P</td>
<td>F (P,F)</td>
<td>---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td><strong>F</strong></td>
</tr>
<tr class="odd">
<td colspan="2">4</td>
<td colspan="2">F (P,P,F)</td>
<td colspan="2">---</td>
<td>---</td>
<td>---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td><strong>F</strong></td>
</tr>
<tr class="even">
<td colspan="2">5</td>
<td colspan="2">P (P,P,P)</td>
<td colspan="2">---</td>
<td>---</td>
<td>---</td>
<td colspan="2">---</td>
<td colspan="2">P (P,P)</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td><strong>P</strong></td>
</tr>
<tr class="odd">
<td colspan="2">6</td>
<td colspan="2">P (P,P,P)</td>
<td colspan="2">F</td>
<td>P (P)</td>
<td>---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td><strong>F</strong></td>
</tr>
<tr class="even">
<td colspan="2">7</td>
<td colspan="2">P (P,P,P)</td>
<td colspan="2">F</td>
<td>P (P,P)</td>
<td>---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td colspan="2">---</td>
<td><strong>F</strong></td>
</tr>
<tr class="odd">
<td colspan="2">8</td>
<td colspan="2">P (P,P,--)</td>
<td colspan="2">P</td>
<td>P (P,--)</td>
<td>P (P)</td>
<td colspan="2">F (F)</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td><strong>P</strong></td>
</tr>
<tr class="even">
<td colspan="2">Pass rate = % passing</td>
<td colspan="2">88%</td>
<td colspan="2">67%</td>
<td colspan="4"><p>Overall academic content area pass rate =</p>
<p>62.5%</p></td>
<td colspan="2">100%</td>
<td colspan="2">Not applicable</td>
<td colspan="2">Not applicable</td>
<td><strong>Summary pass rate = 50%</strong></td>
</tr>
</tbody>
</table>

***Institutional Verification of Pass Rates***

Because institutions will be held accountable for the pass rates of
their regular program completers, they need to have confidence in the
pass rates that they report. Thus, institutions must be able to receive
timely data from testing companies or state agencies to verify the
accuracy of pass-rate calculations and, if necessary, resolve any
disagreements about what these pass rates should be. State agencies will
need to collaborate with public and private institutions and testing
companies to ensure that their procedures for implementing the section
207 reporting requirements let institutions to do this.

***Data Institutions Will Receive***

At a minimum, verification procedures must let each institution receive
all of the examination scores that the testing company or state agency
used to compute its pass rates, together with information that
identifies all program completers who took each examination. Moreover,
each institution must receive this information in sufficient time to
enable it to verify the calculated pass rates, resolve any discrepancies
and submit the required institutional report by the due date.

In some states, state laws and procedures will permit institutions to
receive information (e.g., Social Security numbers) that links the test
scores to each individual completer. Although using these "linked data"
is not required, ED recognizes that they are the best and most desirable
information available. In this regard, the procedures discussed in this
manual for providing institutions with these linked test-score data are
consistent with federal law, including the *Family Educational Rights
and Privacy Act* (FERPA).

ED also recognizes, however, that in some states, state law or
compelling state policy prohibits the linking of test scores and
completer names. For example, state law may preclude institutions from
securing the test scores of individual program completers without their
consent or disallow state agencies from being the conduit through which
testing companies can provide individual test scores to the respective
institutions, out of fear that test scores maintained by the state
agency would become records that are publicly available without consent.
(Under FERPA, however, test scores linked to the names of program
completers are not publicly available so long as the state agency and
institutions in the state agree that, in maintaining these records, the
state agency is acting on behalf of the institutions so that they can
verify their pass rates.) In addition, while the state agency could
still adopt procedures for having linked test scores flow directly
between the testing company and the institutions, it is possible that
the costs and burden of such a system would be prohibitive.

ED believes that it is vital for states to overcome these kinds of
problems so that institutions can verify pass-rate calculations using
linked test-score data. To this end, the Department is prepared to work
with states and others to help them find ways to achieve this objective.

Unless teaching candidates have agreed to release their test scores to
an institution, the institution has no legitimate interest in retaining
a particular candidate's scores once it has verified the testing
company's pass-rate calculations. The Department urges states and
institutions to agree to procedures under which the institutions will
destroy these linked scores once they are no longer needed for
institutional reports.

***Dispute Resolution Procedures***

In most cases, an institution should be able to receive from the testing
company or state the test-score and test-taker data that state
procedures permit and to confirm the accuracy of pass-rate calculations.
However, it is possible that in a small number of cases an institution
either will not receive these data or will not be able to resolve
disagreements about how the pass rates should be calculated. To
accommodate these situations, the state's implementing procedures must
contain the following elements.

-   If an institution cannot secure data in a timely manner, the
    institution must promptly inform the state and ED, in writing, of
    the problem. The institution also must propose a schedule for
    reporting to the state the required pass rates, based on the testing
    company's (or state's) estimate of when the institution will receive
    the data it needs to report. The state either will accept the
    schedule or will work to resolve the problem.

-   If an institution cannot resolve a disagreement with the testing
    company or state about how to calculate its pass rate(s), the state
    will use an impartial process for receipt and resolution of disputes
    in time to permit the institution to prepare its report. This
    process must include procedures for the institution to send a
    written explanation of the dispute to the state within 10 days of
    reaching an impasse with the testing company. In the event the
    institution reaches an impasse with the state, the process also must
    include procedures for the state and institution to send written
    explanations of the dispute to the Department within 10 days. (The
    Department will provide its resolution of the dispute as quickly as
    possible on the basis of these written explanations so that the
    institution can report on schedule.)

**Part II: Institutional Reporting Requirements**

IHEs are required to submit their HEA, Title II surveys to the state in
April of each year. See Part 1, including Tables I.D.1 and I.D.2 for an
overview of the Title II reporting schedule.

States are responsible for developing and implementing the collection of
IHE data and have developed forms or on-line systems for IHE use. A list
of state Title II coordinators can be found at
<https://www.title2.org/contactsState.asp>. A sample data collection
instrument is provided in Appendix C. With the exception of the
pass-rate data, institutional data are not forwarded from the states to
the U.S. Department of Education.

In addition to completing the Institutional Survey, IHEs are required to
report the mandated elements of the Institutional Survey and their pass
rates, school catalogs and promotional materials sent to prospective
applicants, secondary school guidance counselors and prospective
employers of the institution's program graduates (see questions 1-7 in
Appendix C).

**A. Required Reporting for Institutions of Higher Education**

-   *Pass rates on teacher assessments for all program completers of
    regular teacher preparation programs.* Program completers of an IHE
    are all graduates who have met the requirements of its teacher
    preparation program and all others who are documented as having met
    those requirements. Whether an institution recommends or does not
    recommend an individual to the state for initial certification or
    licensure is *not* a factor in determining whether the individual is
    a program completer.

> Since the focus of the annual reports is on the preparation of
> teachers, the definition of a program completer does not extend to
> individuals enrolled in schools, colleges or departments of education
> who, for example, are studying to be guidance counselors or preparing
> to become any of the other non-teaching professionals. Therefore, the
> test scores of these individuals should not be included in an
> institution's pass rates.

-   *Comparisons between their pass rates and the statewide
    institutional pass rates.* States provide institutions with these
    statewide pass rates.

-   *Number of students in the regular teacher preparation program at
    the IHE.*

-   *Information about supervised student teaching:*

```{=html}
<!-- -->
```
-   Number of students (in the regular program and any alternative route
    programs) who were in programs of supervised student teaching during
    the academic year

-   Numbers of supervising faculty who were:

### *Appointed full-time faculty in professional education:* an individual who works full time in a school, college or department of education and spends at least part of the time in supervision of teacher preparation students.

> *Appointed part-time faculty in professional education and full-time
> in the institution:* any full-time faculty member in the institution
> who also may be supervising or teaching in the teacher preparation
> program.
>
> *Appointed part-time faculty in professional education, not otherwise
> employed by the institution:* may be part-time university faculty or
> pre-K-12 teachers who supervise prospective teachers. The numbers do
> [not]{.underline} include K-12 teachers who simply receive a stipend
> for supervising student teachers. Rather, this third category is
> intended to reflect the growing trend among institutions of higher
> education to appoint K-12 teachers as clinical faculty, with the
> rights and responsibilities of the institution\'s regular faculty.

-   Total number of supervising faculty for the teacher preparation
    program during the academic year.

    -   *The student/faculty ratio.*

    -   *The average number of hours per week required of student
        participation in supervised student teaching.*

    -   *The total number of weeks of supervised student teaching
        required.*

    -   *The total number of hours required.*

    -   *Whether program is currently approved or accredited by the
        state.*

    -   *Whether the teacher preparation program currently is designated
        as "low-performing" by the state* (as per section 208 (a) of the
        HEA of 1998).

***Optional Supplemental Reporting for IHEs***

ED encourages all institutions and states to try to make their data
systems for assessing program quality more comprehensive and to go
beyond the reporting requirements so that their reports provide a richer
picture of their efforts to provide high quality teacher education.

Many types of supplemental information could be provided. For example,
institutions might report on:

-   The philosophical underpinnings of their programs;

-   The demographics of their students and completers;

-   The pass rates of students who complete programs the institution
    offers that are alternative routes to initial certification and
    licensure, as well as pass rates that reflect the combined scores of
    all of the institution's program completers;

-   The number of completers hired in their fields in the first year of
    eligibility;

-   The retention rate of program completers;

-   The performance of program completers who take assessments to teach
    in other states but do not take any assessments used by the home
    state; and

-   The percentage of program completers who have been certified by the
    National Board for Professional Teaching Standards.

The standard formats for the state and institutional questionnaires
offer a designated section for supplemental information, but this
information can be reported in any format that institutions and states
desire---provided that the report clearly shows which information is
required by this manual and which is supplemental.

**B. Information for Institutions Reporting for the First Time**

There are some important issues IHEs and states must address in a
collaborative manner. The following checklist is offered to help states
and IHEs begin to develop their data collection systems. Assistance is
also available through the Title II Service Center, which can be reached
at title2@westat.com.

***State and IHE Checklist for IHE Data Collection***

1.  What agreements have to be reached among a state, its institutions
    and the testing company?

-   Confirm the academic year and test closure date for a cohort of
    program completers;

-   Establish for teacher preparation programs in the state and for
    their program completers the list of subject areas of specialization
    for certification or licensure;

-   Check and confirm relevant test(s) for each area of specialization
    and passing (cut) scores applicable to members of that cohort;

-   Determine submission dates for completer lists and dates for return
    of results from the state (or from the testing company);

-   Establish a process for making sure that institutions get the data
    they need (subject to state privacy laws) to be able to verify
    pass-rate calculations;

-   Establish a process for ensuring that institutions receive the
    statewide pass rates that they need to include in their reports;

-   Establish a resolution process for disagreements about completer
    identification or pass-rate computation; and

-   Determine the final form and submission date for institutional
    reports.

2.  What will an institution need to include in its official list of
    regular program completers?

For each person on the list, specify:

-   Name;

-   Unique identifier (usually a date of birth or a Social Security
    number); and

-   Area of specialization or certification area (from state-determined
    list of certification or licensure fields).

3.  Where will an institution send its list of program completers for
    calculation of pass rates?

-   In most cases, the institution will send the list either directly to
    the testing company or to the state, which may forward it to the
    testing company. However, states, institutions and the testing
    company may make some other arrangement.

4.  What entity will produce the pass rates and verification data?

-   Typically the testing company or the state will produce these data.
    The decision rests with the state, in consultation with institutions
    and the testing company, and depends heavily on where the
    computerized test files are located.

5.  How will an institution conduct a review of the pass-rate analyses?

-   Confirm the names and unique identifiers of the identified
    test-takers;

-   Check proportions of test-takers passing each assessment, as
    calculated by the testing company or state; and

-   Check proportions of test-takers passing each aggregate assessment
    category, as calculated by the testing company or state.

6.  How might discrepancies in the list of completers or problems with
    the pass-rate results be reported and resolved?

-   An institution should check the testing company's (or state's) list
    of recent program completers for whom no test scores have been found
    and report to the testing company (or state) any completers that the
    institution believes have been tested. If the testing company or the
    state locates such cases, it will return a revised set of assessment
    results.

-   An institution should check pass rates returned by testing company
    (or state) and notify the company and the state authority that the
    pass rates are accurate.

7.  What information will the institution send to the state in the
    completed institutional report?

-   Institutional pass rates on assessments, as received from the
    testing company (or state) and verified by the institution;

-   Information on the number of students in the teacher preparation
    program;

-   Information on supervised student teaching requirements and
    faculty/student ratio;

-   Information on program approval or accreditation by the state;

-   Whether the program is considered "low-performing" by the state; and

-   Any supplementary contextual information.

The sample institutional questionnaire and pass-rate tables are provided
in Appendix C.

**Part III: Using the SRS for State Reporting**

**A. Introduction**

States report annually to ED in October of each year. (See Table A1 for
an overview of the reporting schedule.) You must use the on-line State
Reporting System (SRS) developed by the Department to facilitate state
reporting of the HEA, Title II data---hardcopy submissions are not
permitted. You also are responsible for collecting the IHE data
described in Part III and Appendix C.

You need to review prefilled sections of the state questionnaire for
accuracy and complete other sections. The data elements include:

-   Institutional and statewide pass rates for each assessment required
    for teacher certification or licensure and for each of the aggregate
    areas, for traditional and alternative route completers;

-   Institutional quartile rankings on pass rates;

-   Licensure and certification requirements, including degree and
    program requirements, assessment requirements for all areas of basic
    skills, professional knowledge and subject matter knowledge in the
    areas for which teachers and prospective teachers are providing (or
    will be providing) instruction and special across-the-board
    requirements;

-   State standards for teachers and for students and the extent to
    which they are aligned;

-   State criteria for assessing the performance of teacher preparation
    programs as well as criteria for identifying and assisting
    low-performing teacher preparation programs (see HEA Title II,
    section 208 (a));

-   List of low-performing teacher preparation programs in the state, if
    any;

-   Numbers of applicants granted initial state certification or
    licensure, in- and out-of-state;

-   Description of provisions for allowing persons to teach without full
    certification or licensure;

-   The numbers and percentages of teachers with waivers of state
    requirements for certification or licensure, by subject area and
    summarized for high- and low-poverty districts (ED will provide
    lists of high-poverty districts);

-   The numbers and percentages of alternative route completers and
    completers of regular programs outside of IHEs (if any) passing
    state assessments; and

-   Information on state efforts to improve the quality of teaching.

**B. Procedures for States Reporting for the First Time**

The following checklist is designed to assist states and IHEs in
establishing their systems for initial reporting.

1\. What agreements have to be reached between a state and the testing
company?

-   Confirm the academic year for a cohort of program completers;

-   Establish for teacher preparation programs in the state and for
    their program completers the list of subject areas of specialization
    for certification or licensure;

-   Check and confirm relevant tests for each area of specialization and
    passing (cut) scores for members of that cohort;

-   Determine a test closure date after which test results for a cohort
    will not be included in pass rates for that cohort (for example, the
    test closure date for the cohort that completed its programs in a
    July 1-June 30 academic year might be September 1);

-   Establish a resolution process for disagreements about completer
    identification or pass-rate computation; and

-   Determine the final form and dates of submission of institutional
    reports.

2\. Determine how you will obtain pass rates

-   You will get pass rates for completers of regular programs within
    IHEs from the annual institutional reports or from the testing
    company.

-   You should then compile a list of completers of regular programs
    outside IHEs (if any); then, you or the testing company will
    generate pass rates for these completers.

-   You or the institutions will compile lists of completers of
    alternative routes to certification (if any) then generate pass
    rates for these completers.

Sections C through E provide information on features of the SRS. Section
F walks you through each section of the State Questionnaire. A copy of
the State Questionnaire is provided in Appendix D.

**C. System Security**

For security purposes, generally only one User ID and password is
distributed to each state. If your state chooses to use multiple
accounts, the state is responsible for ensuring that multiple users will
not access and overwrite each others' data. Data are stored on a secure
database running on a secure operating system and are accessible only by
use of a User ID and password; thus, you are prevented from viewing
other states' data.

The SRS automatically logs you off the system after 20 minutes of
inactivity (activity includes moving to another page, saving the page,
etc.). A time-out warning will notify you that your session is about to
expire (see Figure III.C.1). If data are not saved or if inactivity
continues, the session will time out, and you will need to log back into
the system. **Data or survey responses should be saved** at least
**[every 15 minutes]{.underline}** to avoid losing them.

**Save your data at least every 15 minutes!**

####### Figure III.C.1. Time-out warning

####### ![](media/image4.png){width="5.083333333333333in" height="1.2395833333333333in"}

####### 

####### D. Logging In and Logging Out

To log in to the on-line Title II State Reporting System (SRS), follow
these steps:

1\. Go to the homepage of the Title II Web site at **www.title2.org**.

2\. Click on **Submit State Reports** at the top of the page and then
click on **State Reporting System** at the left side of the page OR

> Click on **Submit Report on Quality of Teacher Preparation** in the
> Quick Links box.

3\. Type the User ID and password given to you by Westat and click on
the **Continue** button. You can also tab to the **Continue** button and
press Enter. (see Figure III.D.1).

**Figure III.D.1. Login screen**

![](media/image5.png){width="6.293055555555555in"
height="4.367361111111111in"}

The first time you log into the SRS, you will be prompted to change your
password (see Figure III.D.2). Your new password must meet the following
requirements:

-   Must be 8-12 characters in length;

-   Cannot be part of your username;

-   Must contain at least one letter;

-   Must contain at least one number.

For example, a User ID of JonesB and password of Westat11 would be
acceptable.

## 

## Figure III.D.2. Initial password change

![](media/image6.png){width="6.293055555555555in"
height="4.423611111111111in"}

After you have successfully changed your password, click **Save** to
proceed *(See Section III Part E. System Features for help with the
buttons)*.

During subsequent logins, if you enter an incorrect User ID and/or
password, you will see a message stating, "The username/password
supplied is incorrect. Please check it before trying again." You may
then re-enter the correct User ID and password to log in.

If you enter an incorrect User ID and/or password five times, you will
be locked out of your account. This feature is for security purposes;
however, it means that **you will not be able to access your account**.
You must contact Westat to unlock your account.

**If you do not remember your User ID and/or password, contact Westat.
You will be issued a new User ID and/or password.**

In the top right-hand corner and bottom right-hand corner of each page,
you will see a link called **Log out** (see Figure III.D.3). Click on
this link when you want to log out of the system. This will return you
to the Login Page.

**Figure III.D.3. Log out**

![](media/image7.png){width="6.293055555555555in"
height="4.423611111111111in"}

**E. System Features**

Radio buttons, text boxes, check boxes, Add/Edit/Delete options and
buttons are found throughout the SRS.

**[Radio buttons]{.underline}.** You may choose only ONE response when
using radio buttons. To select a radio button, click on it with your
mouse. Once a radio button is selected, the only way to deselect it is
to choose another radio button in that response.

**[Text boxes]{.underline}.** Single-line text boxes are usually limited
to the size of the displayed box. Multi-line text boxes do not have a
character limit; however, we encourage you to **be brief, concise and to
the point when entering text**. When referencing a separate document,
please refer to the document title in the text box, rather than copying
the entire document into it. Email the actual document to us at
**title2@westat.com**. When referencing a Web address, include the
entire address (including "http://"). (See Figure III.E.1 for an example
of radio buttons and text boxes.)

**Figure III.E.1. Radio buttons and text boxes**

![](media/image8.png){width="6.293055555555555in"
height="4.423611111111111in"}

**[Check boxes]{.underline}.** You may choose more than one check box in
a single response (see Figure III.E.2). To select a check box, click
your mouse in the box (or using the Tab key, tab to the box and press
the space bar). To deselect a box, click your mouse in the box (or press
the space bar) again.

**Figure III.E.2. Check boxes**

![](media/image9.png){width="6.293055555555555in"
height="2.4715277777777778in"}

**[Add/Edit/Delete]{.underline}.** We have preloaded most of your
responses from last year. If your answers have not changed, you do not
need to submit new responses. However, if you do need to update
information, you will need to use the Add/Edit/Delete features, found
throughout the SRS (see Figure III.E.3). To add new entries, click
**Add**. To view or modify an existing entry, click **Edit**. To delete
an entry, click **Delete**. You will see an alert box asking if you are
sure you want to delete this item. Click on **OK** to delete the item,
or click on **Cancel** if you do not want to delete the item.

Even if your answers have not changed from last year, we strongly
recommend that you review them!

**Figure III.E.3. Add/Edit/Delete**

![](media/image10.png){width="6.293055555555555in"
height="4.423611111111111in"}

Some sections ask for a Web Address and/or Reference. Enter a Web
address (including "[http://]()") if there is a related or corresponding
Web site or page. Enter a document reference to direct a reader to a
state publication, legislation, etc. (see Figure III.E.4).

**Figure III.E.4. Reference and Web Address**

![](media/image11.png){width="6.293055555555555in"
height="4.423611111111111in"}

**[Buttons]{.underline}.** One or more bottoms are at the bottom of each
survey section. Please make special note of the following four buttons:
**Save and Stay**, **Save and Exit**, **Reset,** and **Exit Without
Saving**. A description of each is below.

Save and Stay: Selecting this button saves data in the section and keep
you in that section. If you will be working on the same section for a
lengthy time, we recommend that you save your data at least every 15
minutes (*see Security*). Use this button to save your data periodically
as you work through a section.

Save and Exit: This button saves data in the section and returns you to
the previous page or menu. Use this button when you want to exit a
survey section. (If you have not completed the section, you can return
to it later and your data will be saved.)

Reset: This button will reset all fields in the section to their last
saved value. For example, if you make changes to a saved section but do
not want to save the changes, use the **Reset** button. The section will
return to how it appeared the last time you saved it.

Exit Without Saving: This returns you to the previous page or menu. Any
changes made to the page since it was last saved will not be saved.

**[Check Spelling]{.underline}.** A spell-check feature has been added
to the report sections. If you want to check the spelling in a section,
click on the button at the bottom of the page marked, \"Check
Spelling.\" A new window will open that lists spelling errors and
suggests replacements. This feature is similar to those used in word
processing programs. In order for the spell-check feature to work
properly, your browser must allow pop-up windows. Please disable any
pop-up blockers to use this feature.

**[Pop-Up Glossary.]{.underline}** A pop-up glossary feature has been
added to the report sections. If you want to check the definition of a
word listed in the glossary, click on the words in blue throughout the
survey. A new window will open that lists the definition of the word. If
the glossary does not appear when you click on a linked word, please
make sure your pop-up blocker is disabled for this site.

**F. Report Navigation**

Once you log into the SRS, you will be able to access all sections of
the state report (see Figure III.F.1). You can access any section of the
survey by clicking the links on the left side of the page. You can also
access other information, such as the instructions and glossary.

**Figure III.F.1. Main menu**

![](media/image12.png){width="6.293055555555555in"
height="4.423611111111111in"}

***Contact Information***

The individual listed in the Contact Information section (See Figure
III.F.2) is presented as the state contact for members of the public who
would like more information. The fields are fairly self-explanatory. If
you need assistance entering or updating this information, contact
Westat. The state Title II Coordinator may change or update this
information at any time. Once you have entered information in the
Contact Information section, choose the appropriate button (**Save**,
**Reset**) at the bottom of the page (*see Part III, Section E. System
Features*).

**Figure III.F.2. Contact information**

![](media/image13.png){width="6.293055555555555in"
height="4.423611111111111in"}

**Section I: Description of State Teacher Certification or Licensure
Assessments and Other Requirements**

**Please note that the questions in Section I.c. of the *Reporting
Reference and User Manual* have been incorporated into Sections I.a.,
I.b., and I.d. of the on-line survey.**

States are to provide information on degree, coursework, assessment,
supervised teaching experiences and other requirements for each Type
A/Level I, Type B/Level II and Type C/Level III certificate issued to
teachers, as defined by the National State Directors of Teacher
Education and Certification (NASDTEC). Type A/Level I certificates are
issued upon completion of an approved teacher preparation program to an
applicant who has met the requirements of the state, but has not
completed ancillary requirements that must be met before issuance of a
Type B/Level II certificate. Type B/Level II certificates are issued
after the completion of an approved program and all ancillary
requirements or after the completion of an alternative route program,
all postsecondary degree and ancillary requirements and successfully
completing not fewer than 27 months of professional employment in the
function covered by the certificate. Type C/Level III certificates are
issued after completion of all Type B/Level II certification
requirements and any advanced requirements established by the state.

**Sections I.a, b and d: Requirements to obtain Level I, II and III
certificates**

Click on the link for **Section I**. From the Section I page, you can
complete Sections I.a, b, d, e & f of the survey (see Figure III.F.3).
You can also access Sections I.a, b, d, e & f directly by clicking on
the links at the left side of the page.

**Figure III.F.3. Section I**

![](media/image14.png){width="6.293055555555555in" height="3.94375in"}

In these sections (see Figure III.F.4), you are asked to list the
requirements to obtain a Type A/Level I (first), Type B/Level II
(second) and Type C/Level III (advanced) certificate or license. These
fields are prefilled with information your state Title II Coordinator
entered during the last reporting year. Use the **Edit** button to
review these entries carefully and update them as necessary. Information
in this section should be based on your state's most current regulations
and policies.

**Figure III.F.4. Sections I.a, b, and d**

![](media/image15.png){width="6.293055555555555in"
height="4.423611111111111in"}

**Section I.e: Specific assessment requirements and cut score table**

**Section I.e.**, Specific Assessment Requirements includes information
on entry and exit requirements and an assessment cut score table (see
Figure III.F.5). Institution and assessment names in this section are
populated from the pass rate files, so this section is not available
until your pass rate files are uploaded.

**Figure III.F.5. Section I.e**

![](media/image16.png){width="6.293055555555555in"
height="4.423611111111111in"}

Sometimes 100 percent pass rates reflect institutional requirements. So
that the public will understand these 100 percent pass rates, states are
required to report those cases in which institutions require some or all
of the assessments used for teacher certification or licensure to be
taken either prior to admission to the program or as a condition of
completion of or graduation from the institution's teacher preparation
program. Where these situations exist, institutions or states may want
to provide supplementary descriptive information and measures that can
give the public a better understanding of the performance of their
teacher preparation programs.

To complete the requirement information, click on Section 1.e Entry/Exit
Requirements on the left side of the page. You will see all of your
state institutions and assessments listed (see Figure III.F.6). Indicate
if each assessment is required for entry and/or exit at each institution
by selecting the appropriate check boxes on the right-hand side of the
page. If no tests are required for entry or exit at the institutional
level, be sure to check the "No tests required for entry/exit" box on
this page.

You may use the select boxes at the top of the page to limit what is
shown on the page at one time. You may choose to view the following:

-   all or specific institutions,

-   all or specific assessment content areas, or

-   all or specific assessments.

You may also sort the information by institution or assessment. To do
this, select the appropriate radio button (**Institution** or
**Assessment**). After you have made your selections, click on the
**Change View** button.

By using the select and sort boxes, you can make global selections on
this page. For example, if all basic skills tests are required for entry
at all institutions, show all institutions, the basic skills area and
all assessments. Then check the "Check all entry boxes in the list" box.
This will check the entry box for all assessments listed on the page.

After you have selected the appropriate check boxes to indicate if the
assessment is required for entry or exit at that institution, choose the
appropriate button at the bottom of the page: **Save** or **Reset**
(*see Part III Section E. System Features*).

**Figure III.F.6. Section I.e Requirements**

![](media/image17.png){width="6.293055555555555in"
height="4.423611111111111in"}

To complete the Section I.e table, click on Section I.e Cut Score Table
on the left side of the page (see Figure III.F.7). This section will not
be populated until your pass rate files have been uploaded.

Test area and assessment name will be preloaded on the screen from the
pass rate files.

For each test reported in your pass rate files, please provide the state
minimum cut score and the lowest and highest possible score.

You may add an assessment by clicking on the "Add Assessment" link at
the bottom of the page. When you click on this link, you will need to
enter an area code, assessment code and assessment name. Be sure to save
your information before moving to another section of the survey.

**Figure III.F.7. Section I.e Cut Score Table**

![](media/image18.png){width="6.293055555555555in"
height="4.423611111111111in"}

**Section I.f: Provisions for persons teaching without full
certification or licensure**

On the left side of the page, click on the appropriate link for
**Section I.f.** (see Figure III.F.8). These fields are prefilled with
information your state Title II Coordinator entered during the last
reporting year. Use the **Edit** button to review these entries
carefully and update them as necessary. Information in this section
should be based on your state's most current regulations and policies.

**Figure III.F.8. Section I.f**

![](media/image19.png){width="6.293055555555555in"
height="4.423611111111111in"}

**Section II: Description of State Teacher Standards and the Alignment
Between State Teacher Certification or Licensure Requirements and
Assessments and State Student Standards and Assessments**

Section II (see Figure III.F.9) is divided into two parts. The first
part asks about standards and criteria; the second is concerned with
policy. Select the appropriate link to complete **Section II.a** or
**Section II.b.** Information in both sections should be based on your
state's most current regulations and policies.

**Figure III.F.9. Section II**

![](media/image20.png){width="6.293055555555555in"
height="4.423611111111111in"}

**Section III: Statewide and Institutional Pass Rates**

States will receive reports containing pass-rate information from all
institutions. States also will identify alternative route programs and
will develop procedures for the receipt of pass-rate data for completers
of each of these programs.

States will determine who will calculate the data needed to report on
statewide pass rates. For example, some states may have files of data
that will allow them to generate pass rates. Other states will work with
testing companies to determine when, and in what form, data will be
received that will allow the states to generate pass rates.

On the left side of the page, click on the link for **Section III** (see
Figure III.F.10). You must also report updated pass rate data for your
cohort based on information available in the third year of a cohort (3rd
Year Cohort Update) (Tables D1a-D2a). This section includes Tables D1
and D2 and Tables D1a and D2a. These tables are:

D1: State-Level Single Assessment Pass-Rate Data for Regular Teacher
Preparation Programs Within Institutions of Higher Education, by
Institution

D2: State-Level Aggregate and Summary Assessment Pass-Rate Data for
Regular Teacher Preparation Programs Within Institutions of Higher
Education, by Institution

D1a: State-Level Single-Assessment Pass-Rate Data for Regular Teacher
Preparation Programs Within Institutions of Higher Education, by
Institution

D2a: State-Level Aggregate and Summary Assessment Pass-Rate Data for
Regular Teacher Preparation Programs Within Institutions of Higher
Education, by Institution

Complete Section III.a. at the top of the page. **Be sure to save your
work before moving on to the tables, which are located lower on the
page.**

**Figure III.F.10. Section III**

![](media/image21.png){width="6.293055555555555in"
height="4.423611111111111in"}

After saving Section III.a., scroll down the page to complete Tables D1
and D2 and Tables D1a and D2a (see Figure III.F.11). You may download,
complete and upload the tables using the Uploads and Templates feature
on the left side of the page (*see Uploads and Templates*) or you may
enter the data for these tables here. After the tables are created
(whether uploaded or entered here), you can then access and edit the
tables using the links on this page.

**Figure III.F.11. Tables D1-D2 and Tables D1a-D2a**

![](media/image22.png){width="6.293055555555555in"
height="4.423611111111111in"}

Click on the appropriate link for the table you want to edit or enter.
If the table has been previously uploaded, you will see the table
entries listed (see Figure III.F.12). If the table has not been
uploaded, you will see the table header only.

**Figure III.F.12. Entering or editing a table**

![](media/image23.png){width="6.293055555555555in"
height="4.423611111111111in"}

To add a new table entry, click on the **Add** button. This will take
you to another screen. Depending on the table you are editing or
entering, you will see drop-down lists and links for Add Institution,
Add Assessment and Add Program (see Figure III.F.13). Click on a link to
add information or choose the appropriate item from the associated drop
down list. *See Section III Part E. System Features* for help with text
boxes and the buttons at the bottom of the screen.

If the table has been previously uploaded, review the data and edit them
as necessary. To edit an entry, click on the **Edit** button to the left
of the entry. To delete an entry, click on the **Delete** button to the
right of the entry. You will see an alert box asking if you really want
to delete the entry. To delete the entry, click **OK**. If you do not
want to delete the entry, click **Cancel**.

If the table is more than one page, use the **Next** and **Back**
buttons at the top or bottom of the table to page forward and backward.
These buttons will appear gray and will be inoperable if the table is
only one page.

**Figure III.F.13. Adding a table item**

![](media/image24.png){width="6.293055555555555in"
height="4.423611111111111in"}

**Section IV: Description of Criteria for Assessing the Performance of
Teacher Preparation Programs Within Institutions in the State**

From the left side of the page, click on the link for **Section IV**
(see Figure III.F.14). Information in this section should be based on
your state's most current regulations and policies. *See Section III
Part E. System Features* for help with radio buttons and text boxes.
Please be concise and brief when entering data in text boxes. If you
have a large amount of text to enter, you may email us a separate
document (at **title2@westat.com**) and refer to the document in the
text box. You may also refer to Web addresses in the text boxes.

Please note that in Question 1, if you answer **Yes**, you must enter an
Implementation Date. If you answer **No**, you cannot enter an
Implementation Date. To enter a valid Implementation Date, use the
format: mm/dd/yyyy.

**Figure III.F.14. Section IV**

![](media/image25.png){width="6.293055555555555in"
height="4.423611111111111in"}

**Section V: List of Low-Performing State Teacher Preparation Programs**

On the left side of the page, click on the link for **Section V** (see
Figure III.F.15). Items in this section should be answered with
information as of the most current review cycle. *See Section III Part
E. System Features* for help with text boxes. Please be concise and
brief when entering data in text boxes. If you have a large amount of
text to enter, you can email us a separate document (at
**title2@westat.com**) and refer to the document in the text box. You
can also refer to Web addresses in the text boxes.

If you listed any at-risk or low performing teacher preparation programs
last year, they will be listed in Question 3. Please indicate whether
the program is still classified as low performing or at-risk of being so
classified.

In Question 4, when adding a new teacher preparation program, use this
date format: mm/dd/yyyy. If you do not follow this format, you will see
an alert box stating that the date is invalid. Do not answer Question 4
if you have not identified any institutions as low-performing or at-risk
of becoming low-performing.

**Figure III.F.15. Section V**

![](media/image26.png){width="6.293055555555555in"
height="4.423611111111111in"}

**Section VI: Information on Waivers of State Certification or Licensure
Requirements**

States need to provide annually three types of waiver information on
public school teachers for the previous school year:

1.  *Total waivers.* Each state must report the number of teachers for
    whom the state has granted waivers because they do not possess an
    initial certificate or license from that state or any other state.

2.  *Waivers, disaggregated by poverty level of school districts*. Of
    the total number of waivers granted each year, states must report
    the number granted statewide for teachers in high-poverty school
    districts and the number granted statewide to teachers in all other
    districts. High-poverty districts are determined using the quartile
    of the highest percentage of children living in poverty based on
    estimates generated by the Small Area Income and Poverty Estimates
    (SAIPE) program. For more information about the SAIPE data, visit
    http://www.census.gov/hhes/www/saipe. The poverty data file will be
    prepared for states annually and will be available at
    [www.title2.org](http://www.title2.org/). See Appendix B for more
    information on the high-poverty definition.

3.  *Waivers, disaggregated subject area.* Each state must report the
    number of waivers granted for individuals teaching in subject areas.
    The content areas are the core content areas defined by *No Child
    Left Behind*---English/reading/language arts, mathematics, science,
    foreign language, civics/government, economics, arts, history and
    geography---plus special education, bilingual education/ESL and
    career/technical education. States may add other categories as
    necessary.

From the left side of the page, click on the link for **Section VI**
(see Figure III.F.16). You should exclude those teachers participating
in alternate routes who meet the criteria for being highly qualified
under *No Child Left Behind* and those teachers who are short- or
long-term substitutes (as defined by the state). In question 2, be sure
to enter the data collection dates in the format: mm/dd/yyyy. Wavier
data are reported as a full-year count.

*See Part III Section E. System Features* for help with text boxes and
radio buttons.

#### Figure III.F.16. Section VI

![](media/image27.png){width="6.293055555555555in"
height="4.423611111111111in"}

**Section VII: Alternative Routes to Teacher Certification or Licensure,
and Pass Rates for Program Completers of Alternative Routes**

From the left side of the page, click on the link for **Section VII**
(see Figure III.F.17). After completing Question 1, save this section
before moving on.

**Save Section VII after completing question 1 and before moving on to
the remainder of the section. Please note that links for Sections VII.a,
VII.b and VII.c. (Tables D5, D6, D5a and D6a) are located on the same
page as Section VII, Question 1. You will see them as you scroll down
the page.**

**Figure III.F.17. Section VII**

![](media/image28.png){width="6.293055555555555in"
height="4.423611111111111in"}

The remainder of Section VII is divided into several parts. Section
VII.a deals with alternative certification status. Section VII.b
collects descriptions of alternative routes. Section VII.c comprises
Tables D5, D6, D5a and D6a and collects pass rate data for alternative
routes.

To complete **Section VII.a**, click on the appropriate link.
Information in this section should be based on your state's most current
regulations and policies. *See Section III Part E. System Features* for
help using radio buttons.

To complete **Section VII.b**, click on the appropriate link. Here, you
will describe each alternative route to certification, based on your
state's most current regulations and policies. If your state Title II
Coordinator entered this information for the last reporting year, these
data will be prefilled. To add a new route, click on the **Add** button.
To edit a route already listed, click on the **Edit** button. To delete
a route, click on the **Delete** button.

For each alternative route, please provide the following information:

-   Alternative route or program name;

-   Recruitment details;

-   Selection process description;

-   Program of study;

-   Practice teaching details and hours;

-   Assessments required;

-   Private support details;

-   Names of institutions or entities offering the program; and

-   Administration details.

Question 10 of Section VII.b. lists institutions offering each
alternative route. This list is automatically generated after Tables D1
and D2 have been entered. To add an institution, click on the Add
Institution link.

To complete **Section VII.c** (Tables D5, D6, D5a, D6a), click on the
appropriate link. If the table has been previously uploaded, you will
see the table entries listed (see Figure III.F.18). If the table has not
been uploaded, you will see the table header only. To add a table entry,
click on the **Add** button. Depending on the table you are editing, you
will see drop-down lists and links for Add Program and Add Assessment
(see Figure III.F.13). Click on a link to add information or choose the
appropriate item from the associated drop down list. *See Part III
Section E. System Features* for help with text boxes and the buttons at
the bottom of the screen. If you have more than one entry to add, click
on the **Save and Stay** button at the bottom of the page and enter the
data for your next item.

**Figure III.F.18. Table D5**

![](media/image29.png){width="6.293055555555555in"
height="4.423611111111111in"}

If the table has been previously uploaded, review the data and edit them
as necessary. To edit an entry, click on the **Edit** button to the left
of the entry. To delete an entry, click on the **Delete** button to the
right of the entry. You will see an alert box asking if you really want
to delete the entry. To delete the entry, click on **OK**. If you do not
want to delete the entry, click on **Cancel**.

If the table is more than one page, use the **Next** and **Back**
buttons at the top of the table to page forward and backward. If the
table is only one page, these buttons will appear gray and will be
inoperable.

**Section VIII: State Efforts To Improve Teacher Quality**

From the left side of the page, click on the link for **Section VIII**
(see Figure III.F.19). Question 1 of Section VIII should be prefilled
with information entered during the previous reporting year. Please
review this information and edit it as necessary. Please be as concise
as possible when entering or editing text. If you have large amounts of
text to enter, you may refer to a separate document in the text box and
email the document to us at **title2@westat.com**.

**Figure III.F.19. Section VIII**

![](media/image30.png){width="6.293055555555555in"
height="4.423611111111111in"}

**Section IX: Certification**

From the left side of the page, click on the link for **Section IX**.
Upon entering this section, the SRS will run a check to be sure the
report is complete. If the report is not complete, the system will
present the questions that have been left unanswered (see Figure
III.F.20).

Data editing features have been implemented to assist you in ensuring
the quality and accuracy of the information being reporting. For
example, you will see a report on the percentage change in the number of
teachers on waivers for the current and prior year.

The expanded data verification report, which provides edit check
information, is always available in Section IX; you do not need to
certify in order to view the report.

# Figure III.F.20. Certification verification

![](media/image31.png){width="6.293055555555555in"
height="4.423611111111111in"}

You must resolve all outstanding issues listed in Section IX before
certifying your data. If your report includes errors (i.e., unanswered
questions), follow these instructions, which are listed at the top of
Section IX:

-   Revisit each unanswered question and answer 'Yes' or 'No' or 'Not
    applicable' wherever possible.

-   If the question contains a text box and there is no appropriate
    response, type 'N/A' in the text box.

-   If you believe a question should legitimately be left blank, call or
    email your Service Center contact.

When all sections of the report have been completed, the state Title II
Coordinator will select the check box in the **Complete** field (see
Figure III.F.21). Checking this box indicates that the report is
complete and that the information in the report is accurate and conforms
to the definitions and instructions used in the *Reporting Reference and
User Manual*. (The manual can be found on the Title II Web site at
**www.title2.org**.) When the box is checked, the data collection system
will automatically send the state coordinator an email indicating that
the certification process is complete. In order for the email
verification of data certification to work properly, your browser must
allow pop-up windows. Please disable any pop-up blockers to use this
feature. In addition, the report will be locked and the Coordinator will
no longer have access to it.

**Figure III.F.21. Certification**

![](media/image32.png){width="6.293055555555555in"
height="2.5277777777777777in"}

####### Printing Your State Report

From the left side of the page, click on the **Print Report** link. From
here (see Figure III.F.22), you may print your complete report. To print
the report, use your browser print function. For example, if you are
using Internet Explorer, you should see a Print button at the top of
your browser window. Click on this button to print the report or click
on File from the menu at the top of the screen and then choose Print.

While you can print the entire report at once, we recommend that you
print each section separately. Each section has a "printer-friendly
view" link at the bottom of the page that opens a new window. Depending
on your window or browser settings, some sections (Section III, for
example) will print better in landscape format. Also, many of the
sections can be quite lengthy---particularly Section I.e. and Section
III. Printing the entire report at once may take [several]{.underline}
minutes.

######### Figure III.F.22. Print menu

![](media/image33.png){width="6.293055555555555in"
height="4.423611111111111in"}

####### *Uploads and Templates*

**We would prefer that you email your pass rate files to Westat for
uploading. Please email your files to your designated Westat contact. If
you choose to upload your own files, follow the instructions below. If
you should need technical assistance, contact Westat.**

######## ***Uploads***

From the left side of the page, click on the **Uploads and Templates**
link. You may upload the following files using the Upload tool provided
here (see Figure III.F.23): Tables D1, D2, D5, D6, D1a, D2a, D5a, D6a
and unmodified ETS report files.

In the text box, type in the path to an individual file, or click on the
**Browse** button to select a file to upload. **Be sure to select all
the files you wish to upload and upload all the files of one type at
once.** You must also specify the file type by clicking on the
appropriate radio button below the text box. The file type must be one
of the following:

-   File(s) provided by ETS for a regular program within an IHE;

-   File(s) provided by ETS for a regular program within an IHE, Third
    Year Cohort Update;

-   File(s) provided by ETS for an alternative route program;

-   File(s) provided by ETS for an alternative route program, Third Year
    Cohort Update; or

-   File(s) in .csv (comma separated values, similar to an Excel file)
    format for Tables D1 through D6, Tables D1a and D2a and Tables D5a
    and D6a.

Use the .csv format if you are not using the standard files provided by
ETS or NES. See *Templates* for instructions on downloading files in
this format.

**Figure III.F.23. Uploads**

![](media/image34.png){width="6.293055555555555in"
height="3.7118055555555554in"}

Once you have chosen all the files to upload and specified the file
type, click on the **Send File** button to upload all the files.

If each of the files is successfully uploaded, you will see a message
stating, "Upload of (file name) was completed successfully."

Once all of the files are uploaded, click on the **Process Uploads**
button. You should see a message that states that each uploaded file was
processed and logged.

Once your files have been uploaded, go to the appropriate section
(Section III or VII) of the system to be sure the data were uploaded
correctly. If the data were not uploaded correctly, you can enter the
data in the appropriate section or contact Westat for assistance.

For additional help on preparing your pass rate files, please see *Pass
Rate Tips* below.

Title II Technical Assistance

Pass Rate Tips

+-----------------------------------------------------------------------+
| **PASS RATES**: The loaded pass rates in Tables D1 and D2 will        |
| automatically populate survey Table I.e. (the cut score table),       |
| Section I.e. (entry/exit requirements), and Section VII.b. (IHEs with |
| alternative routes). **Please send us or upload your pass rate files  |
| as soon as possible**.                                                |
|                                                                       |
| Pass rate files will undergo rigorous system checks as they are       |
| uploaded. Any errors will be reported immediately to the user in an   |
| error message. To avoid some of these errors, please review the       |
| checklist below before submitting or uploading pass rate files.       |
+-----------------------------------------------------------------------+

** Check List**

-   Files must be in ETS or NES format or match the templates provided
    on the Web-based system (Section III for traditional routes and
    Section VII for alternative routes).

-   If you use the templates provided on the Web-based system (Sections
    III and VII), the files CANNOT contain any commas. Make sure that
    the institutional name and assessment name fields do not contain
    commas.

-   The **Area Code \[AreaCode\]** field is required for
    [every]{.underline} record. All assessments must be assigned an Area
    Code that indicates the aggregate testing area. There are seven
    aggregate categories and codes:

> **Code Category**
>
> 1 Basic Skills
>
> 2 Professional Knowledge and Pedagogy
>
> 3 Academic Content Areas
>
> 4 Other Content Areas
>
> 5 Teaching Special Populations
>
> 6 Performance
>
> 7 Summary

-   **IHE Codes** **\[IHECode\]** (Institution of Higher Education) are
    required for traditional route pass rate Tables D1, D2, D1.a, and
    D2.a. **IHE Codes** must be unique to each institution.

```{=html}
<!-- -->
```
-   **Program Codes \[ProgCode\]** are required for alternative route
    pass rate Tables D5, D6, D5.a, and D6.a. Programs may be
    institutions or they may be outside of IHE's; they should also be
    unique. You cannot use the IHE codes from Tables D1-D2 in this
    field.

-   Both IHE and Program codes should match the codes used in prior
    years.

-   **IHE Names \[IHEName\]** are required for traditional route pass
    rate Tables D1, D2, D1.a, and D2.a.

-   **Program Names** **\[ProgName\]** are required for alternative
    route pass rate Tables D5, D6, D5.a, and D6.a.

-   Please check the IHE Names and Program Names to ensure uniformity.
    Verify that the names are spelled properly. If you use
    abbreviations, make sure they are used consistently.

```{=html}
<!-- -->
```
-   The **Assessment Code \[AssessmentCode\]** and **Assessment Name**
    **\[AssessmentName\]** must be unique to each test. They also should
    match the codes and names given by the testing company and/or your
    state. Frequently we see incomplete names (for example, Biology
    rather than Biology Content Knowledge) or inconsistent assessment
    codes.

```{=html}
<!-- -->
```
-   The number of test takers **\[Takers\]** must be a number equal to
    or greater than zero, even if it is fewer than 10. If the record is
    left blank, it will not be loaded.

-   The number of completers passing **\[Passed\]** should be blank if
    it is fewer than 10. It must also be less than or equal to the
    number of takers.

-   The pass rate **\[Passrate\]** should be blank if there are fewer
    than 10 test takers. It should be equal to the number of passers
    divided by the number of takers.

-   All institutional pass rates in Table D2 and D2.a (aggregate
    traditional route pass rates) must be assigned a quartile rank
    **\[Quartile\]**. If a record is blank, a quartile rank is not
    reported.

-   There must be a Table D2 record for every school listed in D1. Table
    D1 collects individual assessment information at the IHE level, and
    D2 collects this IHE information at the aggregate area code level.
    All schools with assessment information in D1 must be aggregated and
    listed in D2. This is also the case with D5 and D6, D1.a and D2.a,
    and D5.a and D6.a.

-   There must be a D2 (or D2.a) statewide record for each area tested
    in D1 (or D1.a).

-   There must be a D1 (or D1.a) statewide record for each assessment in
    D1 (or D1.a).

-   There must be a statewide record for each aggregate area code in D6
    and D6.a.

-   If you are using the templates provided on the system, the statewide
    summary records must use the IHE or Program Code 9999. State summary
    records must be named "*Statename* Summary" (Alabama Summary, for
    example).

####### *Templates*

Data templates (preformatted Excel spreadsheets) are provided for you to
help you report pass rates and other data. Think of these as a library
of spreadsheets that have been developed for Title II. These templates
are provided in a special format, similar to Excel, called .csv (comma
separated values). From the SRS, you can download a data template
(spreadsheet), enter data into the template and upload the file back
into the system. Once you have downloaded a file, you can work in that
file without being logged into the SRS.

Scrolling down the Uploads and Templates page, you will see descriptions
for Tables D1 through D6, Tables D1a and D2a and Tables D5a and D6a (see
Figure III.F.24).

# Figure III.F.24. Templates

![](media/image35.png){width="6.293055555555555in"
height="4.423611111111111in"}

For all of the tables, the Area Code must be a number between 1 & 7. The
Area Codes are listed below:

> 1 Basic Skills
>
> 2 Professional Knowledge
>
> 3 Academic Content Areas
>
> 4 Other Content Areas
>
> 5 Teaching Special Populations
>
> 6 Performance Assessments
>
> 7 Summary

Each table description includes Field Name, Description of the field,
Maximum Length allowed in the field and Field type. Field type is text
or numeric, meaning either a number or text is expected and allowed in
that particular field.

**[Download a Template]{.underline}.** To download a template, simply
click on the **Download Template** link found under each table name. A
File Download box will appear (see Figure III.F.25). Save the file in
your desired location. (We suggest you create a Title II folder or
diskette and save your files there.)

**Figure III.F.25. File download**

![](media/image36.png){width="6.293055555555555in"
height="4.423611111111111in"}

You can then open the file in Excel. You will see a blank spreadsheet
with column headers. Figure III.F.26 is an example of what you would see
opening the template for Table D1.

**Figure III.F.26. Template for Table D1**

![](media/image37.png){width="6.293055555555555in"
height="4.535416666666666in"}

Once you have saved the spreadsheet on your hard drive or diskette, you
can enter the data off-line. You do not need to remain in the SRS to
work in the spreadsheet. (You may also enter the data on-line. See the
appropriate section of this manual for instructions.) After you enter
data into the template, **[save it]{.underline}** on your hard drive or
diskette! The file should automatically save as a .csv file again.

Be sure to remember where you save the template when you download it.
After you enter the data, save the template again in the same location.

*See Uploads* for instructions on uploading templates into the SRS.

***Instructions***

From the left side of the page, click on the link for **Instructions.**
This page provides basic instructions for using the SRS and also
provides links to other resources (see Figure III.F.27). You will find
links to the *Reporting Reference and User Manual* here.

######### Figure III.F.27. Instructions

![](media/image38.png){width="6.293055555555555in"
height="4.423611111111111in"}

##### APPENDIX A Statutory Provisions Title II, Sections 207 and 208 of the *Higher Education Act*

SEC. 207. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS.

**\`(a) DEVELOPMENT OF DEFINITIONS AND REPORTING METHODS-** Within 9
months of the date of enactment of the Higher Education Amendments of
1998, the Commissioner of the National Center for Education Statistics,
in consultation with States and institutions of higher education, shall
develop key definitions for terms, and uniform reporting methods
(including the key definitions for the consistent reporting of pass
rates), related to the performance of elementary school and secondary
school teacher preparation programs.

**\`(b) STATE REPORT CARD ON THE QUALITY OF TEACHER PREPARATION-** Each
State that receives funds under this Act shall provide to the Secretary,
within 2 years of the date of enactment of the Higher Education
Amendments of 1998, and annually thereafter, in a uniform and
comprehensible manner that conforms with the definitions and methods
established in subsection (a), a State report card on the quality of
teacher preparation in the State, which shall include at least the
following:

> \`(1) A description of the teacher certification and licensure
> assessments, and any other certification and licensure requirements,
> used by the State.
>
> \`(2) The standards and criteria that prospective teachers must meet
> in order to attain initial teacher certification or licensure and to
> be certified or licensed to teach particular subjects or in particular
> grades within the State.
>
> \`(3) A description of the extent to which the assessments and
> requirements described in paragraph (1) are aligned with the State\'s
> standards and assessments for students.
>
> \`(4) The percentage of teaching candidates who passed each of the
> assessments used by the State for teacher certification and licensure,
> and the passing score on each assessment that determines whether a
> candidate has passed that assessment.
>
> \`(5) The percentage of teaching candidates who passed each of the
> assessments used by the State for teacher certification and licensure,
> disaggregated and ranked, by the teacher preparation program in that
> State from which the teacher candidate received the candidate\'s most
> recent degree, which shall be made available widely and publicly.
>
> \`(6) Information on the extent to which teachers in the State are
> given waivers of State certification or licensure requirements,
> including the proportion of such teachers distributed across high- and
> low-poverty school districts and across subject areas.
>
> \`(7) A description of each State\'s alternative routes to teacher
> certification, if any, and the percentage of teachers certified
> through alternative certification routes who pass State teacher
> certification or licensure assessments.
>
> \`(8) For each State, a description of proposed criteria for assessing
> the performance of teacher preparation programs within institutions of
> higher education in the State, including indicators of teacher
> candidate knowledge and skills.
>
> \`(9) Information on the extent to which teachers or prospective
> teachers in each State are required to take examinations or other
> assessments of their subject matter knowledge in the area or areas in
> which the teachers provide instruction, the standards established for
> passing any such assessments, and the extent to which teachers or
> prospective teachers are required to receive a passing score on such
> assessments in order to teach in specific subject areas or grade
> levels.

**\`(c) INITIAL REPORT-**

> **\`(1) IN GENERAL-** Each State that receives funds under this Act,
> not later than 6 months of the date of enactment of the Higher
> Education Amendments of 1998 and in a uniform and comprehensible
> manner, shall submit to the Secretary the information described in
> paragraphs (1), (5), and (6) of subsection (b). Such information shall
> be compiled by the Secretary and submitted to the Committee on Labor
> and Human Resources of the Senate and the Committee on Education and
> the Workforce of the House of Representatives not later than 9 months
> after the date of enactment of the Higher Education Amendments of
> 1998.
>
> **\`(2) CONSTRUCTION-** Nothing in this subsection shall be construed
> to require a State to gather information that is not in the possession
> of the State or the teacher preparation programs in the State, or
> readily available to the State or teacher preparation programs.

**\`(d) REPORT OF THE SECRETARY ON THE QUALITY OF TEACHER PREPARATION-**

> **\`(1) REPORT CARD-** The Secretary shall provide to Congress, and
> publish and make widely available, a report card on teacher
> qualifications and preparation in the United States, including all the
> information reported in paragraphs (1) through (9) of subsection (b).
> Such report shall identify States for which eligible States and
> eligible partnerships received a grant under this title. Such report
> shall be so provided, published and made available not later than 2
> years 6 months after the date of enactment of the Higher Education
> Amendments of 1998 and annually thereafter.
>
> **\`(2) REPORT TO CONGRESS-** The Secretary shall report to
> Congress\--
>
> **\`(A)** a comparison of States\' efforts to improve teaching
> quality; and
>
> \`(B) regarding the national mean and median scores on any
> standardized test that is used in more than 1 State for teacher
> certification or licensure.
>
> **\`(3) SPECIAL RULE-** In the case of teacher preparation programs
> with fewer than 10 graduates taking any single initial teacher
> certification or licensure assessment during an academic year, the
> Secretary shall collect and publish information with respect to an
> average pass rate on State certification or licensure assessments
> taken over a 3-year period.

**\`(e) COORDINATION-** The Secretary, to the extent practicable, shall
coordinate the information collected and published under this title
among States for individuals who took State teacher certification or
licensure assessments in a State other than the State in which the
individual received the individual\'s most recent degree.

**\`(f) INSTITUTIONAL REPORT CARDS ON THE QUALITY OF TEACHER
PREPARATION-**

> **\`(1) REPORT CARD-** Each institution of higher education that
> conducts a teacher preparation program that enrolls students receiving
> Federal assistance under this Act, not later than 18 months after the
> date of enactment of the Higher Education Amendments of 1998 and
> annually thereafter, shall report to the State and the general public,
> in a uniform and comprehensible manner that conforms with the
> definitions and methods established under subsection (a), the
> following information:
>
> **\`(A) PASS RATE-**
>
> \(i\) For the most recent year for which the information is available,
> the pass rate of the institution\'s graduates on the teacher
> certification or licensure assessments of the State in which the
> institution is located, but only for those students who took those
> assessments within 3 years of completing the program.
>
> \`(ii) A comparison of the program\'s pass rate with the average pass
> rate for programs in the State.
>
> \`(iii) In the case of teacher preparation programs with fewer than 10
> graduates taking any single initial teacher certification or licensure
> assessment during an academic year, the institution shall collect and
> publish information with respect to an average pass rate on State
> certification or licensure assessments taken over a 3-year period.
>
> **\`(B) PROGRAM INFORMATION**- The number of students in the program,
> the average number of hours of supervised practice teaching required
> for those in the program, and the faculty-student ratio in supervised
> practice teaching.
>
> **\`(C) STATEMENT-** In States that approve or accredit teacher
> education programs, a statement of whether the institution\'s program
> is so approved or accredited.
>
> **\`(D) DESIGNATION AS LOW-PERFORMING-** Whether the program has been
> designated as low-performing by the State under section 208(a).
>
> **\`(2) REQUIREMENT-** The information described in paragraph (1)
> shall be reported through publications such as school catalogs and
> promotional materials sent to potential applicants, secondary school
> guidance counselors, and prospective employers of the institution\'s
> program graduates.
>
> **\`(3) FINES-** In addition to the actions authorized in section
> 487(c), the Secretary may impose a fine not to exceed \$25,000 on an
> institution of higher education for failure to provide the information
> described in this subsection in a timely or accurate manner.

\`SEC. 208. STATE FUNCTIONS.

**\`(a) STATE ASSESSMENT-** In order to receive funds under this Act, a
State, not later than 2 years after the date of enactment of the Higher
Education Amendments of 1998, shall have in place a procedure to
identify, and assist, through the provision of technical assistance,
low-performing programs of teacher preparation within institutions of
higher education. Such State shall provide the Secretary an annual list
of such low-performing institutions that includes an identification of
those institutions at-risk of being placed on such list. Such levels of
performance shall be determined solely by the State and may include
criteria based upon information collected pursuant to this title. Such
assessment shall be described in the report under section 207(b).

**\`(b) TERMINATION OF ELIGIBILITY-** Any institution of higher
education that offers a program of teacher preparation in which the
State has withdrawn the State\'s approval or terminated the State\'s
financial support due to the low performance of the institution\'s
teacher preparation program based upon the State assessment described in
subsection (a)\--

> \`(1) shall be ineligible for any funding for professional development
> activities awarded by the Department of Education; and
>
> \`(2) shall not be permitted to accept or enroll any student that
> receives aid under title IV of this Act in the institution\'s teacher
> preparation program.

**\`(c) NEGOTIATED RULEMAKING-** If the Secretary develops any
regulations implementing subsection (b)(2), the Secretary shall submit
such proposed regulations to a negotiated rulemaking process, which
shall include representatives of States, institutions of higher
education, and educational and student organizations**.**

##### APPENDIX B Glossary

*Academic year*: Any period of 12 consecutive months, as defined by the
state.

*Aggregate pass rate*: See definition of "*pass rate*."

*Alternative route to certification or licensure*: As defined by the
state.

*Cohort of program completers*: Individuals who met all requirements of
a state-approved teacher preparation program in a given *academic year*.
(See definition of "*program completer*.")

*Cut score*: The minimum score required by the state to pass a teacher
certification or licensure assessment.

*Elementary school*: \[A\] day or residential school which provides
elementary education, as determined under State law. (See section
14101(14) of the *Elementary and Secondary Education Act*.)

*High- and low poverty districts*: High-poverty districts are determined
using the quartile of the highest percentage of children living in
poverty based on estimates generated by the Small Area Income and
Poverty Estimates (SAIPE) program. The poverty data file will be
prepared for states annually and will be available at
[www.title2.org]{.underline} . The estimates provided are only for local
educational agencies (LEA) or school districts identified in the U.S.
Census Bureau\'s school district mapping project. This project\'s survey
asks each state\'s department of education for a list of all schools
districts and their boundaries. The school district boundary update is
conducted biennially and identifies school districts that are eligible
for Title I funding under the No Child Left Behind Act of 2001. The
population and poverty estimates for each estimate-year are produced for
all school districts identified in the most recent boundary update. The
Census Bureau uses the most current list of school districts and
associated geography because it allows for more efficient allocation of
funds under the No Child Left Behind Act of 2001, for which the
estimates are produced. For more information about the SAIPE data, visit
<http://www.census.gov/hhes/www/saipe/>.

> For charter schools, states will need to include data for teachers
> if 1) the charter schools are considered to be LEAs, and 2) the state
> requires teachers in those schools to meet the same requirements for
> initial certification as any other public school teacher. For more
> information about when charter schools (or any other LEA not listed in
> the Census Bureau's most current data) would need to be included in
> the quartiles, contact the Department\'s Title II Service Center for
> further assistance or visit the Title II web page at
> [\<http://www.title2.org\>]{.underline}.
>
> Low-poverty school districts are defined as all other districts in the
> state.

*Highly qualified teachers in alternative routes:* Any teacher who has
obtained full state certification (whether he or she has achieved
certification through traditional or alternate routes), has a 4-year
college degree and has demonstrated subject matter competence in each of
the core academic subjects in which he or she is or will be teaching is
considered to be "highly qualified" under the law. Teachers who are
participating in alternate route programs may be considered to meet the
certification requirements of the definition of a highly qualified
teacher (and not be counted as on a waiver) if they are permitted by the
state to assume functions as regular classroom teachers only for a
specified period of time not to exceed three years and demonstrate
satisfactory progress toward full certification in their program as
prescribed by the state. Their alternate route program must provide
high-quality professional development that is sustained, intensive and
classroom-focused in order to have a positive and lasting impact on
classroom instruction, before and while teaching. Teachers in such a
program must also participate in a program of intensive supervision that
consists of structured guidance and regular ongoing support for teachers
or a teacher mentoring program.

*Initial certification*: As specified in State Questionnaire Ic. -- as
defined by the state. States are to provide information on degree,
coursework, assessment, supervised teaching experiences and other
requirements for each Type A/Level I, Type B/Level II and Type C/Level
III certificate, as defined by the National State Directors of Teacher
Education and Certification (NASDTEC), issued to educators. Type A/Level
I certificates are issued upon completion of an approved teacher
preparation program to an applicant who has met the requirements of the
state, but has not completed ancillary requirements which must be met
before issuance of a Type B/Level II certificate. Type B/Level II
certificates are issued after the completion of an approved program and
all ancillary requirements; or after the completion of an alternative
route program, all post-secondary degree and ancillary requirements and
successfully completing not less than 27 months of professional
employment in the function covered by the certificate. Type C/Level III
certificates are issued after completion of all Type B/Level II
certification requirements and any advanced requirements established by
the state.

*Institution of Higher Education*: Section 101(a) of the *Higher
Education Act* provides a general definition of "institution of higher
education," as follows:

> "For purposes of this Act, other than Title IV \[Student Financial
> Assistance\], the term 'institution of higher education' means an
> educational institution in any State that ---

1.  admits as regular students only persons having a certificate of
    graduation from a school providing secondary education, or the
    recognized equivalent of such a certificate;

2.  is legally authorized within such State to provide a program of
    education beyond secondary education;

3.  provides an educational program for which the institution awards a
    bachelor's degree or provides not less than a 2-year program that is
    acceptable for full credit toward such a degree;

4.  is a public or other nonprofit institution; and

5.  is accredited by a nationally recognized accrediting agency or
    association, or if not so accredited, is an institution that has
    been granted preaccreditation status by such an agency or
    association that has been recognized by the Secretary for the
    granting of preaccreditation status, and the Secretary has
    determined that there is a satisfactory assurance that the
    institution will meet the accreditation standards of such an agency
    or association within a reasonable time."

> Section 101(b) defines additional institutions that are included:
>
> "For purposes of this Act, other than Title IV, the term 'institution
> of higher education' also includes ---

1.  any school that provides not less than a 1-year program of training
    to prepare students for gainful employment in a recognized
    occupation and that meets the provision of paragraphs (1), (2), (4),
    and (5) of subsection (a); and

2.  a public or nonprofit private educational institution in any State
    that, in lieu of the requirement in subsection (a)(1), admits as
    regular students persons who are beyond the age of compulsory school
    attendance in the State in which the institution is located.\"

*Pass rate*: The percentage of program completers who passed
assessment(s) taken for initial certification or licensure in the field
of preparation.

> *Single assessment pass rate*: The proportion of program completers
> who passed the assessment among all who took the assessment.
>
> *Aggregate pass rate*: The proportion of program completers who passed
> all the tests they took in each of six skill or knowledge areas, among
> all program completers who took one or more tests in each area.
>
> *Summary pass rate*: The proportion of program completers who passed
> all tests they took for their area of specialization among those who
> took one or more tests in their specialization areas.

*Program completer*: A person who has met all the requirements of a
state-approved teacher preparation program. Program completers include
all those who are documented as having met such requirements.
Documentation may take the form of a degree, institutional certificate,
program credential, transcript or other written proof of having met the
program's requirements. In applying this definition, the fact that an
individual has or has not been recommended to the state for initial
certification or licensure may *not* be used as a criterion for
determining who is a program completer.

*Reporting to the general public*: Making the information in
institutional and state reports available widely and publicly to members
of the public interested in the performance of the institution's teacher
preparation program. For institutions, this includes providing the
required information in publications such as "school catalogues and
promotional materials sent to potential applicants, secondary guidance
counselors, and prospective employers of the institution's graduates."
(See section 207(f)(2) of Title II.)

*Reporting to the Secretary*: Submitting annual state reports to the
Office of Postsecondary Education in the U.S. Department of Education.

*Reporting to the state*: Submitting annual institutional reports to the
state agency, commission, or board, in the state in which the
institution is located, that is responsible for preparing the state
report under section 207.

*Secondary school*: "\[A\] day or residential school which provides
secondary education, as determined under State law, except that it does
not include any education provided beyond grade 12." (See section
14101(25) of the *Elementary and Secondary Education Act.*)

*Single assessment pass rate*: See definition of "*pass rate.*"

*State*: Any of the states of the United States, as well as the
Commonwealth of Puerto Rico, the District of Columbia, Guam, American
Samoa, the United States Virgin Islands, the Commonwealth of the
Northern Mariana Islands, and the Freely Associated States (the Republic
of the Marshall Islands, the Federated States of Micronesia and the
Republic of Palau).

*Student*: An individual enrolled in a teacher preparation program
leading to an initial state teaching certificate or license.

*Subject areas for waiver reporting:* The content areas are the core
content areas defined by the *No Child Left Behind
Act*---English/reading/language arts, mathematics, science, foreign
language, civics/government, economics, arts, history and
geography---plus special education, bilingual education/ESL and
career/technical education. A state may add other categories as
necessary.

*Summary pass rate*: See definition of "*pass rate.*"

*Supervised practice teaching*: Practice teaching or internship in
elementary or secondary schools required either by the state or the
entity offering the program as a condition for completion of a teacher
preparation program or for being considered for initial state licensure
or certification and supervised by faculty as defined below.

*Supervising Faculty*: All persons whom the institution regards as
having faculty status, who were assigned by the teacher preparation
program to provide supervision and evaluation of student teaching and
who have an administrative link or relationship to the teacher
preparation program.

*Teacher certification/licensure assessment*: A test or other structured
method that measures the qualifications of prospective teachers, has a
pass-fail outcome and is used by the state for teacher certification or
licensure.

*Teacher preparation program*: A state-approved course of study, the
completion of which signifies that an enrollee has met all the state's
educational and/or training requirements for initial certification or
licensure to teach in the state's elementary or secondary schools. A
teacher preparation program may be either a regular program or an
alternative route to certification, as defined by the state. Also, it
may be within or outside an institution of higher education.

> In applying this definition, states and institutions may *not*
> determine that a teacher preparation program concludes after an
> individual has passed all examinations the state uses for initial
> certification or licensure, unless the state or institution requires
> that an individual pass these examinations before it will confer a
> degree, institutional certificate, program credential, transcript or
> other proof of having met the program's requirements.
>
> In addition, for the purpose of reporting, the *Reporting Reference
> and User* *Manual* considers all regular teacher preparation programs
> at a single institution of higher education to be a single program.

*Teaching candidate*: A completer of a teacher preparation program who
has taken one or more assessments used by the state in which the program
is located for initial teacher certification or licensure.

*Test closure date*: The date, specified by the state, after which test
results will not be included in pass rates for an academic year cohort.

*Waiver*: Any temporary, provisional or emergency permit, license or
other authorization that permits an individual to teach in a public
school classroom without having received an initial certificate or
license from that state. Those teachers participating in alternate
routes who meet the criteria for being highly qualified under the *No
Child Left Behind Act* are excluded from being counted as on a waiver
(see definition of Highly Qualified Teachers in Alternate Routes). Also
excluded are those teachers who are short- or long-term substitute
teachers (as defined by the state), but included are those who are
regular full-time or part-time classroom teachers.

##### APPENDIX C Institutional Survey For Use in Preparing the Institutional Report

Office of Postsecondary Education

U.S. Department of Education

Annual Institutional Questionnaire on Teacher Preparation: Academic
year: 20\_\_-20\_\_

Institution name:

Respondent name and title:

Respondent phone number: Fax:

Electronic mail address:

Address:

City: State: Zip code:

+-----------------------------------------------------------------------+
| # Paperwork Burden Statement f                                        |
| or Institutions of Higher Education with Teacher Preparation Programs |
|                                                                       |
| 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: |
| 06/30/2009). The time required for institutions to complete this      |
| information collection is estimated to average 69 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 National Center for Education Statistics
document entitled *Reporting Reference and User Manual for Preparing
State and Institutional Reports on the Quality of Teacher Preparation:
Title II, Higher Education Act*. Terms and phrases in this questionnaire
are defined in the glossary, appendix B of the *manual*.

**Section I. Pass rates.**

Please provide the information in the attached Institutional Report
Tables C1 and C2 on the performance of completers of the teacher
preparation program in your institution on teacher
certification/licensure assessments used by your state. This information
will be provided to your institution by the state or the testing
company.

+---------------------------------+-------+-----+------+------+-------+
| # Table C1: Single-             |       |     |      |      |       |
| assessment institution-level pa |       |     |      |      |       |
| ss rate data: Regular teacher p |       |     |      |      |       |
| reparation program {#table-c1-s |       |     |      |      |       |
| ingle-assessment-institution-le |       |     |      |      |       |
| vel-pass-rate-data-regular-teac |       |     |      |      |       |
| her-preparation-program .table} |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Institution name:**           |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Academic year:**              |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Number of program             |       |     |      |      |       |
| completers:**                   |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Type of assessment †**        | **    | *   | **\# | **In | *     |
|                                 | Asses | *\# | pas  | stit | *Stat |
|                                 | sment | tak | sing | ute. | ewide |
|                                 | code  | ing | a    | pass | pass  |
|                                 | no.** | ass | sses | ra   | r     |
|                                 |       | ess | s.** | te** | ate** |
|                                 |       | .** |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
|                                 |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| ***Basic skills***              |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Assessment 1**                |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Assessment 2**                |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Assessment 3**                |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **.......**                     |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
|                                 |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| ***Professional knowledge***    |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Assessment 1**                |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Assessment 2**                |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Assessment 3**                |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **.......**                     |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
|                                 |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| ***Academic content areas       |       |     |      |      |       |
| (math, English, biology         |       |     |      |      |       |
| etc.)***                        |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Assessment 1**                |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Assessment 2**                |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Assessment 3**                |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **.......**                     |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
|                                 |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| ***Other content areas          |       |     |      |      |       |
| (elementary education,          |       |     |      |      |       |
| career/technical education,     |       |     |      |      |       |
| health education, etc.)***      |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Assessment 1**                |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Assessment 2**                |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Assessment 3**                |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **.......**                     |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
|                                 |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| ***Teaching special populations |       |     |      |      |       |
| (special education, ESL         |       |     |      |      |       |
| etc.)***                        |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Assessment 1**                |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **Assessment 2**                |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| **.......**                     |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
|                                 |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+
| ***Performance assessments***   |       |     |      |      |       |
+---------------------------------+-------+-----+------+------+-------+

+--------------------------------------+-------+-------+------+------+
| # Table C2: Aggregate and summary    |       |       |      |      |
|  institution-level pass-rate data: R |       |       |      |      |
| egular teacher preparation program { |       |       |      |      |
| #table-c2-aggregate-and-summary-inst |       |       |      |      |
| itution-level-pass-rate-data-regular |       |       |      |      |
| -teacher-preparation-program .table} |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
| **Institution name:**                |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
| **Academic year:**                   |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
| **Total number of program            |       |       |      |      |
| completers:**                        |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
| **Type of assessment †**             | **\#  | **\#  | **In | **S  |
|                                      | t     | pa    | stit | tate |
|                                      | aking | ssing | ute. | wide |
|                                      | ass   | ass   | pass | pass |
|                                      | ess** | ess** | ra   | ra   |
|                                      |       |       | te** | te** |
+--------------------------------------+-------+-------+------+------+
|                                      |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
| ***Aggregate: Basics skills\****     |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
|                                      |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
| ***Aggregate: Professional           |       |       |      |      |
| knowledge\****                       |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
|                                      |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
| ***Aggregate: Academic content areas |       |       |      |      |
| (math, English, biology etc.)\****   |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
|                                      |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
| ***Aggregate: Other content areas    |       |       |      |      |
| (elementary education,               |       |       |      |      |
| career/technical education, health   |       |       |      |      |
| education, etc.)\****                |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
|                                      |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
| ***Aggregate: Teaching special       |       |       |      |      |
| populations (special education,      |       |       |      |      |
| ESL,..)\****                         |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
|                                      |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
| ***Performance assessments\****      |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
|                                      |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
| ***Summary of individual             |       |       |      |      |
| assessments\*\****                   |       |       |      |      |
+--------------------------------------+-------+-------+------+------+
| ***\*Aggregate pass rate --          |       |       |      |      |
| Numerator: Number who passed all the |       |       |      |      |
| tests they took in a category (and   |       |       |      |      |
| within their area of                 |       |       |      |      |
| specialization). Denominator: Number |       |       |      |      |
| of completers who took one or more   |       |       |      |      |
| test in a category (and within their |       |       |      |      |
| area of specialization).***          |       |       |      |      |
|                                      |       |       |      |      |
| ***\*\*Summary pass rate --          |       |       |      |      |
| Numerator: Number who passed all the |       |       |      |      |
| tests they took within their area of |       |       |      |      |
| specialization. Denominator: Number  |       |       |      |      |
| of completers who took one or more   |       |       |      |      |
| tests used by the state (and within  |       |       |      |      |
| their area of specialization).***    |       |       |      |      |
+--------------------------------------+-------+-------+------+------+

Program completers for whom information should be provided are those
completing program requirements in the most recent academic year. For
purposes of this report, program completers do [not]{.underline} include
those who have completed an alternative route to certification or
licensure as defined by the state.

The assessments to be included are the ones taken by these completers up
to 5 years before their completion of program requirements, or up to 3
years afterward. (Please note that in 3 years institutions will report
final pass rates that include an update on this cohort of completers;
the update will reflect scores reported after the test closure date.)

In cases where a program completer has taken a given assessment more
than once, the highest score on that test must be used. There must be at
least 10 program completers taking the same assessment in an academic
year for data on that assessment to be reported; for aggregate or
summary data, there must also be at least 10 program completers
(although not necessarily taking the same assessment) for data to be
reported.

**Section II. Program information.**

(A) Number of students in the regular teacher preparation program at
    your institution:

> Please specify the number of students in your teacher preparation
> program during academic year 20\_\_-\_\_, including all areas of
> specialization.

1.  Total number of students enrolled during 20\_\_-\_\_:
    \_\_\_\_\_\_\_\_

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(B) Information about supervised student teaching:

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2.  How many students (in the regular program and any alternative route
    programs) were in programs of supervised student teaching during
    academic year 20\_\_-\_\_?\_\_\_\_\_

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3.  Please provide the numbers of supervising faculty who were:

> \_\_\_\_\_ Appointed full-time faculty in professional education: an
> individual who works full time in a school, college, or department of
> education, and spends at least part of the time in supervision of
> teacher preparation students.
>
> \_\_\_\_\_ Appointed part-time faculty in professional education and
> full-time in the institution: any full time faculty member in the
> institution who also may be supervising or teaching in the teacher
> preparation program.
>
> \_\_\_\_\_ Appointed part-time faculty in professional education, not
> otherwise employed by the institution: may be part time university
> faculty or pre-K-12 teachers who supervise prospective teachers. The
> numbers do [not]{.underline} include K-12 teachers who simply receive
> a stipend for supervising student teachers. Rather, this third
> category is intended to reflect the growing trend among institutions
> of higher education to appoint K-12 teachers as clinical faculty, with
> the rights and responsibilities of the institution\'s regular faculty.
>
> Supervising faculty for purposes of this data collection includes all
> persons who the institution regards as having faculty status and who
> were assigned by the teacher preparation program to provide
> supervision and evaluation of student teaching, with an administrative
> link or relationship to the teacher preparation program.
>
> Total number of supervising faculty for the teacher preparation
> program during 20\_\_-\_\_: \_\_\_\_\_\_\_\_\_\_

4.  The student/faculty ratio was (divide the total given in B2. by the
    number given in B3.): \_\_\_\_\_\_\_

5.  The average number of hours per week required of student
    participation in supervised student teaching in these programs was:
    \_\_\_\_\_\_\_ hours. The total number of weeks of supervised
    student teaching required is \_\_\_\_\_. The total number of hours
    required is \_\_\_\_\_ hours.

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(C) Information about state approval or accreditation of teacher
    preparation programs:

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6.  Is your teacher preparation program currently approved or accredited
    by the state?

\_\_\_\_\_ Yes \_\_\_\_\_ No

7.  Is your teacher preparation program currently under a designation as
    "low-performing" by the state (as per section 208 (a) of the HEA of
    1998)? \_\_\_\_\_ Yes \_\_\_\_\_ No

NOTE: See appendix A of the *manual* for the legislative language
referring to "low-performing" programs.

**Section III. 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 questionnaire.

**Section IV. 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 *Reporting Reference and User Manual for
Preparing State and Institutional Reports on the Quality of Teacher
Preparation*.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (Signature)

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Name of
responsible institutional representative

> for teacher preparation program

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Title

Certification of review of submission:

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (Signature)

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Name of
President/Chief Executive (or designee)

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Title

##### APPENDIX D State Survey For Use in Preparing the State Report

The State Survey must be submitted on-line through the State Reporting
System (SRS). The SRS may be accessed at
[www.title2.org](http://www.title2.org/).

**APPENDIX E\
Rules for Ranking Institutions of Higher Education on Teacher Assessment
Pass Rates**

**Types of Pass Rates**

Aggregate pass rates are computed for each of six major areas that
aggregate all teacher preparation assessments: basic skills,
professional knowledge and pedagogy, academic content areas, teaching
special populations, other content areas and performance assessments.
Aggregate pass rates are computed as the percentage of program
completers who passed all the tests they took in an assessment area,
among all program completers who took one or more tests in this area.

A summary pass rate is based on all assessments that an individual needs
to pass to become initially certified or licensed as a teacher in a
given area of specialization in a state. The summary pass rate is
computed as the percentage of program completers who passed all tests
they have taken for their area (or areas) of specialization, among
program completers who took one or more tests in their specialization
area.

**Rounding Pass-Rate Data**

Pass-rate percentages will be reported to the nearest whole percent
(i.e*.*, 98 percent, not 98.2 percent or 98.23 percent). Rounding will
use the third (thousandths) digit, and in some cases the next after that
(fourth). As an example, 98.49 percent would become 98 percent; 98.50
would become 99 percent.

Note that percentages of 99.50 and above will be rounded to 100 percent.

**Ranking Institutions and Allocation Into Adjusted Quartiles**

All pass-rate values rounded to a given whole percentile (for example,
all values rounded to 98 percent) will be considered to be tied, given
the same rank and placed in the same adjusted quartile.

Pass rate ranks for each institution of higher education and assessment
(or aggregate or summary measure) will be reported as adjusted quartiles
(in Table F1, the column labeled "Q"). The top quartile will be Q1, and
the bottom will be Q4. There are likely to be a large number of tied
pass rates, and it will be necessary to adjust quartile boundaries so
that all tied scores fall in the same adjusted quartile. Therefore, some
quartiles will be larger than 25 percent, and, therefore, some will be
smaller.

Another adjustment to quartile boundaries (irrespective of ties) will be
caused by numbers of IHEs that do not divide by four. The following
table presents adjusted quartile sizes for total numbers of IHEs between
5 and 15:

n=5 n=6 n=7 n=9 n=10 n=11 n=13 n=14 n=15

Q1: 2 2 2 3 3 3 4 4 4

Q2: 1 2 2 2 3 3 3 4 4

Q3: 1 1 2 2 2 3 3 3 4

Q4: 1 1 1 2 2 2 3 3 3

The convention followed in this table is that each extra case be
allocated to the highest available quartile---the first to Q1, the next
to Q2, etc.

**Computation Example**

The following example details the computation of quartile values for an
example assessment for a state. Note that the procedure involves
sequential adjustments of the quartile boundaries to allow for ties; the
algorithm works from the first quartile (Q1, with the highest pass rate
values) downward.

For this assessment there are 105 IHEs with data. Suppose they have the
following distribution of pass rates, at the top values:

100% Rank:1 IHEs: 14 Cumulative total: 14

99% Rank: 15 IHEs: 1 Cumulative total: 15

98% Rank: 16 IHEs: 10 Cumulative total: 25

97% Rank: 26 IHEs: 7 Cumulative total: 32

96% Rank: 33 IHEs: 3 Cumulative total: 35

95% Rank: 36 IHEs: 6 Cumulative total: 41

94% Rank: 42 IHEs: 9 Cumulative total: 50

93% Rank: 51 IHEs: 5 Cumulative total: 55

92% Rank: 56 IHEs: 8 Cumulative total: 63

etc.

An initial division into quartiles places 27 IHEs in the first quartile
and 26 in each of the next three, for a total of 105. Therefore, Q1=
1-27; Q2=28-53; Q3=54-79; and Q4=80-105. There are 25 IHEs with 100, 99,
or 98 percent pass rates; seven cases are tied for 97 percent. All these
belong in the first "quartile." So define Q1: range 100-97 percent, 32
IHEs.

This leaves 73 IHEs to split between the next three quartiles. This
would mean the following distribution:

Q1: 1-32

Q2: 33-57 (25 IHEs)

Q3: 58-81 (24 IHEs)

Q4: 82-105 (24 IHEs)

To establish the second adjusted quartile, consider the next set of
cumulative numbers. Including IHEs down to 92 percent, once again there
are too many. Therefore, the following situation exists at the end of
two "rounds" of computation:

Q1: 32 IHEs, range (100-97%)

Q2: 31 IHEs, range (96-92%)

This leaves 105-63=42 IHEs to split between Q3 and Q4. This is even, and
for the example suppose there are no ties at the boundary between
quartiles. So Q3 will be ranks 64-84, and Q4 will be ranks 85-105.

The final result can be summarized as follows:

Q1: 32 IHEs, range (100-97%) Mean: 98.7%

Q2: 31 IHEs, range (96-92%) Mean: 93.7%

Q3: 21 IHEs, range (91-79%) Mean: 87.6%

Q4: 21 IHEs, range (78-28%) Mean: 71.3%

Once the distribution is determined, the mean pass-rate values for each
quartile can be computed (example values are provided above).

Quartile ranges and means will be reported as the bottom rows of each
institutional column.

**APPENDIX F\
Sample Report Table**

A schematic example of a summary institutional pass-rate table, with
rankings, is attached as Table F1.

For each institution of higher education with a teacher preparation
program, the table provides the summary pass rate and aggregate pass
rates. Specifically, in summary and for each aggregate assessment area
with at least 10 individuals taking assessments, the table presents:

-   the number of persons taking assessments (in the column labeled
    "T"),

-   the aggregate pass rate in that assessment area (in the column
    labeled "%"), and

-   the adjusted quartile ranking for the institution of higher
    education in that assessment (in the column labeled "Q").

NOTE: If there are fewer than 10 individuals, there will be an asterisk
in the "T" column and the "%" and "Q" columns will be left blank.
Individual assessments are not presented in this table, since IHEs will
not be ranked on individual assessments.

The table also provides the range and mean value for each quartile in
the summary and aggregate assessment areas.

**Table F1: Sample state summary and aggregate assessment table**

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