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

Title II Institutional and Program Report Card on the Quality of Teacher Preparation

Office of Postsecondary Education

U.S. Department of Education

Institution Information

Name of institution: ______________________________

Institution/program type: Traditional Alternative, IHE-based Alternative, not IHE-based

Check if your institution is a member of a Teacher Quality Enhancement (TQE) partnership grant: 

TQE partnership name or grant number, if applicable: ______________________________

State: ______________________________

Address: __________________________________________________________________

Contact person: _____________________________________________________________

Email: ___________________________________________________________________

Telephone no.: ( ) __________ - __________

 Academic year: __________________________

Section 205 of Title II of the Higher Education Opportunity Act mandates that the Department of Education collect data on 

state assessments, other requirements, and standards for teacher certification and licensure, as well as data on the 

performance of teacher preparation programs. The law requires the Secretary to use these data in submitting an annual 

report on the quality of teacher preparation to the Congress. 

Paperwork Burden Statement

This is a required data collection. Response is not voluntary. According to the Paperwork Reduction Act of 1995, no 

persons are required to respond to a collection of information unless such collection displays a valid OMB control number. 

The valid OMB control number for this information collection is [_____] (expiration date: [____]). The time required for 

institutions to complete this information collection is estimated to average [___] hours per response, including the time to 

review instructions, search existing data resources, gather the data needed, and complete and review the information 

collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this 

form, please write to: U.S. Department of Education, Washington, DC 20202-4651. If you have comments or concerns 

regarding the status of your individual submission of this form, write directly to: Assistant Secretary, Office of 

Postsecondary Education, U.S. Department of Education, 1990 K Street, NW, Room 7115, Washington, DC 20006.

Note: The procedures for developing the information required for these tables are explained in the Higher Education 

Opportunity Act, Title II: Reporting Reference and User Manual. Terms and phrases in this questionnaire are defined in

the glossary.
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Section I. Program information 

(A) For each element listed below, provide the admission data requested for each of your initial teacher certification 

program(s) at either the undergraduate (UG) or postgraduate (PG) level. If your institution does not collect any of 

the following information as a part of admission to the program, mark the section “n/a”. (§205(a)(1)(C)(i))

There are no initial teacher preparation programs at the undergraduate level.

There are no initial teacher preparation programs at the postgraduate level.

Element UG PG

Minimum high school GPA of entering students

Median high school GPA of entering students

Minimum undergraduate GPA of entering students

Median undergraduate GPA of entering students

Minimum ACT score of entering students

Median ACT score of entering students

Minimum SAT score of entering students

Median SAT score of entering students

(B) Provide the number of students in the teacher preparation program in the following categories. Note that you 

must report on the number of students by ethnicity and race separately. Individuals who are non-Hispanic/Latino 

will be reported in one of the race categories. The sum of the members of each racial category may not 

necessarily add up to the total number of students enrolled. (§205(a)(1)(C)(ii))

Total number of students enrolled in TPP 2009-10

Unduplicated number of males enrolled in 2009-10

Unduplicated number of females enrolled in 2009-10

2009-10 Number enrolled in TPP

Ethnicity

Hispanic/Latino of any race

Race

American Indian or Alaska Native

Asian 

Black or African American

Native Hawaiian or Other Pacific 

Islander

White

Two or more races

(C) Provide the following information about supervised clinical experience in 2009-10. (§205(a)(1)(C)(iii), 

§205(a)(1)(C)(iv))

Average number of clock hours required for student teaching

Number of full-time equivalent faculty in supervised clinical experience during this academic year

Number of students in supervised clinical experience during this academic year
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(D) Provide the number of teachers prepared, by academic major and subject area prepared to teach in 2009-10. 

(§205(b)(1)(H))

Area of certification and licensure Number prepared

Total

Subject Number prepared

Total

Section II. Goals and assurances

ANNUAL GOALS 

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs 

that offer any ongoing professional development programs) or alternative routes to state certification or licensure 

program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for 

increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state 

educational agency, including mathematics, science, special education, and instruction of limited English proficient 

students. IHEs that do not have a teacher preparation program in one or more of the areas listed below may enter NA for 

the area(s) in which the IHE does not have that program. (§205(a)(1)(A)(i), §205(a)(1)(A)(ii), §206(a))

Teacher shortage area in 

2009-10

Goal Goal met? 

(Y/N)

Select the two strategies that 

produced the largest increase 

in the number of teachers 

produced in the shortage area

[drop down list]

Select the two strategies the IHE 

intends to use to continue to 

increase the number of teachers 

produced in the shortage area

[drop down list]

Mathematics

Science

Special education

Instruction of limited English 

proficient students

Other (specify: ____________)

Provide the following information: 

(§205(a)(1)(A)(iii), §206(b))

Percent of prospective teacher who received training that responds to the identified needs of the local educational 

agencies or States where the institution’s graduates are likely to teach based on past hiring and recruitment trends

Percent of prospective teachers who received training closely linked with the needs of schools and the instructional 

decisions new teachers face in the classroom

Percent of prospective special education teachers who received coursework and training in core academic subjects

Percent of general education teachers who received training in providing instruction to children from low-income 

families

Percent of general education teachers who received training in providing instruction to children with disabilities

Percent of general education teachers who received training in providing instruction to limited English proficient 

students

Percent of prospective teachers who received training on how to teach effectively in urban schools

Percent of prospective teachers who received training on how to teach effectively in rural schools

Select the two strategies that were most successful in meeting the assurances listed above [drop down list]:
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Section III. Pass rates and scaled scores

Provide the information in the following tables on the performance of the students in each of your teacher preparation 

program on each teacher certification/licensure assessment used by your state. This information will be provided to your 

institution by the state or the testing company or companies (or entities). In cases where a student has taken a given 

assessment more than once, the highest score on that test must be used. There must be at least 10 students in each 

category taking the same assessment in an academic year for data on that assessment to be reported; for summary data, 

there must also be at least 10 students (although not necessarily taking the same assessment) for data to be reported. In 

cases where there are less than 10 students taking the same assessment and the assessment pass rate is not reported, those 

students must be included in the summary data.

In the case of a teacher preparation program with fewer than 10 scores reported on any single initial teacher certification 

or licensure assessment during an academic year, the program shall collect and publish information with respect to an 

average pass rate and scaled score on each state certification or licensure assessment taken over a three-year period.

ASSESSMENT PASS RATES (§205(a)(1)(B))

Assessment name

Assessment code

Test company/entity code

Assessment cut score

Assessment score range

Number 

taking 

test

Average

scaled 

score

Number 

passing 

test

Statewide average 

pass rate (%)

Statewide average 

scaled score

All enrolled students who have 

completed all nonclinical courses, 

2009-10

All enrolled students, 2009-10

All program completers, 2009-

2010

Section IV. Statement and Designation as Low-Performing

Provide the following information about the approval or accreditation of your teacher preparation program. 

(§205(a)(1)(D), §205(a)(1)(E))

(A) Is your teacher preparation program currently approved or accredited? 

 _____ Yes _____ No 

If yes, please specify the organization(s) that approved or accredited your program: 

_____ State _____ NCATE _____ TEAC _____ Other (specify:_____________________________) 

If no, does your State require approval or accreditation of teacher preparation programs? ___Yes ___No

(B) Is your teacher preparation program currently under a designation as “low-performing” by the state (as per section 

207(a) of the HEA of 2008)? _____ Yes _____ No

Section V. Use of Technology (§205(a)(1)(F))

For purposes of increasing student academic achievement, select the two program activities that best prepared teachers to 

integrate technology effectively into curricula and instruction from the following: [drop down list]

For purposes of increasing student academic achievement, select the two program activities that best prepared teachers to 

use technology effectively to manage and analyze data to improve teaching and learning from the following: [drop down 

list]
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Section VI. Teacher Training (§205(a)(1)(G))

Of the following program activities, including training related to participation as a member of individualized education 

program teams, select the two program activities that best prepared general education teachers to effectively teach 

students with disabilities: [drop down list]

Of the following program activities select the two program activities that best prepared general education teachers to 

effectively teach students who are limited English proficient: [drop down list]

Of the following program activities select the two program activities that best prepared special education teachers to 

effectively teach students with disabilities: [drop down list]

Of the following program activities select the two program activities that best prepared special education teachers to 

effectively teach students who are limited English proficient: [drop down list]

Section VII. Certification

I certify that, to the best of my knowledge, the information in this report is accurate and complete and conforms to the 

definitions and instructions used in the Higher Education Opportunity Act, Title II: Reporting Reference and User 

Manual.

_____________________________ Signature

_____________________________ Name of responsible representative for teacher preparation program

______________________________ Title 

Certification of review of submission:

______________________________ Signature

______________________________ Name

______________________________ Title