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

Title II State Report Card on the Quality of Teacher Preparation

Office of Postsecondary Education

U.S. Department of Education

Contact Information

State: ______________________________

Contact person: _______________________________________________

Title: ______________________________

Agency: ______________________________

Address: __________________________________________________________________

Email: ___________________________________________________________________

Telephone no.: ( ) __________ - __________

 Fax no.: ( ) __________ - __________

 Website: ___________________________________________________________________

 Academic year: ______________________________

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 

States 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, appendix X of the manual.
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Section I. Program information

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

preparation program at institutions of higher education in the State at either the undergraduate (UG) or 

postgraduate (PG) level. (§205(b)(1)(G)(i), §205(b))

TPP 

name

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

Median 

GPA of 

program 

completers

Minimum 

ACT score 

of entering 

students

Median 

ACT score 

of entering 

students

Minimum 

SAT score 

of entering 

students

Median 

SAT score 

of entering 

students

UG PG UG PG PG PG UG PG UG PG UG PG UG PG UG PG

(B) For each element listed below, provide the admission data requested for each alternative initial teacher 

certification preparation program in the State at either the undergraduate (UG) or postgraduate (PG) level. 

Include alternative routes to teacher certification or licensure within institutions of higher education (IHEs) and 

outside of IHEs. (§205(b)(1)(G)(i), §205(b)(1)(E), §205(b))

TPP 

name

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

Median 

GPA of 

program 

completers

Minimum 

ACT score 

of entering 

students

Median 

ACT score 

of entering 

students

Minimum 

SAT score 

of entering 

students

Median 

SAT score 

of entering 

students

UG PG UG PG UG PG PG PG UG PG UG PG UG PG UG PG

(C) Provide the number of students in each initial teacher certification preparation program in the State in 2008-09 in 

the following categories. Include both traditional programs and alternative routes to teacher certification or 

licensure (both within IHEs and outside of IHEs). Note that you must report on the number of students by 

ethnicity and race separately. Individuals who are non-Hispanic/Latino will be reporting in one of the race 

categories. Also note that individuals can belong to one or more racial groups, so the sum of the members of each 

racial category may not necessarily add up to the total number of students enrolled. (§205(b)(1)(G)(ii))

TPP

name

Number of students 

enrolled by ethnicity

Number of students enrolled by race

Hispanic/Latino of 

any race

American Indian 

or Alaska Native

Asian Black or 

African 

American

Native 

Hawaiian or 

Pacific Islander

White Two or 

more races

TPP Instituti

on-wide

TPP Institution

-wide

TPP Inst.-

wide

TPP Inst.-

wide

TPP Inst.-

wide

TPP Inst.-

wide

TP

P

Inst.-

wide

Teacher 

preparation 

program name

Unduplicated 

number of males 

enrolled 

Unduplicated 

number of 

females enrolled 

Total number 

of students 

enrolled in TPP

Total number of students 

enrolled institution-wide
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(D) For each initial teacher certification preparation program in the State, provide the following information about 

supervised clinical experience in 2008-09. Include both traditional programs and alternative routes to teacher 

certification or licensure (both within IHEs and outside of IHEs). (§205(b)(1)(G)(iii), §205(b)(1)(G)(iv))

Teacher 

preparation 

program 

name

Average 

number of 

clock hours 

required for 

student 

teaching

Number of fulltime equivalent 

faculty in 

supervised clinical 

experience during 

this academic year

Number of 

adjunct faculty 

in supervised 

clinical 

experience 

during this 

academic year

Number of 

students in 

supervised clinical 

experience during 

this academic year

Teacher 

preparation 

program 

name

Average 

number of 

clinical 

clock hours 

required for 

program 

completion 

Average number of 

years of classroom 

teaching experience 

for new 

supervisors/teacher 

mentors

Number of 

clinical teaching 

placements 

made by the 

TPP

Is there a 

performancebased protocol for 

evaluating 

candidate 

performance in 

clinical work?

Number of 

formal 

clinical 

partnerships 

with school 

districts

Percentage 

of 

candidates 

that 

successfully 

complete 

the clinical 

experience

Average 

hours of 

specific 

training for 

new 

supervisors/ 

teacher 

mentors

(E) For each initial teacher certification preparation program in the State, provide the number of teachers prepared, by 

area of certification or licensure, academic major and subject area prepared to teach in 2008-09. Include both 

traditional programs and alternative routes to teacher certification or licensure (both within IHEs and outside of 

IHEs). (§205(b)(1)(H))

Teacher preparation 

program name

Area of 

certification/licensure

Number 

prepared

Total

Teacher preparation 

program name

Academic major Number 

prepared

Total

Teacher preparation 

program name

Subject area Number 

prepared

Total

(F) Provide the following:

Total number of traditional teacher preparation program completers in 2008-09

Total number of alternative route program completers in 2008-09 within IHEs

Total number of alternative route program completers in 2008-09 outside of IHEs

Total number of initial teaching licenses or certificates issued in 2008-09 to 

individuals trained in another State
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Section II. Teacher certification or licensure requirements

List each teaching certificate or license currently issued by the State and answer the questions about each certificate or 

license. Include all teaching licenses including initial, emergency, temporary, provisional, permanent, professional and 

master teacher licenses as well as any licenses given specifically to those participating in or completing alternative routes 

to certification or licensure. Do not include certificates/licenses for principals, administrators, social workers, guidance

counselors, speech/language pathologists or any other school support personnel. (§205(b)(1)(B), §205(b)(1)(E))

1. Certificate or license name:

2. Is this certificate given only to alternative routes to teacher certification participants or completers?

3. Duration of certificate (in years):

4. Is this certificate renewable?

a. How many times?

5. Is a bachelor’s degree required? If so, specify whether it is required in a specific subject area.

6. What tests or assessments are required?

Section III. State teacher standards and criteria for certification or licensure (§205(b)(1)(B), §205(b)(1)(C))

1. Has the State developed standards and criteria that prospective teachers must meet in order to attain initial 

teacher certification or licensure? If so, indicate whether such standards exist in the following grade levels and 

subject areas:

Elementary (K-5) Middle (6-8) Secondary (9-12)

English/language arts

Mathematics

Science

Other (specify:_______)

2. Has the State established a policy that links, aligns or coordinates teacher certification or licensure 

assessments with the challenging academic content standards for K-12 students?

3. Has the State established a policy that links, aligns or coordinates teacher certification or licensure 

assessments with early learning standards for early childhood education programs?
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Section IV. Pass rates and scaled scores

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

each teacher certification/licensure assessment used by your State. This information may be provided to your State by the 

testing companies. Include traditional teacher preparation programs, alternative routes to teacher certification or licensure 

within institutions of higher education and alternative routes to teacher certification or licensure operated by entities that 

are not institutions of higher education. In cases where a student has taken a given assessment more than once, the highest 

score on that test must be used. There must be at least 10 students in each category taking the same assessment in an 

academic year for data on that assessment to be reported; for summary data, there must also be at least 10 students 

(although not necessarily taking the same assessment) for data to be reported. In cases where there are less than 10 

students taking the same assessment and the assessment pass rate is not reported, those students must be included in the 

summary data. Enrolled students are those students admitted to the teacher preparation program who have not yet 

completed the program.

ASSESSMENT PASS RATES ((§205(b)(1)(A), §205(b)(1)(D), §205(b)(1)(E))

TPP 

code

TPP 

name/

altern

ative 

route 

name

Assess

ment 

code

Assess

ment 

name

Group

# 

taking 

test

Avg.

scaled 

score

# 

passing 

test

Total 

Score 

Possible

Cut 

Score 

Reliability 

measure

Validity 

measure

All enrolled 

students 

who have 

completed 

all 

nonclinical 

courses

All enrolled 

students

All program 

completers, 

2008-09

State

wide 

avg

SUMMARY PASS RATES

TPP code TPP 

name/alternative 

route name

Group

Number taking one or 

more required tests

Number 

passing all tests 

taken

All program 

completers, 2008-09
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Section V: Assessment of Teacher Preparation Programs (§205(b)(1)(F))

Provide the following information, disaggregated by each traditional and alternative teacher preparation program in your 

State, consistent with 34 CFR § 612.5:

Student learning outcomes

For each teacher preparation program in your State, report aggregate K-12 education outcomes associated with program 

graduates by calculating:

1. Student Growth. For three aggregate cohorts of program graduates, provide the following data, at the program 

level, of students taught by teacher preparation program graduates. The data must measure the change in student 

achievement for individual students between two or more points in time:

a. For grades and subjects in which assessments are required under ESEA section 1111(b)(3), a student’s 

score on the State’s assessments under section 1111(b)(3).

b. Any alternative measures of student learning and performance, (such as student results on pre-tests and 

end-of-course tests, and objective-performance-based assessments), student learning objectives, student 

performance on English language proficiency assessments, and other measures of student achievement 

that are rigorous and comparable across schools within an LEA, including those based on classroom 

observations consistent with State protocols. 

OR

2. Teacher Evaluation. For three aggregate cohorts of program graduates, provide the following data at the 

program level:

a. The number of teachers rated at each performance level under a district teacher evaluation system 

consistent with Statewide parameters that differentiates teachers in at least three performance levels, using

multiple valid measures in determining performance levels, including as a significant factor data on 

student growth for all students (including English Learners and students with disabilities), and other 

measures of professional practice (which may be gathered through multiple formats and sources, such as 

observations based on rigorous teacher performance standards, teacher portfolios, and student and parent 

surveys).

Employment Outcomes

3. Teacher Placement Rate. For three aggregate cohorts of program graduates, provide the following data at the 

program level:

a. The percentage of teachers that have been hired in a full-time teaching position for the grade level span 

and subject area in which they trained. At the State’s discretion, this measure may exclude or include 

either of the following: (1) teachers who have taken teaching positions in another State and (2) teachers 

who have taken teaching positions in private schools in the State, provided that the State takes a 

consistent approach for all preparation programs in the State. Indicate whether out-of-state and private 

teaching positions have been included or excluded. 

4. Teacher Retention Rate. For three aggregate cohorts of program graduates, provide the following data at the 

program level: 

a. The percentage of teachers hired in a full-time teaching position within the State, who served for a period 

of at least two school years within four years of the teacher being granted a level of certification that 

allows him or her to serve as a teacher of record, or another greater period of time as determined by the 

State.

Customer satisfaction survey outcomes

5. Teacher Satisfaction Survey. For three aggregate cohorts of program graduates, provide the following data at the 

program level:

a. Quantitative and qualitative data from recent graduates assessing whether the services received from their 

teacher preparation program were effective in preparing them for their first three years in the classroom.
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6. Employer Satisfaction Survey. For three aggregate cohorts of program graduates, provide the following data at 

the program level:

a. Quantitative and qualitative data from employers assessing whether teachers working in employers’ 

school, district, or State, were prepared effectively to teach for the first three years in the classroom. 

Other indicators

7. Other indicators. If your state chooses to collect and report such data, provide the following: 

a. Data on other indicators predictive of student performance, such as student surveys.

Section VI. Low performing State teacher preparation programs (§207(a), §205(b))

1. For each teacher preparation program in the State that currently has lost its approval or terminated its financial 

support due to its low performance based on the State’s assessment of program performance, provide the name of 

the program, the body that withdrew approval or terminated financial support, and the reason for loss of funding 

or support. Indicate all programs that have lost funding or approval from an agency or instrumentality of the State, 

including but not limited to board of regents/trustees, State educational agency, or local educational agency.

2. For each traditional and alternative teacher preparation program in your State, identify whether each one is

currently classified as low performing, at risk of being classified as low performing, classified as satisfactorily

performing, or classified as high quality.

a. Program name:

b. Institution name:

c. Classification:

d. If designated as low performing, at risk, or high quality, date so designated:

3. Last year, your State indicated that the following traditional and alternative teacher preparation programs were 

classified as low performing or at risk of being classified as low performing. For each program, indicate whether 

the program is still classified as low performing or at risk of being so classified.

a. Program name:

b. Institution name:

c. At risk or low performing:

d. Date designated:

Section VII. Shortages of highly qualified teachers, teacher training, technology, improvements in teacher quality

Provide the number of highly qualified teachers needed by area of certification/licensure, subject, and specialty in your 

State’s public schools. Also provide the number of newly prepared teachers in each of these areas, and include those 

prepared to teach students with disabilities effectively. These data will be tracked year-over-year to measure progress in 

addressing the shortage of highly qualified teachers. (§205(b)(1)(I), (§205(b)(1)(J), (§205(b)(1)(L))

Area of 

certification/licensure

Subject Specialty Students 

with 

disabilities

Limited 

English 

proficient

Number of 

highly 

qualified 

teachers 

needed

New 

teachers 

prepared
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Section VIII. Use of Technology (§205(b)(1)(K))

Choose the two most representative responses from the following list that describe the most effective activities that 

prepares teachers to integrate technology effectively into curricula and instruction, including activities consistent with the 

principles of universal design for learning. [drop down list]

Choose the two most representative responses from the following list that describe the most effective activities that use 

technology effectively to collect, manage, and analyze data to improve teaching and learning for the purpose of increasing 

student academic achievement. [drop down list]

Section IX. Efforts to improve the quality of the current and future teaching force

Choose the two most representative responses from the following list that describe the most effective activities taken by 

the State during the past year to improve the quality of the current and future teaching force. [drop down list] 

(§205(d)(2)(A))

Section X. Certification

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

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

Manual.

_____________________________ Signature

_____________________________ Name of responsible representative for the State

______________________________ Title 

Certification of review of submission:

______________________________ Signature

______________________________ Name

______________________________ Title