1

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

HEA

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. The first Secretarial report is due April 2011. Annual state 

reports to the Secretary are first due on October 7, 2010. Data from institutions with teacher preparation programs are due 

to states annually, beginning April 7, 2010, for use by states in preparing annual report cards to the Secretary.

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: 9/30/2012). The time 

required for states to complete this information collection is estimated to average 910 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.

Introduction (optional) 
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Section I. Program information

(A) For each element listed below, check those required forprovide the admission data requested into 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))

Summary of changes: Yes/no elements were replaced with data-driven elements, minimum and median GPA, SAT, and 

ACT scores were added, median GPA for program completers was added, and certain elements not required by statute 

were eliminated.

TPP 

name

Application Fee/payment Transcript Fingerprint 

check

Background 

check

Experience 

in a 

classroom or 

working 

with 

children

Minimum number of 

courses/credits/semester 

hours completed

Bachelor’s 

degree or 

higher

Job offer from 

school/district

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

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 

GPA in 

content 

area 

coursework

Minimum 

GPA in 

professional 

education 

coursework

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

TPP 

name

Recommendation(s) Essay or 

personal 

statement

Interview Résumé Personality 

test (e.g., 

MyersBriggs 

Assessment)

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

TPP 

name

Minimum 

basic skills 

test score

Subject 

area/academic 

content test or 

other subject 

matter 

verification

Minimum 

GRE score

Minimum 

Miller 

Analogies 

test score

Other 

(specify:_______________________________________)

UG PG UG PG UG PG UG PG UG PG
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(B) For each element listed below, check those required for provide the admission data requested into 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))

Summary of changes: Yes/no elements were replaced with data-driven elements, minimum and median GPA, SAT, and 

ACT scores were added, median GPA for program completers was added, and certain elements not required by statute 

were eliminated.

TPP 

name

Application Fee/payment Transcript Fingerprint 

check

Background 

check

Experience 

in a 

classroom or 

working 

with 

children

Minimum number of 

courses/credits/semester 

hours completed

Bachelor’s 

degree or 

higher

Job offer from 

school/district

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

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 

GPA in 

content area 

coursework

Minimum 

GPA in 

professional 

education 

coursework

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

TPP 

name

Recommendation(s) Essay or 

personal 

statement

Interview Résumé Personality 

test (e.g., 

MyersBriggs 

Assessment)

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

TPP 

name

Minimum 

basic skills 

test score

Subject 

area/academic 

content test or 

other subject 

matter 

verification

Minimum 

GRE score

Minimum 

Miller 

Analogies 

test score

Other 

(specify:_______________________________________)

UG PG UG PG UG PG UG PG UG PG
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(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))

Summary of changes: Enrollment data elements were disaggregated to enable comparison of enrollment percentage by 

ethnicity and race in a TPP compared with enrollment percentage by ethnicity and race institution-wide.

Teacher 

preparation 

program 

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 InstitutionwideTPP Institution

-wide

TPP Inst.-

wide

TPP Inst.-

wide

TPP Inst.-

wide

TP

P

Inst.-

wide

TP

P

Inst.-

wide

(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))

Summary of changes: Elements were added to collect additional data on clinical experience.

Teacher 

preparation 

program 

name

Average 

number of 

clock hours 

required prior 

to student 

teaching

Average 

number of

clinical clock 

hours 

required for 

program 

completion 

student 

teaching

Number of full-time 

equivalent faculty in 

supervised clinical 

experience during this 

academic year

Number of full-time 

equivalent adjunct faculty in 

supervised clinical 

experience during this 

academic year (IHE and 

PreK-12 staff)

Number of students in 

supervised clinical 

experience during this 

academic year

Teacher 

preparation 

program 

name

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

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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(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))

Summary of changes: Certain elements not required by statute were eliminated.

Teacher preparation 

program name

Teacher preparation 

program type

Teacher preparation 

program sponsored by IHE? 

Area of 

certification/licensure

Number 

prepared

Total

Teacher preparation 

program name

Teacher preparation 

program type

Teacher preparation program 

sponsored by IHE?

Academic major Number 

prepared

Total

Teacher preparation 

program name

Teacher preparation 

program type

Teacher preparation program 

sponsored by IHE?

Subject area Number 

prepared

Total

(F) Provide the following:

Summary of changes: Certain elements not required by statute were eliminated.

Total number of traditional teacher preparation program completers in 2006-07

Total number of traditional teacher preparation program completers in 2007-08

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

Total number of alternative route program completers in 2006-07 within IHEs

Total number of alternative route program completers in 2007-08 within IHEs

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

Total number of alternative route program completers in 2006-07 outside of IHEs

Total number of alternative route program completers in 2007-08 outside of 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 your state

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

individuals trained in another state

Section II. Reliability and validity of teacher certification or licensure assessments and requirements

Summary of changes: Old section II was moved to new section IV in the assessment pass rate chart.

Provide documentation on the reliability and validity of the teacher certification and licensure assessments, and any other 

certification and licensure requirements, used by the state. Provide links to websites, as applicable. (§205(b)(1)(A))
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Section IIIII. Teacher certification or licensure requirements

Summary of changes: Certain elements not required by statute were eliminated and certain yes/no elements were 

replaced with data-driven elements.

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 an initial certificate?

3. Is this an emergency, temporary or provisional certificate?

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

5. Is this certificate given only to career/technical education teachers?

6. Is this a permanent certificate?

7. Duration of certificate (in years):

8. Is this certificate renewable?

a. How many times?

b. Renewal duration (in years)

c. Renewal requirements

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

10. Is a master’s degree or higher required?

11. Is a bachelor’s degree in education required?

12. Is this certificate granted at the elementary level?

a. What is the grade span covered by this certificate?

b. Is a bachelor’s degree in a subject area or academic content area (other than elementary education) 

required?

13. Is this certificate granted at the middle school level?

a. What is the grade span covered by this certificate?

b. Is a bachelor’s degree in a subject area or academic content area required?

14. Is this certificate granted at the secondary level?

a. What is the grade span covered by this certificate?

b. Is a bachelor’s degree in a subject area or academic content area required?

15. Will transcript analysis (for degrees from non-U.S. postsecondary institutions) be accepted?

16. Is a state-approved teacher education program required?

17. Is there a credit hour requirement for pedagogy, professional knowledge and/or professional education 

coursework?

18. Is there a grade point average (GPA) requirement for general and/or professional education coursework?

19. Are What tests or assessments are required?

a. Are performance assessment (such as portfolios) required?

20. Is there a recency of credit requirement?

21. Are passing state prescribed coursework and/or written assignments required?

22. Is professional employment as a teacher required?

23. Is passing National Board of Professional Teaching Standards required?

24. Is completion of a supervised clinical experience required?

25. Is professional development or continuing education experience required? 

26. Is participation in a mentoring program required?

27. Of fingerprinting, background check or police record examination, which are required?

28. Is United States citizenship required?

29. Are there any other requirements?
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Section IVIII. State teacher standards and criteria for certification or licensure (§205(b)(1)(B), §205(b)(1)(C))

Summary of changes: Certain elements not required by statute were eliminated and the table in question 9 was 

consolidated.

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. Is there a unique, overarching set of teacher standards that currently applies to all teaching fields and grade levels?

3. Are there distinct state teacher standards for early childhood education (birth through age 6)?

4. Are there distinct state teacher standards for early elementary education (grades K-3)?

5. Are there distinct state teacher standards for upper elementary education (grades 4-6)?

6. Are there distinct state teacher standards for middle grades education?

7. Are there distinct state teacher standards for secondary education?

8. Were the standards of any national organizations used, modified or referenced in the development of the state 

teacher standards? If yes, please specify.

9. Specify where there are state teacher standards for the following specific teaching fields and grade levels:

Teaching field Grade level

All levels Early 

childhood

Grades K-3 Grades 4-6 Middle grades Secondary 

grades

Arts

Bilingual education, ESL

English/language arts

Foreign languages

Mathematics

Science

History

Geography

Civics/government

Economics

Social studies

Special education

Technology in teaching

Vocational/technical education

Other (specify:____________)

10. Has the state established challenging academic content standards for K-12 students that specify what children are 

expected to know and be able to do; contain coherent and rigorous content; and encourage the teaching of 

advanced skills?

11. Has the state established early learning standards for early childhood education programs?

12. Has the state established a policy that links, aligns or coordinates teacher certification or licensure standards with 

the assessments required for teacher certification or licensure?

13. Has the state established a policy that links, aligns or coordinates teacher certification or licensure standards with 

the challenging academic content standards for K-12 students?

14. Has the state established a policy that links, aligns or coordinators teacher certification or licensure standards with 

early learning standards for early childhood education programs?
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15. Has the state established a policy that links, aligns or coordinates teacher certification or licensure assessments 

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

16. Has the state established a policy that links, aligns or coordinates teacher certification or licensure assessments 

with early learning standards for early childhood education programs?

17. Are there other steps being taken to develop or implement teacher standards and align teacher preparation, 

certification, licensure or assessment standards with content standards for students?

Section IV. Pass rates and scaled scores

Summary of changes: Certain elements not required by statute were eliminated, old section II and cut scores were 

incorporated into the assessment pass rates table, and alternative route assessments were added.

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

Test 

company

/ entity 

code

Group

# 

taking 

test

Avg.

scaled 

score

# 

passing 

test

Total 

Score 

Possible

Cut 

Score 

Pass 

rate

(%)

Reliability 

measure

Validity 

measure

All enrolled 

students 

who have 

completed 

all 

nonclinical 

courses

Other All 

enrolled 

students

All program 

completers, 

2008-09

All program 

completers, 

2007-08

All program 

completers, 

2006-07

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

Pass rate

(%)

All program 

completers, 2008-09
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All program 

completers, 2007-08

All program 

completers, 2006-07

Statewide 

average

CUT SCORE TABLE

For each assessment required for initial certification or licensure listed below, provide the low end (lowest possible score), 

high end (highest possible score) and cut score (minimum passing score).

Assessment Low end High end Cut score

Section VI. Alternative routes to teacher certification or licensure (§205(b)(1)(E))

Summary of changes: Alternative route assessment information was moved to new section IV, other information on 

alternative routes were reflected in section I and new section II, and other elements not required by statute were 

eliminated.

1. Has the state approved any alternative routes to certification or licensure?

2. Is the state considering or has the state proposed alternative routes to certification or licensure?

3. Has the state approved alternative routes to certification or licensure, but no entity is currently implementing 

them?

4. Has the state approved and implemented one or more alternative routes to certification or licensure?

For all state-approved alternative routes, both implemented and not implemented, list each alternative route and answer 

the questions about each route.

1. Alternative route name:

2. Year approved by the state:

3. Year implemented:

4. Number enrolled during the 2008-09 academic year:

5. Is this alternative route limited to teaching certain subject areas or grade levels? If yes, please specify.

6. Is this alternative route designed to address critical shortage areas? If yes, please specify.

7. Maximum number of years allowed to complete alternative route program:

8. Is this route intended for mid-career switchers?

9. Is a teaching license issued to an individual participating in this route? If yes, please specify.

10. Is a bachelor’s degree required?

a. Is a bachelor’s degree in a subject area required?

11. Are pedagogy or professional knowledge classes required?

12. Is there a credit hour requirement for general and/or professional education coursework?

13. Is there a grade point average (GPA) requirement for general and/or professional education coursework?

14. Are tests or assessments required?

15. Are performance assessment (such as portfolios) required?

16. Is passing state prescribed coursework and/or written assignments required?

17. Is professional employment as a teacher required?

18. Is completion of a supervised clinical experience required? If yes, please describe.

19. Is professional development or continuing education experience required?

20. Is participation in a mentoring program required?

21. Is a person participating in this route considered highly qualified under the No Child Left Behind Act?

22. Is there a service requirement upon completion of this alternative route? If yes, please specify:

a. Teaching in a high-needs school? How many years: _____
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b. Teaching in a critical shortage area? How many years: _____

23. Of fingerprinting, background check or police record examination, which are required?

24. Is United States citizenship required?

25. Who administers the alternative route:

state institution of higher education district

non-profit or private organization other (specify:________________)

If the alternative route is administered by institutions of higher education, select the institutions offering this 

alternative route:

26. Are there any other requirements? Please specify.

Website:___________________________

Section VII. Criteria for assessing the performance of teacher preparation programs in the state (§205(b)(1)(F), 

§207(a))

Summary of changes: Information on assessment of TPP performance is reflected in new section V.

1. Has the state implemented criteria for assessing the performance of traditional teacher preparation programs? If 

yes, provide the implementation date. 

2. Has the state implemented criteria for assessing the performance of alternative routes to teacher certification or 

licensure? If yes, provide the implementation date.

3. List the entities involved in implementation:

4. Specify any national organizations whose criteria are being used or that are involved in some other way:

5. If the state has not implemented criteria, has the state proposed criteria for assessing teacher preparation program 

performance?

6. Do the state criteria include a determination of passing rates on state certification or licensure assessments in the 

academic content areas?

7. Do the state criteria include indicators of teaching skills? 

7. Describe the state criteria for assessing the performance of teacher preparation programs for:

7.a. Assessing the ability of teacher preparation program enrollees to employ teaching and learning strategies

that focus on the identification of the specific learning needs of students who are gifted and talented, and to 

tailor academic instruction to such needs.

7.b. Assessing the ability of teacher preparation program enrollees to employ teaching and learning strategies 

that focus on the identification of the specific learning needs of students with disabilities, and to tailor 

academic instruction to such needs.

7.c. Assessing the ability of teacher preparation program enrollees to employ teaching and learning strategies 

that focus on the identification of the specific learning needs of students who are limited English proficient, 

and to tailor academic instruction to such needs.

7.d. Assessing the ability of teacher preparation program enrollees to employ teaching and learning strategies 

that focus on the identification of the specific learning needs of students with low literacy levels, and to tailor 

academic instruction to such needs.

8. Do the state criteria include progress in increasing the percentage of highly qualified teachers in the state?

9. Do the state criteria include progress in increasing professional development opportunities?

10. Do the state criteria include progress in improving student academic achievement for elementary and secondary 

students?

11. Do the state criteria include progress in raising the standards for entry into the teaching profession?

12. Are there any other criteria? Please specify.

Section V: Assessment of Teacher Preparation Programs (§205(b)(1)(F))

Summary of changes: New section V reflects the reporting described in 34 CFR §§ 612.4 - 612.5. 

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
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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.

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. 
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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 VIIII. Low performing state teacher preparation programs (§207(a), §205(b))

Summary of changes: Narrative descriptions were replaced with information on low performing and at-risk TPPs. 

1. Provide a list of the criteria your state has defined for classifying traditional teacher preparation programs as “low 

performing” or “at risk of being low performing.”

2. Provide a list of the criteria your state has defined for classifying alternative routes to teacher certification or 

licensure as “low performing” or “at risk of being low performing.”

3. Provide a description of the procedures your state uses to identify and assist (through the provisions of technical 

assistance) low-performing traditional teacher preparation programs.

4. Provide a description of the procedures your state uses to identify and assist (through the provisions of technical 

assistance) low-performing alternative routes to teacher certification or licensure.

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.

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

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

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

a. Program name:

b. Institution name:

c. Program type (traditional or alternative):

d. At risk or low performing:

e. Date designated:

6. 3. 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 adequately 

performing, or classified as high quality.Provide a list of traditional and alternative teacher preparation programs 

in your state that are currently classified as low performing or at risk of being so classified

a. Program name:

b. Institution name:

c. Program type (traditional or alternative):

d. At risk or low performingClassification:

e. If designated as low performing, at risk, or high quality, dDate so designated:

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

quality

Summary of changes: Old section X was incorporated into new section VII, and narrative descriptions were replaced 

with data-driven elements.

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. a description of the extent to which teacher preparation programs are 

addressing shortages of highly qualified teachers, by area of certification or licensure, subject, and specialty, in your 

state’s public schools. Include planning activities and timelines if these activities are not currently in place. Include both 
13

traditional programs and alternative routes to teacher certification or licensure, as applicable. (§205(b)(1)(I)), 

(§205(b)(1)(L), (§205(b)(1)(J))

Area of 

certification/licensure

Subject Specialty Students 

with 

disabilities

Limited 

English

proficient

Number of 

teachers 

needed

New 

teachers 

prepared

Section X. Teacher Training

Provide a description of the extent to which teacher preparation programs prepare teachers, including general education 

and special education teachers, to teach students with disabilities effectively, including training related to participation as 

a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with 

Disabilities Education Act

1

. Include planning activities and timelines if these activities are not currently in place. Include 

both traditional programs and alternative routes to teacher certification or licensure, as applicable. (§205(b)(1)(J))

Provide a description of the extent to which teacher preparation programs prepare teachers, including general education 

and special education teachers, to effectively teach students who are limited English proficient. Include planning 

activities and timelines if these activities are not currently in place. Include both traditional programs and alternative 

routes to teacher certification or licensure, as applicable. (§205(b)(1)(L))

Section XI. Use of Technology 

(§205(b)(1)(K))

Summary of changes: Narrative descriptions were replaced with drop-down menus. 

Provide a description of the Choose the two most representative responses from the following list that describe the most 

effective activities that prepare teachers to integrate technology effectively into curricula and instruction, including 

activities consistent with the principles of universal design for learning; and use technology effectively to collect, manage, 

and analyze data to improve teaching and learning for the purpose of increasing student academic achievement. Include 

planning activities and timelines if these activities are not currently in place. Include both traditional programs and 

alternative routes to teacher certification or licensure, as applicable.

 

1 The term `individualized education program team' or `IEP Team' means a group of individuals composed of the parents of a child with a disability; not less than 1 

regular education teacher of such child (if the child is, or may be, participating in the regular education environment); not less than 1 special education teacher, or where 

appropriate, not less than 1 special education provider of such child; a representative of the local educational agency who is qualified to provide, or supervise the 

provision of, specially designed instruction to meet the unique needs of children with disabilities; is knowledgeable about the general education curriculum; and is 

knowledgeable about the availability of resources of the local educational agency; an individual who can interpret the instructional implications of evaluation results, 

who may be a member of the team described above; at the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding 

the child, including related services personnel as appropriate; and whenever appropriate, the child with a disability.
14

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] (§205(b)(1)(K))

Section XII. Efforts to improve the quality of the current and future teaching forceEfforts to improve teacher 

quality 

Summary of changes: Narrative descriptions were replaced with drop-down menus. 

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

describe any steps taken by the state during the past year to improve the quality of the current and future teaching force. 

(§205(d)(2)(A))

Section XIII. Certification

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

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

Manual.

_____________________________ Signature

_____________________________ Name of responsible representative for the state

______________________________ Title 

Certification of review of submission:

______________________________ Signature

______________________________ Name

______________________________ Title

Supplemental information (optional)