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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. 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 30, 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 institutions to complete this information collection is estimated to average 145.75 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 

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

ACT scores were added, and certain elements not required by statute were eliminated.

(A) For each element listed below, check if it is required forprovide the admission data requested into for any 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 certification preparation programs at the undergraduate level.

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

Element UG PG

Application

Fee/payment

Transcript

Fingerprint check

Background check

Experience in a classroom or working with children

Minimum number of courses/credits/semester hours completed

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 GPA in content area coursework

Minimum GPA in professional education coursework

Median GPA in content area coursework

Median GPA in professional education coursework

Minimum ACT score of entering students

Median ACT score of entering students

Minimum SAT score of entering students

Median SAT score of entering students

Minimum GRE score

Minimum basic skills test score

Subject area/academic content test or other subject matter 

verification

Minimum Miller Analogies test score

Recommendation(s)

Essay or personal statement

Interview

Résumé

Bachelor’s degree or higher

Job offer from school/district

Personality test (e.g., Myers-Briggs Assessment)

Other (specify:_______________________________________)

Provide a link to your website where additional information about admissions requirements can be found: 

__________________________________________________
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Indicate when students are formally admitted into your initial teacher certification program (freshman year, sophomore 

year, junior year, senior year, postgraduate): __________________________________

Does your initial teacher certification program conditionally admit students? Yes No

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

(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 prior to student teaching

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 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

(D) Provide the number of teachers prepared, by academic major and subject area prepared to teach in 2009-10. 

(§205(b)(1)(H))

Academic majorArea of certification and licensure Number prepared

Total

Subject area Number prepared

Total
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(E) Provide the total number of initial teacher certification preparation program completers in each of the following 

academic years:

2009-10

2008-09

2007-08

Section II. Goals and assurances

Summary of changes: Narrative elements were replaced with drop-down menus and yes/no assurances were replaced 

with data-driven elements.

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 can 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)

Description of strategies used 

to achieve goalSelect the two

strategies that produced the 

largest increase in the number 

of teachers produced in the 

shortage area [drop down list]

Description of steps to improve 

performance in meeting goal or 

lessons learned in meeting goal

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 any additional comments, exceptions and explanations below:

ASSURANCES 

Provide the following information:Place a check next to each statement certifying that your institution is in compliance 

with the following assurances. (§205(a)(1)(A)(iii), §206(b))

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
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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

training provided to prospective teachers 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;

training provided to prospective teachers is closely linked with the needs of schools and the instructional decisions 

new teachers face in the classroom; 

 

prospective special education teachers receive coursework in core academic subjects and receive training in 

providing instruction in core academic subjects;

Program does not prepare special education teachers

general education teachers receive training in providing instruction to children with disabilities; 

general education teachers receive training in providing instruction to limited English proficient students; 

general education teachers receive training in providing instruction to children from low-income families; and

prospective teachers receive training on how to effectively teach in urban and rural schools, as applicable.

Describe Select the twoyour institution’s most successful 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

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

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.

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

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

Pass rate

(%)

Statewide average 

pass rate (%)

Statewide average 

scaled score

All enrolled students who have 

completed all nonclinical courses, 

2009-10

OtherAll enrolled students, 2009-

10

All program completers, 2009-

2010

All program completers, 2008-

2009

All program completers, 2007-

2008

SUMMARY PASS RATES

Number taking one or 

more required tests

Number passing 

all tests taken

Pass rate

(%) 

Statewide average 

pass rate (%)

All program completers, 2009-2010

All program completers, 2008-2009

All program completers, 2007-2008

Note: Your institution or organization is not required by Title II to publish summary pass rates. Please retain the 

individual assessment data for each student that will allow you to verify these summary pass rates. This information is 

requested for validation purposes.
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Section IV. Statement and Designation as Low-Performing

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

(§205(a)(1)(D), §205(a)(1)(E))

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

 _____ Yes _____ No 

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

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

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))

Summary of changes: Certain elements not required by statute were eliminated and narrative elements were replaced 

with drop-down menus.

Does your program prepare teachers to:

(A) integrate technology effectively into curricula and instruction _____ Yes _____ No 

(B) use technology effectively to collect data to improve teaching and learning _____ Yes _____ No 

(C) use technology effectively to manage data to improve teaching and learning _____ Yes _____ No 

(D) use technology effectively to analyze data to improve teaching and learning _____ Yes _____ No 

Provide a description of how your program prepares teachers to integrate technology effectively into curricula and 

instruction, and to use technology effectively to collect, manage, and analyze data in order to improve teaching and 

learning for the purpose of increasing student academic achievement. Include a description of how your program prepares 

teachers to use the principles of universal design for learning, as applicable. Include planning activities and a timeline if 

any of the four elements listed above are not currently in place.

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))

Summary of changes: Certain elements not required by statute were eliminated and narrative elements were replaced 

with drop-down menus.

Does your program prepare general education teachers to:

(A) teach students with disabilities effectively _____ Yes _____ No 

(B) participate as a member of individualized education program teams _____ Yes _____ No 

(C) teach students who are limited English proficient effectively _____ Yes _____ No 

Provide a description of how your program prepares general education teachers to teach students with disabilities 

effectively, including training related to participation as a member of individualized education program teams, as defined 

in section 614(d)(1)(B) of the Individuals with Disabilities Education Act1, and to effectively teach students who are 

limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not 

currently in place.

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]

Does your program prepare special education teachers to:

(D) teach students with disabilities effectively _____ Yes _____ No 

_____ Program does not prepare special education teachers

(E) participate as a member of individualized education program teams _____ Yes _____ No 

_____ Program does not prepare special education teachers

(F) teach students who are limited English proficient effectively _____ Yes _____ No

_____ Program does not prepare special education teachers

Provide a description of how your program prepares special education teachers to teach students with disabilities 

effectively, including training related to participation as a member of individualized education program teams, as defined 

in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are 

limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not 

currently in place.

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]

 

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

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

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

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

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

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

the child, including related services personnel as appropriate; and whenever appropriate, the child with a disability.
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Section VII. Contextual information (optional)

Please use this space to provide any additional information that describes your teacher preparation program(s). You may 

also attach information to this report card. The U.S. Department of Education is especially interested in any evaluation 

plans or interim or final reports that may be available.

Section VIII. Certification

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

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

Manual.

_____________________________ Signature

_____________________________ Name of responsible representative for teacher preparation program

______________________________ Title 

Certification of review of submission:

______________________________ Signature

______________________________ Name

______________________________ Title