DRAFT March 2009

Preliminary Draft – March 2009

Higher Education Act of 1965, as amended in 

2008 by the Higher Education Opportunity Act 

HEA

Title II

Reporting Reference and User Manual

U.S. Department of Education 

Office of Postsecondary Education
DRAFT March 2009

OMB Control No. 1840-0744 (expiration date: XX/XX/20XX)
DRAFT March 2009

Paperwork Burden Statement

This is a required data collection. Response is not voluntary. According to the Paperwork Reduction Act of 

1995, no persons are required to respond to a collection of information unless such collection displays a valid 

OMB control number. The valid OMB control number for this information collection is 1840-0744 (expiration 

date XX/XX/20XX). The time required for institutions to complete this information collection is estimated to 

average 96 hours per response, including the time to review instructions, search existing data resources, gather 

the data needed, and complete and review the information collection. The time required for states to complete 

this information collection is estimated to average 10,930 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.
DRAFT March 2009

Contents

Part I. Overview of HEA Title II Reporting Requirements

A. Introduction................................................................................................................... 1

B. Reporting Requirements—Institutions ......................................................................... 2

C. Reporting Requirements—States.................................................................................. 3

D. Reporting Cycles........................................................................................................... 4

E. Key Definitions............................................................................................................. 7

F. Pass Rates...................................................................................................................... 8

Part II. Institutional Reporting Requirements

A. Required Reporting for Institutions of Higher Education........................................... 14

B. Information for Institutions Reporting for the First Time........................................... 15

Part III. Using the SRS for State Reporting

A. Introduction................................................................................................................. 18

B. Procedures for States Reporting for the First Time .................................................... 19

C. System Security .......................................................................................................... 19

D. Logging In and Logging Out ...................................................................................... 20

E. System Features .......................................................................................................... 23

F. Report Navigation....................................................................................................... 28

Contact Information .................................................................................................... 30

Section I: Description of State Teacher Certification or Licensure

Assessments and Other Requirements........................................................................ 31

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

Certificates............................................................................................................ 31

Section I.e.: Specific Assessment Requirements and Cut Score

Table ..................................................................................................................... 33

Section I.f.: Provisions for Persons Teaching Without Full

Certification or Licensure ..................................................................................... 35

Section II: Description of State Teacher Standards and the Alignment

Between State Teacher Certification or Licensure Requirements and

Assessments and State Student Standards and Assessments...................................... 37

Section III: Statewide and Institutional Pass Rates.................................................... 38

Section IV: Description of Criteria for Assessing the Performance of

Teacher Preparation Programs within Institutions in the State................................... 43

Section V: List of Low-Performing State Teacher Preparation Programs................. 44

Section VII: Alternative Routes to Teacher Certification or Licensure,

and Pass Rates for Program Completers of Alternative Routes.................................. 46

Section VIII: State Efforts To Improve Teacher Quality............................................ 49

Section IX: Certification ............................................................................................ 50

Printing Your State Report.......................................................................................... 52

Uploads and Templates............................................................................................... 53
DRAFT March 2009

Pass Rate Tips............................................................................................................. 55

Instructions .............................................................................................................. 60

Appendices

Appendix A Statutory Provisions............................................................................ A-1

Appendix B Glossary.............................................................................................. B-1

Appendix C Institutional Survey ............................................................................ C-1

Appendix D State Survey........................................................................................ D-1
DRAFT March 2009

Tables

I.D.1. Reporting deadlines for the institutional, state and Secretary’s reports:

2006-07 through 2008-09........................................................................................ 4

I.D.2. Data collection year/cycle ....................................................................................... 5

I.D.3 Sequence of pass rate reporting............................................................................... 8

I.D.4 Calculating aggregate and summary pass rates..................................................... 11

Figures

III.C.1. Time-out warning.................................................................................................. 20

III.D.1. Login screen .......................................................................................................... 21

III.D.2. Initial password change......................................................................................... 22

III.D.3. Log out .................................................................................................................. 23

III.E.1. Radio buttons and text boxes ................................................................................ 24

III.E.2. Check boxes .......................................................................................................... 25

III.E.3. Add/Edit/Delete..................................................................................................... 26

III.E.4. Reference and Web Address................................................................................. 27

III.F.1. Main menu............................................................................................................. 29

III.F.2 Contact information............................................................................................... 30

III.F.3. Section I................................................................................................................. 31

III.F.4. Sections I.a, b, and d. ........................................................................................... 32

III.F.5. Section I.e.............................................................................................................. 33

III.F.6. Section I.e Requirements....................................................................................... 34

III.F.7. Section I.e Cut Score Table................................................................................... 35

III.F.8 Section I.f. ............................................................................................................. 36

III.F.9 Section II ............................................................................................................... 37

III.F.10. Section III.............................................................................................................. 39

III.F.11. Tables D1-D2 and Tables D1a-D2a ...................................................................... 40

III.F.12. Entering or editing a table ..................................................................................... 41

III.F.13. Adding a table item ............................................................................................... 42

III.F.14. Section IV.............................................................................................................. 43

III.F.15. Section V............................................................................................................... 44

III.F.17. Section VII ............................................................................................................ 46

III.F.18. Table D5................................................................................................................ 48

III.F.19. Section VIII........................................................................................................... 49

III.F.20. Certification verification ....................................................................................... 50

III.F.21. Certification........................................................................................................... 51

III.F.22. Print menu ............................................................................................................. 52

III.F.23. Uploads.................................................................................................................. 54

III.F.24. Templates.............................................................................................................. 57

III.F.25. File download........................................................................................................ 58

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

III.F.27. Instructions............................................................................................................ 60
1

Part I: Overview of HEA Title II Reporting Requirements

A. Introduction

In October 1998, Congress voiced its concern for the quality of teacher preparation by

enacting Title II of the Higher Education Act (HEA). In August 2008, Congress

demonstrated its continuing interest through the passage of the Higher Education Opportunity 

Act (HEA), which amends the HEA in a number of ways. Title II authorizes federal grant 

programs that support the efforts of states, institutions of higher education and their school 

district partners to improve the recruitment, preparation and support of new teachers. Title II 

also includes accountability measures in the form of reporting requirements for institutions 

and states on teacher preparation and licensing. Sections 205 through 208 of the statute are 

provided in Appendix A. 

Section 205 of HEA Title II requires reports from two groups:

 

(1) Institutions of higher education (IHE) that conduct traditional teacher preparation 

programs or alternative routes to state certification or licensure programs, enrolling 

students who receive federal assistance under Title IV of the HEA. A teacher preparation 

program is a state-approved course of study, the completion of which signifies that an 

enrollee has met all the state’s educational and/or training requirements for initial 

certification or licensure to teach in the state’s elementary, middle or secondary schools. 

A teacher preparation program may be either a traditional program or an alternative route 

to certification, as defined by the state. Also, it may be within or outside an institution of 

higher education. A traditional teacher preparation program primarily serves 

undergraduate students without prior teaching or work experience and leads at least to a 

bachelor’s degree1; an alternative route to state certification or licensure, although 

primarily serving candidates that are the teacher of record in a classroom while 

participating in the route, is defined by each state. (See Appendix B, Glossary.) Section 

205 (a)(3) requires institutions to submit timely and accurate reports or incur a fine of up 

to $27,500.

(2) States that receive HEA funds. The term “state” includes the 50 states, the District of 

Columbia, Puerto Rico and the outlying areas. (See Appendix B, Glossary.) States must 

submit the reports as a condition of receiving HEA funding. NOTE: The manual uses the 

terms “state” and “state agency” interchangeably to refer to the part of the state 

government that has responsibility for establishing procedures to implement the Title II 

HEA reporting requirements.

States and institutions must report on all of the items on the questionnaires, using the 

definitions and methods for calculating pass rates and other statistics developed by the 

U.S. Department of Education (ED). States may choose to collect information from 

institutions using either the standard questionnaire or another reporting format—as long as the 

 

1

Some traditional teacher preparation programs may lead to a teaching credential but not a degree. A traditional 

teacher preparation program in the outlying areas may lead to an associate’s degree.
2

institutions and states include, at a minimum, the information requested on the standard 

questionnaire. If states choose to design their own reporting formats, they are encouraged to 

do so through collaboration with their institutions and through the use of standardized 

spreadsheets or reports that minimize the burden on institutions. 

States have the central coordinating role in the Title II system of institutional and state 

reporting, so they must be responsible for promoting public confidence in the information that 

institutions and they report. Thus to the extent possible, states and institutions must ensure 

that the data provided in their reports are complete and accurate and conform to the 

definitions in the manual. 

This section provides a general overview of HEA Title II reporting for institutions and states, 

including reporting requirements and cycles, key definitions and guidance on how pass rates 

should be generated.

B. Reporting Requirements—Institutions

Section 205(a)(1) requires each institution to establish, and report annually on:

 Annual quantifiable goals for increasing the number of prospective teachers 

trained in teacher shortage areas (see Section 206(a) and Appendix B, Glossary

for the definition of teacher shortage areas); 

 Assurances that training provided to prospective teachers responds to local or 

state needs and is closely linked to school needs and the needs of new teachers; 

that prospective special education teachers receive coursework in core 

academic subjects and instruction in teaching them; that general education 

teachers receive training in providing instruction to diverse populations; and 

that prospective teachers receive training in how to be effective in rural and 

urban schools, as applicable (see Section 206(b)); 

 How well individuals who enroll in and complete its teacher preparation 

program perform on initial state licensing and certification assessments;

 Basic aspects of its program, such as: criteria for admission into the program; 

number of students, disaggregated by race, ethnicity and gender; amount of 

required supervised clinical experience; the number of students and full-time 

equivalent faculty in the supervised clinical experience; and the total number 

of students certified or licensed as teachers, disaggregated by subject and area 

of certification or licensure; 

 Descriptions of the activities undertaken in the program to prepare teachers to 

integrate and use technology in instruction, and to teach students with 

disabilities and limited-English-proficient students effectively; and

 Whether the program is accredited, and if it is classified by the state as “lowperforming.”

A copy of the Institutional Survey is provided in Appendix C.
3

C. Reporting Requirements—States

Section 205 (b) requires each state to report annually on:

 The reliability and validity of teacher certification or licensure assessments and 

any other certification or licensure requirements;

 The standards and criteria for initial teacher certification and licensure for 

particular academic subjects, areas, or grades; 

 The alignment between teacher certification or licensure assessments (and 

other requirements) and the state’s academic content standards or early 

learning standards for early childhood education;

 Pass rates and average scaled scores for each assessment, by the same 

subgroups reported for each IHE, for both traditional and alternative route 

programs in the state;

 Descriptions of alternative routes to teacher certification or licensure in the 

state;

 Description of the state’s criteria for assessing the performance of teacher 

preparation programs, including indicators of academic content knowledge and 

teaching skills of enrollees in the programs;

 For each teacher preparation program in the state, basic aspects of its program, 

such as: criteria for admission into the program; number of students, 

disaggregated by race, ethnicity and gender; amount of required supervised 

clinical experience; the number of full-time equivalent faculty, adjunct faculty, 

and students in the supervised clinical experience; and the total number of 

students certified or licensed as teachers, disaggregated by subject and area of 

certification or licensure;

 For each teacher preparation program and the state as a whole, the number of 

teachers certified or licensed, by area of certification or licensure, academic 

major, and subject area for which the teacher has been prepared to teach; and

 Description of the extent to which teacher preparation programs in the state are 

addressing shortages of highly qualified teachers, are preparing teachers to 

effectively teach students with disabilities, preparing teachers to integrate and 

use technology in instruction, and are preparing teachers to effectively teach 

students who have limited English proficiency. 

Appendix D contains the State Survey.

The data that states and institutions will provide annually represent one way we measure the 

success of teacher education programs and state efforts to improve teacher quality. It is ED’s 

hope, and the desire of Congress, that institutions and states use the reports in meaningful 

ways to improve teacher education in America.
4

D. Reporting Cycles

Section 205 of Title II requires the annual preparation and submission of three sets of reports 

on teacher preparation and licensing: one from institutions to states, a second from states to 

the U.S. Secretary of Education and a third from the Secretary to Congress and the public. 

Table I.D.1 shows the due dates for each of the three reports by reporting year, assuming that 

data collection instruments and procedures are approved by 9/30/2009.

Table I.D.1. Reporting deadlines for the institutional, state and Secretary’s reports: 

2009-10 through 2011-12

Reporting year2Institutional report State report Secretary’s report

2009-10 April 1, 2011 October 31, 2011 April 1, 2012

2010-11 April 1, 2012 October 31, 2012 April 1, 2013

2011-12 April 1, 2013 October 31, 2013 April 1, 2014

The surveys use elements from different points in time. For example, certification 

requirements are based on the most current information available, while the pass rates are 

based on an academic year. We have included a reference table (see Table I.D.2) that shows 

each survey section and the corresponding data collection year/cycle.

 

2 Also includes program completer data for two previous years.
5

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

Reporting year

Section Page(s) Item 2011-1232012-13 2013-14

I Program information 

(admissions, 

demographics, supervised 

clinical experience, 

number prepared)

Academic year 2009-10 Academic year 2010-11 Academic year 2011-12

II Reliability and validity Most recent information Most recent information Most recent information

III 48-53 Description of 

certification/licenses

Most current state 

regulations

Most current state 

regulations

Most current state 

regulations

IV 55-58 State standards Most current state 

regulations/policies

Most current state 

regulations/policies

Most current state 

regulations/policies

V 58-64 Institutional, alternative 

route and state pass rates

Academic year 2009-10

Academic year 2008-09

Academic year 2007-08

Academic year 2010-11

Academic year 2009-10

Academic year 2008-09

Academic year 2011-12

Academic year 2010-11

Academic year 2009-10

VI Alternative route programs Most current state 

regulations/policies

Most current state 

regulations/policies

Most current state 

regulations/policies

VII 65 Description for assessing 

performance of teacher 

preparation programs

Most current state 

regulations/policies

Most current state 

regulations/policies

Most current state 

regulations/policies

VIII 65 Low performing Most current review cycle Most current review cycle Most current review cycle

IX Shortages of highly

qualified teachers

Most recent information Most recent information Most recent information

X Teacher training Most recent information Most recent information Most recent information

 

3 The “reporting year” is the period during which the reports from the IHEs to the states, and the states to Congress, are being assembled and submitted. For 

example, in the 2011-12 reporting year example in the table, the IHEs report to the states by April 2011, and the states report to the Department by October 2011. 

The Department’s report should then be sent to Congress by April 2012.
6

XI Use of technology Most recent information Most recent information Most recent information

XII Efforts to improve teacher 

quality

Most recent information Most recent information Most recent information
7

E. Key Definitions

States and institutions need to understand several key definitions in order to complete their 

annual reports accurately.

 Teacher Preparation Program: A state-approved course of study, the completion 

of which signifies that an enrollee has met all the state’s educational and/or 

training requirements for initial certification or licensure to teach in the state’s 

elementary, middle or secondary schools. A teacher preparation program may be 

either a traditional program or an alternative route to certification, as defined by

the state. Also, it may be within or outside an IHE.

A traditional teacher preparation program primarily serves undergraduate 

students without prior teaching or work experience and leads at least to a 

bachelor’s degree4; an alternative route to state certification or licensure, although 

primarily serving candidates that are the teacher of record in a classroom while 

participating in the route, is defined as such by each state.

For purposes of reporting under the Act, if an institution operates more than one 

state-defined traditional teacher preparation program, the institution’s multiple 

programs must be regarded as a single program. 

 Program Completer: A person who has met all the requirements of a stateapproved teacher preparation program. Program completers include all those who 

are documented as having met such requirements. Documentation may take the 

form of a degree, institutional certificate, program credential, transcript or other 

written proof of having met the program’s requirements. In applying this 

definition, the fact that an individual has or has not been recommended to the 

state for initial certification or licensure may not be used as a criterion for 

determining who is a program completer.

 Alternative Route to Certification or Licensure: A teacher preparation program 

that primarily serves candidates that are the teacher of record in a classroom while 

participating in the route. Alternative route teacher preparation programs are 

defined as such by the state.

 Traditional Teacher Preparation Program: A teacher preparation program that 

primarily serves undergraduate students without prior teaching or work 

experience and leads at least to a bachelor’s degree.5 Any teacher preparation 

program that is not an alternative route to initial certification or licensure.

 Nonclinical coursework: Any course in the teacher preparation program 

curriculum that focuses on content, such as academic subject matter, and does not 

require students to participate in the activities of supervised clinical experience as 

described in the glossary definition may be counted as nonclinical coursework. 

The curriculum policies of each state and its institutions will identify coursework 

that is nonclinical or clinical. See Supervised clinical experience.

 

4

Some traditional teacher preparation programs may lead to a teaching credential but not a degree. A traditional 

teacher preparation program in the outlying areas may lead to an associate’s degree.

5

Some traditional teacher preparation programs may lead to a teaching credential but not a degree. A traditional 

teacher preparation program in the outlying areas may lead to an associate’s degree.
8

F. Pass Rates

States and institutions must collect and report pass rate data in a uniform manner. Such data are 

to be calculated using the following procedures.

 Report pass rates annually. Institutions report pass rate data to states in April of 

each year. States, in turn, report the institutional and state pass rates to ED 

annually in October. See Table I.D.1 for a summary of reporting deadlines.

 Set the academic year and test closure date for each cohort of program 

completers. Working in collaboration, states and institutions need to set a test 

closure date for each cohort of program completers. The date should be the same 

for all institutions within a state. The academic year will be defined as starting 

September 1 and ending August 31.

 Institutions and states report annually on five groups. Every institutional report 

(and the portion of every state report containing institutional pass rates and scaled 

scores) will include pass rates and scaled scores on the most recent cohort of 

completers, pass rates and scaled scores for completers in each of the two 

previous years, pass rates and scaled scores for all students who have completed 

all nonclinical coursework, pass rates and scaled scores for all other enrolled 

students, as well as updated pass rates and scaled scores on the cohort that 

finished the program 3 years earlier. This same sequence applies to the state’s 

reporting of pass rates and scaled scores of cohorts that complete alternative 

routes to certification and licensure and traditional programs outside of IHEs. 

Table I.D.3 illustrates this pattern: 

Table I.D.3: Sequence of pass rate and scaled score reporting

Cohort year Report year 2010-11 Report year 2011-12 Report year 2012-13

2007-08 Pass rates/scaled scores

2008-09 Pass rates/scaled scores Pass rates/scaled scores

2009-10 Pass rates/scaled scores Pass rates/scaled scores Pass rates/scaled scores

2010-11 Pass rates/scaled scores Pass rates/scaled scores

2011-12 Pass rates/scaled scores

This form of updating pass rate and scaled score data conforms to requirements of section 205 of 

Title II. It is needed so that the pass rates and scaled scores on certification or licensure 

examinations reflect the scores of all enrolled students and program completers who took the 

examination during or immediately after finishing a teacher preparation program or within each

of the two years thereafter. When reporting pass rates and scaled scores for program completers 

in each of the two years after program completion, the pass rates and scaled scores must contain 

the most recent data and not be a reiteration of the data reported the year before. Thus, states 

will be reporting an update on the pass rates and scaled scores of each cohort of program 

completers for each of the two years following program completion.
9

 Pass rates and average scaled scores must be calculated for all tests that are used 

by the state for initial teacher certification or licensure. Testing companies or 

states will need to collect a comprehensive list of all certificates or licenses (for 

areas of specialization approved by the state) for the academic year, the 

requirements and cut scores for certificates or licenses and the teacher preparation 

programs and the certificates or licenses for which they are approved, to be able 

to calculate and report pass rates and average scaled scores for the groups of 

traditional and alternative route program test takers. 

 The tests and cut scores used to determine pass rates must be valid for the initial 

certification of each individual test taker as of the test closure date. States change 

their test requirements from time to time, and individuals within a particular 

completer cohort may have taken the same tests under different cut-score 

requirements. Some states “grandfather in” (and so count as a “pass” when they

calculate the cohort pass rate) completers who previously passed a test with a 

score below the current cut score or who passed a different test. Other states do 

not. It is up to the state to determine the tests and cut scores that it considers valid 

for an individual at the time of the test closure date for his or her cohort. Pass 

rates must be based on these valid tests and cut scores.

 Pass rates will likely be calculated either by testing companies or by states that 

have test files. The rates will be reported for each academic year’s groups of test 

takers for tests related to the test taker’s area of specialization. These tests must 

be valid for the individual test taker as of the test closure date. In cases where a 

test taker has taken the same test more than once, the result of the test on which 

the test taker attained the highest score is to be used.

 Pass rates will be computed using the “rule of 10.” In order for data on an 

assessment to be reported, at least 10 students had to have taken the assessment in 

an academic year. Summary data also require at least 10 test takers (though not 

necessarily taking the same assessment) for the data to be reported. 

 Institutions and states will report two kinds of pass rates. 

1. A single assessment pass rate is defined as the proportion of test takers who 

passed the assessment among all who took the assessment. 

2. Summary pass rates are defined as the proportion of test takers who passed 

all tests they took for their areas of specialization among those who took one 

or more tests in their specialization areas. Summary pass rates are based on 

all assessments that an individual needs to pass to become initially certified or 

licensed as a teacher in a given area of specialization in a state.

If a state requires portfolios or other performance assessments on which candidates receive a 

pass-fail designation, pass rates must be reported in the “Performance Assessments” category of 

the report. In addition, in some states, a single score is given across two or more tests. In those 

instances, the single score for the set of multiple tests should be used in calculating a pass rate 

for that set. 
10

If a state does not require any tests for initial certification, they are still required, to the extent 

practicable, to collect comparable pass rate and scaled score data and report it (cf. Section 208 

(b)).

The sample table below illustrates summary pass rates. If a candidate begins the series of 

assessments required and passes all the assessments taken, he or she is counted for purposes of 

institutional pass rates as a pass. If a candidate begins a series of assessments and fails one or 

more before the test closure date, he or she is counted as a fail for purposes of institutional pass 

rates.

Information States Must Report Regarding Individuals Who Completed Teacher Preparation 

Programs in Another State

States are not required to report the pass rates of individuals who completed teacher preparation 

programs in another state. States do need to report, however, the total number of individuals for 

each reporting period who receive their initial teaching certification or licensure and the number 

of these individuals who completed teacher preparation programs in another state.

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

Following the procedures established in each state, each institution will identify its traditional 

and alternative route test takers by Social Security number or other identifying information, 

together with their areas of specialization and academic major, and provide this information to 

the testing companies or state. The testing companies or state will then compute the pass rates 

(on assessments in the certification and licensure areas that correspond to these areas of 

specialization) of the institution’s test takers and return the pass rates to the institution. The 

testing companies or state also will provide the institution other information that it can use to 

verify the pass rates.

For states and institutions using tests from more than one testing company, the single pass/fail 

ratings for each test will be combined into a summary pass/fail rating for each individual across 

all tests the individual is required by the state to take for licensure or certification, regardless of 

testing company. Reports will continue to show the number of individuals taking each test 

(noting from which testing company each test is obtained), the passing score and pass rate for 

each test, and the summary pass rate for all individuals taking all tests needed for certification or 

licensure; they will also provide the average scaled score for each test. States will develop a 

similar procedure to obtain single-test and summary pass rates from participants and completers 

of non-IHE alternative route programs.
11

Table I.D.4 Calculating summary pass rates

Program

completer

Test 1 Test 2 Test 3 Test 4 Test 5 Test 6 Summary 

pass 

status

1 P P P F --- --- F

2 P P --- --- --- --- P

3 P P F --- --- --- F

4 F --- --- --- --- --- F

5 P --- --- --- --- P P

6 P F P --- --- --- F

7 P F P --- --- --- F

8 P P P P F F

Pass rate = 

% passing

88% 67% 80% 50% 0% 100% Summary 

pass rate 

= 25%
12

Institutional Verification of Pass Rates

Because institutions will be held accountable for the pass rates of their test takers, they need to 

have confidence in the pass rates that they report. Thus, institutions must be able to receive 

timely data from testing companies or state agencies to verify the accuracy of pass-rate 

calculations and, if necessary, resolve any disagreements about what these pass rates should be. 

The test companies or state will also provide the institution other information that it can use to 

verify the pass rates, such as linked data that identifies test takers and shows their individual 

scores. States and institutions using tests from more than one test company may verify their 

combined pass rate reports using linked data, when authorized. State agencies will need to 

collaborate with public and private institutions and testing companies to ensure that their 

procedures for implementing the section 205 reporting requirements let institutions do this. 

Data Institutions Will Receive

At a minimum, verification procedures must let each institution receive all of the examination 

scores that the testing companies or state agency used to compute its pass rates, together with 

information that identifies all test takers who took each examination. Moreover, each institution 

must receive this information in sufficient time to enable it to verify the calculated pass rates, 

resolve any discrepancies and submit the required institutional report by the due date. 

In some states, state laws and procedures will permit institutions to receive information (e.g., 

Social Security numbers) that links the test scores to each individual test taker. Although using 

these “linked data” is not required, ED recognizes that they are the best and most desirable 

information available. In this regard, the procedures discussed in this manual for providing 

institutions with these linked test-score data are consistent with federal law, including the Family 

Educational Rights and Privacy Act (FERPA).

ED also recognizes, however, that in some states, state law or compelling state policy prohibits 

the linking of test scores and test taker names. For example, state law may preclude institutions 

from securing the test scores of individual test takers without their consent or disallow state 

agencies from being the conduit through which testing companies can provide individual test 

scores to the respective institutions, out of fear that test scores maintained by the state agency

would become records that are publicly available without consent. (Under FERPA, however, 

test scores linked to the names of test takers are not publicly available so long as the state agency

and institutions in the state agree that, in maintaining these records, the state agency is acting on 

behalf of the institutions so that they can verify their pass rates.) ED believes that it is vital for 

states to overcome these kinds of problems so that institutions can verify pass-rate calculations 

using linked test-score data. To this end, the Department is prepared to work with states and 

others to help them find ways to achieve this objective. 

Unless teaching candidates have agreed to release their test scores to an institution, the institution 

has no legitimate interest in retaining a particular candidate’s scores once it has verified the 

testing companies’ pass-rate calculations. The Department urges states and institutions to agree 

to procedures under which the institutions will destroy these linked scores once they are no 

longer needed for institutional reports.
13

Dispute Resolution Procedures 

In most cases, an institution should be able to receive from the testing companies or state the 

test-score and test-taker data that state procedures permit and to confirm the accuracy of passrate calculations. However, it is possible that in a small number of cases an institution either will 

not receive these data or will not be able to resolve disagreements about how the pass rates 

should be calculated. To accommodate these situations, the state’s implementing procedures 

must contain the following elements. 

 If an institution cannot secure data in a timely manner, the institution must promptly inform 

the state and ED, in writing, of the problem. The institution also must propose a schedule for 

reporting to the state the required pass rates, based on the testing companies’ (or state’s) 

estimate of when the institution will receive the data it needs to report. The state either will 

accept the schedule or will work to resolve the problem.

 If an institution cannot resolve a disagreement with the testing companies or state about how 

to calculate its pass rate(s), the state will use an impartial process for receipt and resolution of 

disputes in time to permit the institution to prepare its report. This process must include 

procedures for the institution to send a written explanation of the dispute to the state within 10 

days of reaching an impasse with the testing companies. In the event the institution reaches 

an impasse with the state, the process also must include procedures for the state and institution 

to send written explanations of the dispute to the Department within 10 days. (The 

Department will provide its resolution of the dispute as quickly as possible on the basis of 

these written explanations so that the institution can report on schedule.)
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Part II: Institutional Reporting Requirements

IHEs are required to submit their HEA, Title II surveys to the state in April of each year. See 

Part 1, including Tables I.D.1 and I.D.2, for an overview of the Title II reporting schedule. 

States are responsible for developing and implementing the collection of IHE data and have 

developed forms or on-line systems for IHE use. A list of state Title II coordinators can be 

found at https://title2.ed.gov/contactsState.asp. A sample data collection instrument is 

provided in Appendix C. 

In addition to completing the Institutional Survey, IHEs are required to report the mandated 

elements of the Institutional Survey and assessment pass rates and scaled scores to the general 

public (see Section 205(a)(1)).

A. Required Reporting for Institutions of Higher Education

 Pass rates and scaled scores on teacher assessments for all students enrolled in and 

program completers of traditional and alternative route teacher preparation programs. 

Program completers of an IHE are those who have met all the requirements of its teacher 

preparation program or alternative route programs and all others who are documented as 

having met those requirements. Whether an institution recommends or does not 

recommend an individual to the state for initial certification or licensure is not a factor in 

determining whether the individual is a program completer.

Since the focus of the annual reports is on the preparation of teachers, the definition of a 

program completer does not extend to individuals enrolled in schools, colleges or 

departments of education who, for example, are studying to be guidance counselors or 

preparing for any other non-teaching professional careers. Therefore, the test scores of 

these individuals should not be included in an institution’s pass rates.

 Comparisons between institutional pass rates and scaled scores and the statewide pass 

rates and scaled scores. States provide institutions with these statewide pass rates and 

scaled scores.

 Number of students enrolled in the traditional teacher preparation program or alternative 

route programs at the IHE, disaggregated by race, ethnicity, and gender.

 Information about supervised clinical experience:

 Number of students who were in programs of supervised clinical experience 

during the academic year

 Number of full-time equivalent faculty 

 The average number of hours required.

 Whether program is currently approved or accredited, and by whom.

 Whether the teacher preparation program currently is designated as “low-performing” 

by the state (as per section 205 (a) (1) (E) of the HEA).

Optional Supplemental Reporting for IHEs
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ED encourages all institutions and states to try to make their data systems for assessing 

program quality more comprehensive and to go beyond the reporting requirements so that 

their reports provide a richer picture of their efforts to provide high quality teacher education. 

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

report on:

 The philosophical underpinnings of their programs; 

 The history of their programs;

 Any evaluation plans or interim or final evaluation reports;

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

 The retention rate of program completers;

 The performance of program completers who take assessments to teach in 

other states but do not take any assessments used by the home state; and

 The percentage of program completers who have been certified by the National 

Board for Professional Teaching Standards. 

The standard formats for the state and institutional questionnaires offer a designated section 

for supplemental information, but this information can be reported in any format that 

institutions and states desire—provided that the report clearly shows which information is 

required by this manual and which is supplemental.

B. Reporting Information for Institutions

There are some important issues IHEs and states must address in a collaborative manner. The 

following checklist is offered to help states and IHEs begin to develop their data collection 

systems. Assistance is also available through the Title II Service Center, which can be 

reached at title2@westat.com.

State and IHE Checklist for IHE Data Collection

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

companies?

 Confirm the academic year and test closure date;

 Establish for teacher preparation programs in the state and for their test takers 

the list of subject areas of specialization for certification or licensure; 

 Check and confirm relevant test(s) for each area of specialization and passing 

(cut) scores applicable to each group of test takers; 

 Determine submission dates for test taker lists and dates for return of results 

from the state (or from the testing companies);
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 Establish a process for making sure that institutions get the data they need 

(subject to state privacy laws) to be able to verify pass-rate calculations;

 Establish a process for ensuring that institutions receive the statewide pass 

rates and scaled scores that they need to include in their reports;

 Establish a resolution process for disagreements about test taker identification 

or pass-rate computation; and

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

2. What will an institution need to include in its official list of test takers? 

For each person on the list, specify:

 Name;

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

 Enrollment or program completer status (currently enrolled, currently enrolled 

and having completed all nonclinical coursework, completed in the current 

academic year, completed in the immediately past year, completed two years 

past); and

 Academic major and area of specialization or certification area (from statedetermined list of certification or licensure fields).

3. Where will an institution send its list of test takers for calculation of pass rates?

 In most cases, the institution will send the list either directly to the testing 

companies or to the state, which may forward it to the testing companies. 

However, states, institutions and the testing companies may make some other 

arrangement.

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

 Typically the testing companies or the state will produce these data. The 

decision rests with the state, in consultation with institutions and the testing 

companies, and depends heavily on where the computerized test files are 

located.

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

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

 Check percentages of test-takers passing each assessment, as calculated by the 

testing companies or state; and

 Check the summary percentage of test-takers passing, as calculated by the 

testing companies or state.
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6. How might discrepancies in the list of test takers or problems with the pass-rate results be 

reported and resolved?

 An institution should check the testing companies’ (or state’s) list of recent test 

takers for whom no test scores have been found and report to the testing 

companies (or state) any test takers that the institution believes have been 

tested. If the testing companies or the state locates such cases, it will return a 

revised set of assessment results.

 An institution should check pass rates returned by the testing companies (or 

state) and notify the companies and the state authority that the pass rates are 

accurate.

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

report?

 Goals and assurances;

 Institutional pass rates and scaled scores on assessments, as received from the 

testing companies (or state) and verified by the institution;

 Criteria for admission;

 Information on the number of students in the teacher preparation program 

(disaggregated by race, ethnicity, and gender);

 Information on supervised clinical experience requirements and faculty; 

 Number of students who have been certified or licensed as teachers, 

disaggregated by subject and area of certification or licensure;

 Information on program approval or accreditation; 

 Whether the program is considered “low-performing” by the state; 

 Information on teacher training, including integrating technology and 

effectively teaching students with disabilities and students who are limited 

English proficient; and

 Any optional supplementary or contextual information.

The sample institutional questionnaire and pass-rate tables are provided in Appendix C.
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Part III: Using the SRS for State Reporting

A. Introduction

States report annually to ED in October of each year. (See Table A1 for an overview of the 

reporting schedule.) You must use the on-line State Reporting System (SRS) developed by

the Department to facilitate state reporting of the HEA, Title II data—hardcopy submissions 

are not permitted. You also are responsible for collecting the IHE data described in Part III 

and Appendix C and entering it into the SRS before the deadline in October.

You need to review prefilled sections of the state questionnaire for accuracy and complete 

other sections. The data elements include:

 A description of the reliability and validity of the teacher certification and 

licensure assessments, and any other certification and licensure requirements;

 State assessment and certification/licensure standards for teachers and the 

extent to which they are aligned to challenging academic content standards for 

students;

 Institutional and statewide pass rates and scaled scores for each assessment 

required for teacher certification or licensure for enrolled students and 

traditional and alternative route completers, and pass rates and scaled scores 

for individuals from alternative routes to teacher certification or licensure 

operated by entities that are not IHEs;

 A description of alternative routes to teacher certification or licensure;

 State criteria for assessing the performance of teacher preparation programs as 

well as criteria for identifying and assisting low-performing teacher 

preparation programs (see HEA Title II, section 207 (a));

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

 Information on the criteria for admission, the number of students and 

supervised clinical experience for the teacher preparation program at each IHE;

 The number of teachers prepared, by the teacher preparation program at each 

IHE and in the state, by area of certification or licensure, academic major and 

subject area;

 Numbers of applicants granted initial state certification or licensure prepared 

both in- and out-of-state;

 A description of the extent to which teacher preparation programs are 

addressing shortages of highly qualified teachers;

 A description of the extent to which teacher preparation programs prepare 

teachers to integrate and use technology and effectively teach students with 

disabilities and students who are limited English proficient; and

 Information on state efforts to improve the quality of the current and future 

teaching force.
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B. Reporting Procedures for States

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

initial reporting.

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

 Confirm the academic year;

 Establish for teacher preparation programs in the state and for their test takers 

the list of subject areas of specialization for certification or licensure; 

 Check and confirm relevant tests for each area of specialization and passing 

(cut) scores for test takers; 

 Determine a test closure date after which test results for a group will not be 

included in pass rates for that group (for example, the test closure date for the 

cohort that completed its programs in the September 1-August 31 academic 

year might be September 1);

 Establish a resolution process for disagreements about test taker identification 

or pass-rate computation; and

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

2. Determine how you will obtain pass rates and scaled scores:

 You will get pass rates for test takers from traditional and alternative programs 

within IHEs from the annual institutional reports or from the testing 

companies.

 You should then compile a list of test takers from alternative route programs 

outside of IHEs (if any); then, you or the testing companies will generate pass 

rates for these test takers.

Sections C through E provide information on features of the SRS. Section F walks you 

through each section of the State Questionnaire. A copy of the State Questionnaire is 

provided in Appendix D.

C. System Security

For security purposes, generally only one User ID and password is distributed to each state. If 

your state chooses to use multiple accounts, the state is responsible for ensuring that multiple 

users will not access and overwrite each others’ data. Data are stored on a secure database 

running on a secure operating system and are accessible only by use of a User ID and 

password; thus, you are prevented from viewing other states’ data.

The SRS automatically logs you off the system after 20 minutes of inactivity (activity

includes moving to another page, saving the page, etc.). A time-out warning will notify you 

that your session is about to expire (see Figure III.C.1). If data are not saved or if inactivity
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continues, the session will time out, and you will need to log back into the system. Data or 

survey responses should be saved at least every 15 minutes to avoid losing them.

Save your data at least every 15 minutes! 

Figure III.C.1. Time-out warning

D. Logging In and Logging Out

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

1. Go to the homepage of the Title II Web site at https://title2.ed.gov/default.asp.

2. Click on Submit State Reports at the top of the page and then click on State Reporting 

System at the left side of the page OR 

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

3. Type the User ID and password given to you by Westat and click on the Continue button. 

You can also tab to the Continue button and press Enter. (see Figure III.D.1). 
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Figure III.D.1. Login screen

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The first time you log into the SRS, you will be prompted to change your password (see 

Figure III.D.2). Your new password must meet the following requirements:

 Must be 8-12 characters in length;

 Cannot be part of your username;

 Must contain at least one letter;

 Must contain at least one number.

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

Figure III.D.2. Initial password change

After you have successfully changed your password, click Save to proceed (See Section III 

Part E. System Features for help with the buttons).

During subsequent logins, if you enter an incorrect User ID and/or password, you will see a 

message stating, “The username/password supplied is incorrect. Please check it before trying 

again.” You may then re-enter the correct User ID and password to log in.

If you enter an incorrect User ID and/or password five times, you will be locked out of your 

account. This feature is for security purposes; however, it means that you will not be able to 

access your account. You must contact Westat to unlock your account.

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

issued a new User ID and/or password.

In the top right-hand corner and bottom right-hand corner of each page, you will see a link 

called Log out (see Figure III.D.3). Click on this link when you want to log out of the 

system. This will return you to the Login Page.

Figure III.D.3. Log out 

E. System Features

Radio buttons, text boxes, check boxes, Add/Edit/Delete options and buttons are found 

throughout the SRS.

Radio buttons. You may choose only ONE response when using radio buttons. To select a 

radio button, click on it with your mouse. Once a radio button is selected, the only way to 

deselect it is to choose another radio button in that response.

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Text boxes. Single-line text boxes are usually limited to the size of the displayed box. Multiline text boxes do not have a character limit; however, we encourage you to be brief, concise 

and to the point when entering text. When referencing a separate document, please refer to 

the document title in the text box, rather than copying the entire document into it. Email the 

actual document to us at title2@westat.com. When referencing a Web address, include the 

entire address (including “http://”). (See Figure III.E.1 for an example of radio buttons and 

text boxes.)

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

Radio 

buttons

Text boxes

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Check boxes. You may choose more than one check box in a single response (see Figure 

III.E.2). To select a check box, click your mouse in the box (or using the Tab key, tab to the 

box and press the space bar). To deselect a box, click your mouse in the box (or press the 

space bar) again.

Figure III.E.2. Check boxes

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Add/Edit/Delete. We have preloaded most of your responses from last year. If your answers 

have not changed, you do not need to submit new responses. However, if you do need to 

update information, you will need to use the Add/Edit/Delete features, found throughout the 

SRS (see Figure III.E.3). To add new entries, click Add. To view or modify an existing entry, 

click Edit. To delete an entry, click Delete. You will see an alert box asking if you are sure 

you want to delete this item. Click on OK to delete the item, or click on Cancel if you do not 

want to delete the item. 

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

review them!

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

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Some sections ask for a Web Address and/or Reference. Enter a Web address (including 

“http://”) if there is a related or corresponding Web site or page. Enter a document reference 

to direct a reader to a state publication, legislation, etc. (see Figure III.E.4).

Figure III.E.4. Reference and Web Address

Buttons. One or more bottoms are at the bottom of each survey section. Please make special 

note of the following four buttons: Save and Stay, Save and Exit, Reset, and Exit Without 

Saving. A description of each is below.

Save and Stay: Selecting this button saves data in the section and keep you in that 

section. If you will be working on the same section for a lengthy time, 

we recommend that you save your data at least every 15 minutes (see 

Security). Use this button to save your data periodically as you work 

through a section.

Save and Exit: This button saves data in the section and returns you to the previous 

page or menu. Use this button when you want to exit a survey section. 

(If you have not completed the section, you can return to it later and 

your data will be saved.)

Reset: This button will reset all fields in the section to their last saved value. 

For example, if you make changes to a saved section but do not want to 

save the changes, use the Reset button. The section will return to how 

it appeared the last time you saved it.

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Exit Without Saving: This returns you to the previous page or menu. Any changes made to 

the page since it was last saved will not be saved.

Check Spelling. A spell-check feature has been added to the report sections. If you want to 

check the spelling in a section, click on the button at the bottom of the page marked, "Check 

Spelling." A new window will open that lists spelling errors and suggests replacements. This 

feature is similar to those used in word processing programs. In order for the spell-check 

feature to work properly, your browser must allow pop-up windows. Please disable any popup blockers to use this feature.

Pop-Up Glossary. A pop-up glossary feature has been added to the report sections. If you 

want to check the definition of a word listed in the glossary, click on the words in blue 

throughout the survey. A new window will open that lists the definition of the word. If the 

glossary does not appear when you click on a linked word, please make sure your pop-up 

blocker is disabled for this site.

F. Report Navigation

Once you log into the SRS, you will be able to access all sections of the state report (see 

Figure III.F.1). You can access any section of the survey by clicking the links on the left side 

of the page. You can also access other information, such as the instructions and glossary.
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Figure III.F.1. Main menu 

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Contact Information

The individual listed in the Contact Information section (See Figure III.F.2) is presented as 

the state contact for members of the public who would like more information. The fields are 

fairly self-explanatory. If you need assistance entering or updating this information, contact 

Westat. The state Title II Coordinator may change or update this information at any time. 

Once you have entered information in the Contact Information section, choose the appropriate 

button (Save, Reset) at the bottom of the page (see Part III, Section E. System Features).

Figure III.F.2. Contact information

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

Other Requirements

Please note that the questions in Section I.c. of the Reporting Reference and User Manual

have been incorporated into Sections I.a., I.b., and I.d. of the on-line survey.

States are to provide information on degree, coursework, assessment, supervised teaching 

experiences and other requirements for each Type A/Level I, Type B/Level II and Type 

C/Level III certificate issued to teachers, as defined by the National State Directors of Teacher 

Education and Certification (NASDTEC). Type A/Level I certificates are issued upon 

completion of an approved teacher preparation program to an applicant who has met the 

requirements of the state, but has not completed ancillary requirements that must be met 

before issuance of a Type B/Level II certificate. Type B/Level II certificates are issued after 

the completion of an approved program and all ancillary requirements or after the completion 

of an alternative route program, all postsecondary degree and ancillary requirements and 

successfully completing not fewer than 27 months of professional employment in the function 

covered by the certificate. Type C/Level III certificates are issued after completion of all 

Type B/Level II certification requirements and any advanced requirements established by the 

state.

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

Click on the link for Section I. From the Section I page, you can complete Sections I.a, b, d, 

e & f of the survey (see Figure III.F.3). You can also access Sections I.a, b, d, e & f directly 

by clicking on the links at the left side of the page.

Figure III.F.3. Section I

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In these sections (see Figure III.F.4), you are asked to list the requirements to obtain a Type 

A/Level I (first), Type B/Level II (second) and Type C/Level III (advanced) certificate or 

license. These fields are prefilled with information your state Title II Coordinator entered 

during the last reporting year. Use the Edit button to review these entries carefully and 

update them as necessary. Information in this section should be based on your state’s most 

current regulations and policies.

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

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

Section I.e., Specific Assessment Requirements includes information on entry and exit 

requirements and an assessment cut score table (see Figure III.F.5). Institution and 

assessment names in this section are populated from the pass rate files, so this section is not 

available until your pass rate files are uploaded.

Figure III.F.5. Section I.e

Sometimes 100 percent pass rates reflect institutional requirements. So that the public will 

understand these 100 percent pass rates, states are required to report those cases in which 

institutions require some or all of the assessments used for teacher certification or licensure to 

be taken either prior to admission to the program or as a condition of completion of or 

graduation from the institution’s teacher preparation program. Where these situations exist, 

institutions or states may want to provide supplementary descriptive information and 

measures that can give the public a better understanding of the performance of their teacher 

preparation programs. 

To complete the requirement information, click on Section 1.e Entry/Exit Requirements on 

the left side of the page. You will see all of your state institutions and assessments listed (see 

Figure III.F.6). Indicate if each assessment is required for entry and/or exit at each institution 

by selecting the appropriate check boxes on the right-hand side of the page. If no tests are 

required for entry or exit at the institutional level, be sure to check the “No tests required for 

entry/exit” box on this page.

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You may use the select boxes at the top of the page to limit what is shown on the page at one 

time. You may choose to view the following:

 all or specific institutions,

 all or specific assessment content areas, or

 all or specific assessments.

You may also sort the information by institution or assessment. To do this, select the 

appropriate radio button (Institution or Assessment). After you have made your selections, 

click on the Change View button.

By using the select and sort boxes, you can make global selections on this page. For example, 

if all basic skills tests are required for entry at all institutions, show all institutions, the basic 

skills area and all assessments. Then check the “Check all entry boxes in the list” box. This 

will check the entry box for all assessments listed on the page.

After you have selected the appropriate check boxes to indicate if the assessment is required 

for entry or exit at that institution, choose the appropriate button at the bottom of the page: 

Save or Reset (see Part III Section E. System Features).

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

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To complete the Section I.e table, click on Section I.e Cut Score Table on the left side of the 

page (see Figure III.F.7). This section will not be populated until your pass rate files have 

been uploaded. 

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

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

the lowest and highest possible score.

You may add an assessment by clicking on the “Add Assessment” link at the bottom of the 

page. When you click on this link, you will need to enter an area code, assessment code and 

assessment name. Be sure to save your information before moving to another section of the 

survey.

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

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

On the left side of the page, click on the appropriate link for Section I.f. (see Figure III.F.8). 

These fields are prefilled with information your state Title II Coordinator entered during the 

last reporting year. Use the Edit button to review these entries carefully and update them as 

necessary. Information in this section should be based on your state’s most current 

regulations and policies.

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Figure III.F.8. Section I.f

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Section II: Description of State Teacher Standards and the Alignment Between State 

Teacher Certification or Licensure Requirements and Assessments and State Student 

Standards and Assessments

Section II (see Figure III.F.9) is divided into two parts. The first part asks about standards 

and criteria; the second is concerned with policy. Select the appropriate link to complete 

Section II.a or Section II.b. Information in both sections should be based on your state’s 

most current regulations and policies. 

Figure III.F.9. Section II

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Section III: Statewide and Institutional Pass Rates

States will receive reports containing pass-rate information from all institutions. States also 

will identify alternative route programs and will develop procedures for the receipt of passrate data for completers of each of these programs. 

States will determine who will calculate the data needed to report on statewide pass rates. For 

example, some states may have files of data that will allow them to generate pass rates. Other 

states will work with testing companies to determine when, and in what form, data will be 

received that will allow the states to generate pass rates.

On the left side of the page, click on the link for Section III (see Figure III.F.10). You must 

also report updated pass rate data for your cohort based on information available in the third 

year of a cohort (3rd Year Cohort Update) (Tables D1a-D2a). This section includes Tables 

D1 and D2 and Tables D1a and D2a. These tables are: 

D1: State-Level Single Assessment Pass-Rate Data for Traditional Teacher Preparation 

Programs Within Institutions of Higher Education, by Institution

D2: State-Level Summary Assessment Pass-Rate Data for Traditional Teacher Preparation 

Programs Within Institutions of Higher Education, by Institution

D1a: State-Level Single-Assessment Pass-Rate Data for Traditional Teacher Preparation 

Programs Within Institutions of Higher Education, by Institution

D2a: State-Level Summary Assessment Pass-Rate Data for Traditional Teacher Preparation 

Programs Within Institutions of Higher Education, by Institution

Complete Section III.a. at the top of the page. Be sure to save your work before moving on 

to the tables, which are located lower on the page.
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Figure III.F.10. Section III

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After saving Section III.a., scroll down the page to complete Tables D1 and D2 and Tables 

D1a and D2a (see Figure III.F.11). You may download, complete and upload the tables using 

the Uploads and Templates feature on the left side of the page (see Uploads and Templates) 

or you may enter the data for these tables here. After the tables are created (whether uploaded 

or entered here), you can then access and edit the tables using the links on this page.

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

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Click on the appropriate link for the table you want to edit or enter. If the table has been 

previously uploaded, you will see the table entries listed (see Figure III.F.12). If the table has 

not been uploaded, you will see the table header only. 

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

To add a new table entry, click on the Add button. This will take you to another screen. 

Depending on the table you are editing or entering, you will see drop-down lists and links for 

Add Institution, Add Assessment and Add Program (see Figure III.F.13). Click on a link to 

add information or choose the appropriate item from the associated drop down list. See 

Section III Part E. System Features for help with text boxes and the buttons at the bottom of 

the screen.

If the table has been previously uploaded, review the data and edit them as necessary. To edit 

an entry, click on the Edit button to the left of the entry. To delete an entry, click on the 

Delete button to the right of the entry. You will see an alert box asking if you really want to 

delete the entry. To delete the entry, click OK. If you do not want to delete the entry, click 

Cancel.

If the table is more than one page, use the Next and Back buttons at the top or bottom of the 

table to page forward and backward. These buttons will appear gray and will be inoperable if 

the table is only one page.

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Figure III.F.13. Adding a table item

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Section IV: Description of Criteria for Assessing the Performance of Teacher 

Preparation Programs Within Institutions in the State

From the left side of the page, click on the link for Section IV (see Figure III.F.14). 

Information in this section should be based on your state’s most current regulations and 

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

Please be concise and brief when entering data in text boxes. If you have a large amount of 

text to enter, you may email us a separate document (at title2@westat.com) and refer to the 

document in the text box. You may also refer to Web addresses in the text boxes.

Please note that in Question 1, if you answer Yes, you must enter an Implementation Date. If 

you answer No, you cannot enter an Implementation Date. To enter a valid Implementation 

Date, use the format: mm/dd/yyyy.

Figure III.F.14. Section IV

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

On the left side of the page, click on the link for Section V (see Figure III.F.15). Items in this 

section should be answered with information as of the most current review cycle. See Section 

III Part E. System Features for help with text boxes. Please be concise and brief when 

entering data in text boxes. If you have a large amount of text to enter, you can email us a 

separate document (at title2@westat.com) and refer to the document in the text box. You 

can also refer to Web addresses in the text boxes.

If you listed any at-risk or low performing teacher preparation programs last year, they will be 

listed in Question 3. Please indicate whether the program is still classified as low performing 

or at-risk of being so classified.

In Question 4, when adding a new teacher preparation program, use this date format: 

mm/dd/yyyy. If you do not follow this format, you will see an alert box stating that the date is 

invalid. Do not answer Question 4 if you have not identified any institutions as lowperforming or at-risk of becoming low-performing.

Figure III.F.15. Section V

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Section VII: Alternative Routes to Teacher Certification or Licensure, and Pass Rates 

for Program Completers of Alternative Routes

From the left side of the page, click on the link for Section VII (see Figure III.F.17). After 

completing Question 1, save this section before moving on. 

Save Section VII after completing question 1 and before moving on to the remainder of 

the section. Please note that links for Sections VII.a, VII.b and VII.c. (Tables D5, D6, 

D5a and D6a) are located on the same page as Section VII, Question 1. You will see 

them as you scroll down the page.

Figure III.F.17. Section VII

The remainder of Section VII is divided into several parts. Section VII.a deals with 

alternative certification status. Section VII.b collects descriptions of alternative routes. 

Section VII.c comprises Tables D5, D6, D5a and D6a and collects pass rate data for 

alternative routes.

To complete Section VII.a, click on the appropriate link. Information in this section should 

be based on your state’s most current regulations and policies. See Section III Part E. System 

Features for help using radio buttons.

To complete Section VII.b, click on the appropriate link. Here, you will describe each 

alternative route to certification, based on your state’s most current regulations and policies. 

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If your state Title II Coordinator entered this information for the last reporting year, these data 

will be prefilled. To add a new route, click on the Add button. To edit a route already listed, 

click on the Edit button. To delete a route, click on the Delete button.

For each alternative route, please provide the following information: 

 Alternative route or program name;

 Recruitment details;

 Selection process description;

 Program of study;

 Practice teaching details and hours;

 Assessments required;

 Private support details;

 Names of institutions or entities offering the program; and

 Administration details.

Question 10 of Section VII.b. lists institutions offering each alternative route. This list is 

automatically generated after Tables D1 and D2 have been entered. To add an institution, 

click on the Add Institution link.

To complete Section VII.c (Tables D5, D6, D5a, D6a), click on the appropriate link. If the 

table has been previously uploaded, you will see the table entries listed (see Figure III.F.18). 

If the table has not been uploaded, you will see the table header only. To add a table entry, 

click on the Add button. Depending on the table you are editing, you will see drop-down lists 

and links for Add Program and Add Assessment (see Figure III.F.13). Click on a link to add 

information or choose the appropriate item from the associated drop down list. See Part III 

Section E. System Features for help with text boxes and the buttons at the bottom of the 

screen. If you have more than one entry to add, click on the Save and Stay button at the 

bottom of the page and enter the data for your next item.
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Figure III.F.18. Table D5

If the table has been previously uploaded, review the data and edit them as necessary. To edit 

an entry, click on the Edit button to the left of the entry. To delete an entry, click on the 

Delete button to the right of the entry. You will see an alert box asking if you really want to 

delete the entry. To delete the entry, click on OK. If you do not want to delete the entry, 

click on Cancel.

If the table is more than one page, use the Next and Back buttons at the top of the table to 

page forward and backward. If the table is only one page, these buttons will appear gray and 

will be inoperable. 

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Section VIII: State Efforts To Improve Teacher Quality

From the left side of the page, click on the link for Section VIII (see Figure III.F.19). 

Question 1 of Section VIII should be prefilled with information entered during the previous 

reporting year. Please review this information and edit it as necessary. Please be as concise 

as possible when entering or editing text. If you have large amounts of text to enter, you may

refer to a separate document in the text box and email the document to us at 

title2@westat.com.

Figure III.F.19. Section VIII 

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Section IX: Certification

From the left side of the page, click on the link for Section IX. Upon entering this section, 

the SRS will run a check to be sure the report is complete. If the report is not complete, the 

system will present the questions that have been left unanswered (see Figure III.F.20).

Data editing features have been implemented to assist you in ensuring the quality and 

accuracy of the information being reporting. For example, you will see a report on the 

percentage change in the number of teachers on waivers for the current and prior year.

The expanded data verification report, which provides edit check information, is always 

available in Section IX; you do not need to certify in order to view the report. 

Figure III.F.20. Certification verification

You must resolve all outstanding issues listed in Section IX before certifying your data. If 

your report includes errors (i.e., unanswered questions), follow these instructions, which are 

listed at the top of Section IX:

 Revisit each unanswered question and answer ‘Yes’ or ‘No’ or ‘Not 

applicable’ wherever possible.

 If the question contains a text box and there is no appropriate response, type 

‘N/A’ in the text box.

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 If you believe a question should legitimately be left blank, call or email your 

Service Center contact.

When all sections of the report have been completed, the state Title II Coordinator will select 

the check box in the Complete field (see Figure III.F.21). Checking this box indicates that 

the report is complete and that the information in the report is accurate and conforms to the 

definitions and instructions used in the Reporting Reference and User Manual. (The manual 

can be found on the Title II Web site at www.title2.org.) When the box is checked, the data 

collection system will automatically send the state coordinator an email indicating that the 

certification process is complete. In order for the email verification of data certification to 

work properly, your browser must allow pop-up windows. Please disable any pop-up 

blockers to use this feature. In addition, the report will be locked and the Coordinator will no 

longer have access to it.

Figure III.F.21. Certification

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Printing Your State Report

From the left side of the page, click on the Print Report link. From here (see Figure 

III.F.22), you may print your complete report. To print the report, use your browser print 

function. For example, if you are using Internet Explorer, you should see a Print button at the 

top of your browser window. Click on this button to print the report or click on File from the 

menu at the top of the screen and then choose Print. 

While you can print the entire report at once, we recommend that you print each section 

separately. Each section has a “printer-friendly view” link at the bottom of the page that 

opens a new window. Depending on your window or browser settings, some sections 

(Section III, for example) will print better in landscape format. Also, many of the sections 

can be quite lengthy—particularly Section I.e. and Section III. Printing the entire report at 

once may take several minutes.

Figure III.F.22. Print menu

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Uploads and Templates

We would prefer that you email your pass rate files to Westat for uploading. Please 

email your files to your designated Westat contact. If you choose to upload your own

files, follow the instructions below. If you should need technical assistance, contact 

Westat.

Uploads

From the left side of the page, click on the Uploads and Templates link. You may upload 

the following files using the Upload tool provided here (see Figure III.F.23): Tables D1, D2, 

D5, D6, D1a, D2a, D5a, D6a and unmodified ETS report files.

In the text box, type in the path to an individual file, or click on the Browse button to select a 

file to upload. Be sure to select all the files you wish to upload and upload all the files of 

one type at once. You must also specify the file type by clicking on the appropriate radio 

button below the text box. The file type must be one of the following:

 File(s) provided by ETS for a traditional program within an IHE; 

 File(s) provided by ETS for a traditional program within an IHE, Third Year 

Cohort Update;

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

 File(s) provided by ETS for an alternative route program, Third Year Cohort 

Update; or

 File(s) in .csv (comma separated values, similar to an Excel file) format for 

Tables D1 through D6, Tables D1a and D2a and Tables D5a and D6a.

Use the .csv format if you are not using the standard files provided by ETS or Pearson/ES. 

See Templates for instructions on downloading files in this format.
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Figure III.F.23. Uploads

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

button to upload all the files.

If each of the files is successfully uploaded, you will see a message stating, “Upload of (file 

name) was completed successfully.”

Once all of the files are uploaded, click on the Process Uploads button. You should see a 

message that states that each uploaded file was processed and logged.

Once your files have been uploaded, go to the appropriate section (Section III or VII) of the 

system to be sure the data were uploaded correctly. If the data were not uploaded correctly, 

you can enter the data in the appropriate section or contact Westat for assistance.

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

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Title II Technical Assistance

Pass Rate Tips

PASS RATES: The loaded pass rates in Tables D1 and D2 will automatically populate survey Table 

I.e. (the cut score table), Section I.e. (entry/exit requirements), and Section VII.b. (IHEs with alternative 

routes). Please send us or upload your pass rate files as soon as possible.

Pass rate files will undergo rigorous system checks as they are uploaded. Any errors will be reported 

immediately to the user in an error message. To avoid some of these errors, please review the 

checklist below before submitting or uploading pass rate files.

 Check List

 Files must be in ETS or NES format or match the templates provided on the Web-based 

system (Section III for traditional routes and Section VII for alternative routes). 

 If you use the templates provided on the Web-based system (Sections III and VII), the 

files CANNOT contain any commas. Make sure that the institutional name and 

assessment name fields do not contain commas.

 IHE Codes [IHECode] (Institution of Higher Education) are required for traditional route 

pass rate Tables D1, D2, D1.a, and D2.a. IHE Codes must be unique to each 

institution. 

 Program Codes [ProgCode] are required for alternative route pass rate Tables D5, 

D6, D5.a, and D6.a. Programs may be institutions or they may be outside of IHE’s; they 

should also be unique. You cannot use the IHE codes from Tables D1-D2 in this field. 

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

 IHE Names [IHEName] are required for traditional route pass rate Tables D1, D2, D1.a, 

and D2.a.

 Program Names [ProgName] are required for alternative route pass rate Tables D5, 

D6, D5.a, and D6.a.

 Please check the IHE Names and Program Names to ensure uniformity. Verify that the 

names are spelled properly. If you use abbreviations, make sure they are used 

consistently. 

 The Assessment Code [AssessmentCode] and Assessment Name

[AssessmentName] must be unique to each test. They also should match the codes 

and names given by the testing companies and/or your state. Frequently we see 

incomplete names (for example, Biology rather than Biology Content Knowledge) or 

inconsistent assessment codes.

 The number of test takers [Takers] must be a number equal to or greater than zero, 

even if it is fewer than 10. If the record is left blank, it will not be loaded. 

 The number of completers passing [Passed] should be blank if it is fewer than 10. It 

must also be less than or equal to the number of takers.

 The pass rate [Passrate] should be blank if there are fewer than 10 test takers. It 

should be equal to the number of passers divided by the number of takers. 
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 There must be a Table D2 record for every school listed in D1. Table D1 collects 

individual assessment information at the IHE level, and D2 collects this IHE information 

at the aggregate area code level. All schools with assessment information in D1 must 

be aggregated and listed in D2. This is also the case with D5 and D6, D1.a and D2.a, 

and D5.a and D6.a.

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

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

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

 If you are using the templates provided on the system, the statewide summary records 

must use the IHE or Program Code 9999. State summary records must be named 

“Statename Summary” (Alabama Summary, for example).
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Templates

Data templates (preformatted Excel spreadsheets) are provided for you to help you report pass 

rates and other data. Think of these as a library of spreadsheets that have been developed for 

Title II. These templates are provided in a special format, similar to Excel, called .csv 

(comma separated values). From the SRS, you can download a data template (spreadsheet), 

enter data into the template and upload the file back into the system. Once you have 

downloaded a file, you can work in that file without being logged into the SRS.

Scrolling down the Uploads and Templates page, you will see descriptions for Tables D1 

through D6, Tables D1a and D2a and Tables D5a and D6a (see Figure III.F.24). 

Figure III.F.24. Templates

Each table description includes Field Name, Description of the field, Maximum Length 

allowed in the field and Field type. Field type is text or numeric, meaning either a number or 

text is expected and allowed in that particular field. 

Download a Template. To download a template, simply click on the Download Template

link found under each table name. A File Download box will appear (see Figure III.F.25). 

Save the file in your desired location. (We suggest you create a Title II folder or diskette and 

save your files there.) 

Figure III.F.25. File download

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You can then open the file in Excel. You will see a blank spreadsheet with column headers. 

Figure III.F.26 is an example of what you would see opening the template for Table D1.

Figure III.F.26. Template for Table D1

Once you have saved the spreadsheet on your hard drive or diskette, you can enter the data 

off-line. You do not need to remain in the SRS to work in the spreadsheet. (You may also 

enter the data on-line. See the appropriate section of this manual for instructions.) After you 

enter data into the template, save it on your hard drive or diskette! The file should 

automatically save as a .csv file again.

Be sure to remember where you save the template when you download it. After you 

enter the data, save the template again in the same location.

See Uploads for instructions on uploading templates into the SRS.

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Instructions

From the left side of the page, click on the link for Instructions. This page provides basic 

instructions for using the SRS and also provides links to other resources (see Figure III.F.27). 

You will find links to the Reporting Reference and User Manual here.

Figure III.F.27. Instructions

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APPENDIX A

Statutory Provisions

Title II, Sections 205 through 208 of the Higher Education Opportunity Act

‘‘SEC. 205. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS.

‘‘(a) INSTITUTIONAL AND PROGRAM REPORT CARDS ON THE QUALITY OF TEACHER PREPARATION.—

‘‘(1) REPORT CARD.—Each institution of higher education that conducts a traditional teacher preparation program or 

alternative routes to State certification or licensure program and that enrolls students receiving Federal assistance under 

this Act shall report annually to the State and the general public, in a uniform and comprehensible manner that conforms 

with the definitions and methods established by the Secretary, the following:

‘‘(A) GOALS AND ASSURANCES.—

‘‘(i) For the most recent year for which the information is available for the institution—

‘‘(I) whether the goals set under section 206 have been met; and

‘‘(II) a description of the activities the institution implemented to achieve such goals.

‘‘(ii) A description of the steps the institution is taking to improve its performance in meeting the annual goals set under 

section 206. 

‘‘(iii) A description of the activities the institution has implemented to meet the assurances provided under section 206. 

‘‘(B) PASS RATES AND SCALED SCORES.—For the most recent year for which the information is available for those 

students who took the assessments used for teacher certification or licensure by the State in which the program is 

located and are enrolled in the traditional teacher preparation program or alternative routes to State certification or 

licensure program, and for those who have taken such assessments and have completed the traditional teacher 

preparation program or alternative routes to State certification or licensure program during the two-year period 

preceding such year, for each of such assessments—

‘‘(i) the percentage of students who have completed 100 percent of the nonclinical coursework and taken the assessment 

who pass such assessment; 

‘‘(ii) the percentage of all students who passed such assessment;

‘‘(iii) the percentage of students who have taken such assessment who enrolled in and completed the traditional teacher 

preparation program or alternative routes to State certification or licensure program, as applicable;

‘‘(iv) the average scaled score for all students who took such assessment;

‘‘(v) a comparison of the program’s pass rates with the average pass rates for programs in the State; and

‘‘(vi) a comparison of the program’s average scaled scores with the average scaled scores for programs

in the State.

‘‘(C) PROGRAM INFORMATION.—A description of—

‘‘(i) the criteria for admission into the program;

‘‘(ii) the number of students in the program (disaggregated by race, ethnicity, and gender);

‘‘(iii) the average number of hours of supervised clinical experience required for those in the program;

‘‘(iv) the number of full-time equivalent faculty and students in the supervised clinical experience; and

‘‘(v) the total number of students who have been certified or licensed as teachers, disaggregated by subject and area of 

certification or licensure.

‘‘(D) STATEMENT.—In States that require approval or accreditation of teacher preparation programs, a statement of 

whether the institution’s program is so approved or accredited, and by whom.

‘‘(E) DESIGNATION AS LOW-PERFORMING.—Whether the program has been designated as low-performing by the State 

under section 207(a).

‘‘(F) USE OF TECHNOLOGY.—A description of the activities, including activities consistent with the principles of 

universal design for learning, that prepare 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.

‘‘(G) TEACHER TRAINING.—A description of the activities that prepare 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, and to 

effectively teach students who are limited English proficient.

‘‘(2) REPORT.—Each eligible partnership receiving a grant under section 202 shall report annually on the progress of the 

eligible partnership toward meeting the purposes of this part and the objectives and measures described in section 

204(a).

‘‘(3) FINES.—The Secretary may impose a fine not to exceed $27,500 on an institution of higher education for failure to 

provide the information described in this subsection in a timely or accurate manner.

‘‘(4) SPECIAL RULE.—In the case of an institution of higher education that conducts a traditional teacher preparation 

program or alternative routes to State certification or licensure program and has fewer than 10 scores reported on any 

single initial teacher certification or licensure assessment during an academic year, the institution shall collect and 
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publish information, as required under paragraph (1)(B), with respect to an average pass rate and scaled score on each 

State certification or licensure assessment taken over a three-year period.

‘‘(b) STATE REPORT CARD ON THE QUALITY OF TEACHER PREPARATION.—

‘‘(1) IN GENERAL.—Each State that receives funds under this Act shall provide to the Secretary, and make widely 

available to the general public, in a uniform and comprehensible manner that conforms with the definitions and methods 

established by the Secretary, an annual State report card on the quality of teacher preparation in the State, both for 

traditional teacher preparation programs and for alternative routes to State certification or licensure programs, which 

shall include not less than the following:

‘‘(A) A description of the reliability and validity of the teacher certification and licensure assessments, and any other 

certification and licensure requirements, used by the State. 

‘‘(B) The standards and criteria that prospective teachers must meet to attain initial teacher certification or licensure and

to be certified or licensed to teach particular academic subjects, areas, or grades within the State.

‘‘(C) A description of how the assessments and requirements described in subparagraph (A) are aligned with the State’s 

challenging academic content standards required under section 1111(b)(1) of the Elementary and Secondary Education 

Act of 1965 and, as applicable, State early learning standards for early childhood education programs.

‘‘(D) For each of the assessments used by the State for teacher certification or licensure—

‘‘(i) for each institution of higher education located in the State and each entity located in the State, including those that 

offer an alternative route for teacher certification or licensure, the percentage of students at such institution or entity 

who have completed 100 percent of the nonclinical coursework and taken the assessment who pass such assessment;

‘‘(ii) the percentage of all such students at all such institutions and entities who have taken the assessment who pass 

such assessment;

‘‘(iii) the percentage of students who have taken the assessment who enrolled in and completed a teacher preparation 

program; and

‘‘(iv) the average scaled score of individuals participating in such a program, or who have completed such a program 

during the two-year period preceding the first year for which the annual State report card is provided, who took each 

such assessment.

‘‘(E) A description of alternative routes to teacher certification or licensure in the State (including any such routes 

operated by entities that are not institutions of higher education), if any, including, for each of the assessments used by 

the State for teacher certification or licensure—

‘‘(i) the percentage of individuals participating in such routes, or who have completed such routes during the two-year 

period preceding the date for which the determination is made, who passed each such assessment; and

‘‘(ii) the average scaled score of individuals participating in such routes, or who have completed such routes during the 

two-year period preceding the first year for which the annual State report card is provided, who took each such 

assessment.

‘‘(F) A description of the State’s criteria for assessing the performance of teacher preparation programs within 

institutions of higher education in the State. Such criteria shall include indicators of the academic content knowledge 

and teaching skills of students enrolled in such programs.

‘‘(G) For each teacher preparation program in the State—

‘‘(i) the criteria for admission into the program;

‘‘(ii) the number of students in the program, disaggregated by race, ethnicity, and gender (except that such 

disaggregation shall not be required in a case in which the number of students in a category is insufficient to yield 

statistically reliable information or the results would reveal personally identifiable information about an individual 

student);

‘‘(iii) the average number of hours of supervised clinical experience required for those in the program; and

‘‘(iv) the number of full-time equivalent faculty, adjunct faculty, and students in supervised clinical experience.

‘‘(H) For the State as a whole, and for each teacher preparation program in the State, the number of teachers prepared, 

in the aggregate and reported separately by—

‘‘(i) area of certification or licensure;

‘‘(ii) academic major; and

‘‘(iii) subject area for which the teacher has been prepared to teach.

‘‘(I) 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 the State’s public schools.

‘‘(J) 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.

‘‘(K) A description of the activities that prepare teachers to—

‘‘(i) integrate technology effectively into curricula and instruction, including activities consistent with the principles of 

universal design for learning; and
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‘‘(ii) use technology effectively to collect, manage, and analyze data to improve teaching and learning for the purpose 

of increasing student academic achievement.

‘‘(L) 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.

‘‘(2) PROHIBITION AGAINST CREATING A NATIONAL LIST.—

The Secretary shall not create a national list or ranking of States, institutions, or schools using the scaled scores 

provided under this subsection.

‘‘(c) DATA QUALITY.—The Secretary shall prescribe regulations to ensure the reliability, validity, integrity, and 

accuracy of the data submitted pursuant to this section.

‘‘(d) REPORT OF THE SECRETARY ON THE QUALITY OF TEACHER PREPARATION.—

‘‘(1) REPORT CARD.—The Secretary shall annually provide to the authorizing committees, and publish and make widely 

available, a report card on teacher qualifications and preparation in the United States, including all the information 

reported in subparagraphs (A) through (L) of subsection (b)(1). Such

report shall identify States for which eligible partnerships received a grant under this part.

‘‘(2) REPORT TO CONGRESS.—The Secretary shall prepare and submit a report to the authorizing committees that contains 

the following:

‘‘(A) A comparison of States’ efforts to improve the quality of the current and future teaching force.

‘‘(B) A comparison of eligible partnerships’ efforts to improve the quality of the current and future teaching force.

‘‘(C) The national mean and median scaled scores and pass rate on any standardized test that is used in more than one 

State for teacher certification or licensure.

‘‘(3) SPECIAL RULE.—In the case of a teacher preparation program with fewer than ten scores reported on any single 

initial teacher certification or licensure assessment during an academic year, the Secretary shall collect and publish, and 

make publicly available, information with respect to an average pass rate and scaled score on each State certification or 

licensure assessment taken over a three-year period.

‘‘(e) COORDINATION.—The Secretary, to the extent practicable, shall coordinate the information collected and published 

under this part among States for individuals who took State teacher certification or licensure assessments in a State 

other than the State in which the individual received the individual’s most recent degree. 

SEC. 206. TEACHER DEVELOPMENT.

‘‘(a) ANNUAL GOALS.—Each institution of higher education 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.

‘‘(b) ASSURANCES.—Each institution described in subsection (a) shall provide assurances to the Secretary that—

‘‘(1) 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;

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

new teachers face in the classroom; 

‘‘(3) prospective special education teachers receive coursework in core academic subjects and receive training in 

providing instruction in core academic subjects;

‘‘(4) general education teachers receive training in providing instruction to diverse populations, including children with 

disabilities, limited English proficient students, and children from low-income families; and

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

‘‘(c) RULE OF CONSTRUCTION.—Nothing in this section shall be construed to require an institution to create a new

teacher preparation area of concentration or degree program or adopt a specific curriculum in complying with this 

section.

‘‘SEC. 207. STATE FUNCTIONS.

‘‘(a) STATE ASSESSMENT.—In order to receive funds under this Act, a State shall conduct an assessment to identify lowperforming H. R. 4137—76 teacher preparation programs in the State and to assist such programs through the provision 

of technical assistance. Each such State shall provide the Secretary with an annual list of low-performing teacher 

preparation programs and an identification of those programs at risk of being placed on such list, as applicable. Such 

assessment shall be described in the report under section 205(b). 

Levels of performance shall be determined solely by the State and may include criteria based on information collected 

pursuant to this part, including progress in meeting the goals of—

‘‘(1) increasing the percentage of highly qualified teachers in the State, including increasing professional development 

opportunities;

‘‘(2) improving student academic achievement for elementary and secondary students; and
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‘‘(3) raising the standards for entry into the teaching profession.

‘‘(b) TERMINATION OF ELIGIBILITY.—Any teacher preparation program from which the State has withdrawn the State’s 

approval, or terminated the State’s financial support, due to the low performance of the program based upon the State 

assessment described in subsection (a)—

‘‘(1) shall be ineligible for any funding for professional development activities awarded by the Department;

‘‘(2) may not be permitted to accept or enroll any student who receives aid under title IV in the institution’s teacher 

preparation program;

‘‘(3) shall provide transitional support, including remedial services if necessary, for students enrolled at the institution at 

the time of termination of financial support or withdrawal of approval; and

‘‘(4) shall be reinstated upon demonstration of improved performance, as determined by the State.

‘‘(c) NEGOTIATED RULEMAKING.—If the Secretary develops any regulations implementing subsection (b)(2), the 

Secretary shall submit such proposed regulations to a negotiated rulemaking process, which shall include 

representatives of States, institutions of higher education, and educational and student organizations.

‘‘(d) APPLICATION OF THE REQUIREMENTS.—The requirements of this section shall apply to both traditional teacher 

preparation programs and alternative routes to State certification and licensure programs.

‘‘SEC. 208. GENERAL PROVISIONS.

‘‘(a) METHODS.—In complying with sections 205 and 206, the Secretary shall ensure that States and institutions of 

higher education use fair and equitable methods in reporting and that the reporting methods do not reveal personally 

identifiable information.

‘‘(b) SPECIAL RULE.—For each State that does not use content assessments as a means of ensuring that all teachers 

teaching in core academic subjects within the State are highly qualified, as required under section 1119 of the 

Elementary and Secondary Education Act of 1965, in accordance with the State plan submitted or revised under section 

1111 of such Act, and that each person employed as a special education teacher in the State who teaches elementary 

school or secondary school is highly qualified by the deadline, as required under section 612(a)(14)(C) of the 

Individuals with Disabilities Education Act, the Secretary shall—

‘‘(1) to the extent practicable, collect data comparable to the data required under this part from States, local educational 

agencies, institutions of higher education, or other entities that administer such assessments to teachers or prospective 

teachers; and

‘‘(2) notwithstanding any other provision of this part, use such data to carry out requirements of this part related to 

assessments, pass rates, and scaled scores.

‘‘(c) RELEASE OF INFORMATION TO TEACHER PREPARATION PROGRAMS.—

‘‘(1) IN GENERAL.—For the purpose of improving teacher preparation programs, a State that receives funds under this 

Act, or that participates as a member of a partnership, consortium, or other entity that receives such funds, shall provide 

to a teacher preparation program, upon the request of the teacher preparation program, any and all pertinent education 

related information that—

‘‘(A) may enable the teacher preparation program to evaluate the effectiveness of the program’s graduates or the 

program itself; and

‘‘(B) is possessed, controlled, or accessible by the State.

‘‘(2) CONTENT OF INFORMATION.—The information described in paragraph (1)—

‘‘(A) shall include an identification of specific individuals who graduated from the teacher preparation program to 

enable the teacher preparation program to evaluate the information provided to the program from the State with the 

program’s own data about the specific courses taken by, and field experiences of, the individual graduates; and 

‘‘(B) may include—

‘‘(i) kindergarten through grade 12 academic achievement and demographic data, without revealing personally 

identifiable information about an individual student, for students who have been taught by graduates of the teacher 

preparation program; and

‘‘(ii) teacher effectiveness evaluations for teachers who graduated from the teacher preparation program
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APPENDIX B

Glossary

Academic year: A period of 12 consecutive months, starting September 1 and ending August 

31.

Alternative route to certification or licensure: A teacher preparation program that primarily

serves candidates that are the teacher of record in a classroom while participating in 

the route. Alternative route teacher preparation programs are defined as such by the 

state. 

Challenging academic content standards: Standards 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.

Cohort of program completers: Individuals who met all requirements of a state-approved 

teacher preparation program in a given academic year. (See definition of “program 

completer.”)

Critical shortage area: See Teacher shortage area.

Cut score: The minimum score required by the state to pass a teacher certification or 

licensure assessment.

Early childhood education program: A Head Start program or an Early Head Start program 

carried out under the Head Start Act (42 U.S.C. 9831 et seq.), including a migrant or 

seasonal Head Start program, an Indian Head Start program, or a Head Start program 

or an Early Head Start program that also receives State funding; a State licensed or 

regulated child care program; or a program that serves children from birth through age 

six that addresses the children's cognitive (including language, early literacy, and early 

mathematics), social, emotional, and physical development; and is a State 

prekindergarten program; a program authorized under section 619 or part C of the 

Individuals with Disabilities Education Act; or a program operated by a local 

educational agency.

Elementary school: [A] day or residential school which provides elementary education, as 

determined under State law. (See section 14101(14) of the Elementary and Secondary 

Education Act.)

Enrolled student: A student who has been admitted to a teacher preparation program, but who 

has not yet completed the program.

Highly qualified teacher: A teacher that has a bachelor’s degree, full state certification and 

has demonstrated competency in all subjects in which he or she teaches. A highly 

qualified teacher has not had any certification or licensure requirements waived on an 

emergency, temporary or provisional basis.
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Highly qualified teachers in alternative routes: Any teacher who has obtained full state 

certification (whether he or she has achieved certification through traditional or 

alternate routes), has a 4-year college degree and has demonstrated subject matter 

competence in each of the core academic subjects in which he or she is or will be 

teaching is considered to be “highly qualified” under the law. Teachers who are 

participating in alternate route programs may be considered to meet the certification 

requirements of the definition of a highly qualified teacher (and not be counted as on a 

waiver) if they are permitted by the state to assume functions as regular classroom 

teachers only for a specified period of time not to exceed three years and demonstrate 

satisfactory progress toward full certification in their program as prescribed by the 

state. Their alternate route program must provide high-quality professional 

development that is sustained, intensive and classroom-focused in order to have a 

positive and lasting impact on classroom instruction, before and while teaching. 

Teachers in such a program must also participate in a program of intensive supervision 

that consists of structured guidance and regular ongoing support for teachers or a 

teacher mentoring program.

Individualized education program (IEP) team: 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.

Initial certification: The first teaching certificate or license issued to an individual. The 

specific certificates or licenses classified as initial certification in each state are 

defined by the state. States are to provide information on degree, coursework, 

assessment, supervised clinical experiences and other requirements. 

Institution of Higher Education: Section 101(a) of the Higher Education Opportunity Act

provides a general definition of “institution of higher education,” as follows: 

“For purposes of this Act, other than Title IV [Student Financial Assistance], the term 

‘institution of higher education’ means an educational institution in any State that —

1.) admits as regular students only persons having a certificate of graduation from a 

school providing secondary education, or the recognized equivalent of such a 

certificate, or persons who meet the requirements of section 484(d)(3); 
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2.) is legally authorized within such State to provide a program of education beyond 

secondary education;

3.) provides an educational program for which the institution awards a bachelor’s 

degree or provides not less than a 2-year program that is acceptable for full credit 

toward such a degree, or awards a degree that is acceptable for admission to a 

graduate or professional degree program, subject to review and approval by the 

Secretary;

4.) is a public or other nonprofit institution; and

5.) is accredited by a nationally recognized accrediting agency or association, or if not 

so accredited, is an institution that has been granted preaccreditation status by such 

an agency or association that has been recognized by the Secretary for the granting 

of preaccreditation status, and the Secretary has determined that there is a 

satisfactory assurance that the institution will meet the accreditation standards of 

such an agency or association within a reasonable time.”

Section 101(b) defines additional institutions that are included:

“For purposes of this Act, other than Title IV, the term ‘institution of higher 

education’ also includes —

1.) any school that provides not less than a 1-year program of training to prepare 

students for gainful employment in a recognized occupation and that meets the 

provision of paragraphs (1), (2), (4), and (5) of subsection (a); and 

2.) a public or nonprofit private educational institution in any State that, in lieu of the 

requirements in subsection (a)(1), admits as regular students individuals—

(A)who are beyond the age of compulsory school attendance in the State in which 

the institution is located; or

(B) who will be dually or concurrently enrolled in the institution and a secondary

school."

Limited English proficient student: A student who is aged 3 through 21; who is enrolled or 

preparing to enroll in an elementary school or secondary school; who was not born 

in the United States or whose native language is a language other than English; 

who is a Native American or Alaska Native, or a native resident of the outlying

areas; and who comes from an environment where a language other than English 

has had a significant impact on the individual's level of English language 

proficiency; or who is migratory, whose native language is a language other than 

English, and who comes from an environment where a language other than English 

is dominant; and whose difficulties in speaking, reading, writing, or understanding 

the English language may be sufficient to deny the individual the ability to meet 

the State's proficient level of achievement on state assessments described in 

section 1111(b)(3) of the No Child Left Behind Act of 2001; the ability to 

successfully achieve in classrooms where the language of instruction is English; or 

the opportunity to participate fully in society.

Nonclinical coursework: Any course in the teacher preparation program curriculum that 

focuses on content, such as academic subject matter, and does not require students 

to participate in the activities of supervised clinical experience as described in the 
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glossary definition may be counted as nonclinical coursework. The curriculum 

policies of each state and its institutions will identify coursework that is 

nonclinical or clinical. See Supervised clinical experience

Pass rate: The percentage of students who passed assessment(s) taken for initial certification 

or licensure in the field of preparation. 

Single assessment pass rate: The percentage of students who passed the assessment 

among all who took the assessment.

Summary pass rate: The percentage of students who passed all tests they took for 

their area of specialization among those who took one or more tests in their 

specialization areas.

Program completer: A person who has met all the requirements of a state-approved teacher

preparation program. Program completers include all those who are documented as 

having met such requirements. Documentation may take the form of a degree, 

institutional certificate, program credential, transcript or other written proof of having 

met the program’s requirements. In applying this definition, the fact that an individual 

has or has not been recommended to the state for initial certification or licensure may

not be used as a criterion for determining who is a program completer.

Reliability: Reliability is the consistency of your measurement, or the degree to which an 

instrument measures the same way each time it is used under the same condition with 

the same subjects. In short, it is the repeatability of your measurement. A measure is 

considered reliable if a person's score on the same test given twice is similar. It is 

important to remember that reliability is not measured, it is estimated. There are two 

ways that reliability is usually estimated: test/retest and internal consistency. 

Reporting to the general public: Making the information in institutional and state reports 

available widely and publicly to members of the public interested in the performance 

of the institution’s teacher preparation program. For institutions, this can include 

providing the required information in publications such as school catalogues and 

promotional materials sent to potential applicants, secondary guidance counselors, and 

prospective employers of the institution’s graduates. 

Reporting to the Secretary: Submitting annual state reports to the Office of Postsecondary

Education in the U.S. Department of Education.

Reporting to the state: Submitting annual institutional reports to the state agency, 

commission, or board, in the state in which the institution is located, that is 

responsible for preparing the state report under section 205. 

Scaled score: A scaled score is a conversion of a student's raw score on a test or a version of 

the test to a common scale that allows for a numerical comparison between students. 

Because most major testing programs use multiple versions of a test, the scale is used 

to control slight variations from one version of a test to the next. Scaled scores are 

particularly useful for comparing test scores over time, such as measuring semester-to-
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semester and year-to-year growth of individual students or groups of students in a 

content area. However, within the same test, different content areas are typically on 

different scales, so a scaled score of 24 in Mathematics may not mean the same as a 

scaled score of 24 in Reading.

Secondary school: “[A] day or residential school which provides secondary education, as 

determined under State law, except that it does not include any education provided 

beyond grade 12.” (See section 14101(25) of the Elementary and Secondary 

Education Act.)

Single assessment pass rate: See definition of “pass rate.”

State: Any of the states of the United States, as well as the Commonwealth of Puerto Rico, 

the District of Columbia, Guam, American Samoa, the United States Virgin Islands, 

the Commonwealth of the Northern Mariana Islands, and the Freely Associated States 

(the Republic of the Marshall Islands, the Federated States of Micronesia and the 

Republic of Palau).

Student: An individual enrolled in a teacher preparation program leading to an initial state 

teaching certificate or license.

Summary pass rate: See definition of “pass rate.”

Supervised clinical experience: A series of supervised field experiences (including student 

teaching) with PK-12 students that occur as a sequenced, integral part of the 

preparation program prior to the candidate becoming the teacher of record. Please 

note that Title II, Section 202 (d)(2) describes features of clinical experience as 

follows. Courses in the curriculum that include the activities described in 202(d)(2) 

may be considered clinical coursework. The curriculum policies of each state and its 

institutions will identify coursework that is clinical and nonclinical.

‘‘(2) CLINICAL EXPERIENCE AND INTERACTION.—Developing and 

improving a sustained and high-quality preservice clinical education program to 

further develop the teaching skills of all prospective teachers and, as applicable, 

early childhood educators, involved in the program. Such program shall do the 

following:

‘‘(A) Incorporate year-long opportunities for enrichment, including—

‘‘(i) clinical learning in classrooms in high-need schools served by the high-need 

local educational

agency in the eligible partnership, and identified by the eligible partnership; and

‘‘(ii) closely supervised interaction between prospective teachers and faculty, 

experienced teachers, principals, other administrators, and school leaders at early 

childhood education programs (as applicable), elementary schools, or secondary

schools, and providing support for such interaction.

‘‘(B) Integrate pedagogy and classroom practice and promote effective teaching 

skills in academic content areas.

‘‘(C) Provide high-quality teacher mentoring.

‘‘(D) Be offered over the course of a program of teacher preparation.
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‘‘(E) Be tightly aligned with course work (and may be developed as a fifth year of 

a teacher preparation program).

‘‘(F) Where feasible, allow prospective teachers to learn to teach in the same local 

educational agency in which the teachers will work, learning the instructional 

initiatives and curriculum of that local educational agency.

‘‘(G) As applicable, provide training and experience to enhance the teaching skills 

of prospective teachers to better prepare such teachers to meet the unique needs of 

teaching in rural or urban communities.

‘‘(H) Provide support and training for individuals participating in an activity for 

prospective or new teachers described in this paragraph or paragraph (1) or (3), 

and for individuals who serve as mentors for such teachers, based on each 

individual’s experience. Such support may include—

‘‘(i) with respect to a prospective teacher or a mentor, release time for such 

individual’s participation;

‘‘(ii) with respect to a faculty member, receiving course workload credit and 

compensation for time teaching in the eligible partnership’s activities; and

‘‘(iii) with respect to a mentor, a stipend, which may include bonus, differential, 

incentive, or performance pay, based on the mentor’s extra skills and 

responsibilities.

Supervising Faculty: All persons whom the institution regards as having faculty status, who 

were assigned by the teacher preparation program to provide supervision and 

evaluation of student teaching and who have an administrative link or relationship to 

the teacher preparation program.

Teacher: For the purpose of reporting, a teacher is a classroom teacher, including special 

education and early childhood education teachers. A teacher is not a principal, vice 

principal, school administrator, guidance counselor, school social worker, 

speech/language pathologist or other school support personnel.

Teacher certification/licensure assessment: A test or other structured method that measures 

the qualifications of prospective teachers, has a pass-fail outcome and is used by the 

state for teacher certification or licensure.

Teacher preparation program: A state-approved course of study, the completion of which 

signifies that an enrollee has met all the state’s educational and/or training 

requirements for initial certification or licensure to teach in the state’s elementary, 

middle or secondary schools. A teacher preparation program may be either a 

traditional program or an alternative route to certification, as defined by the state. 

Also, it may be within or outside an institution of higher education.

In addition, for the purpose of reporting, the Reporting Reference and User Manual

considers all traditional teacher preparation programs at a single institution of higher 

education to be a single program.

Teacher shortage area: As designated by the Secretary or by the State educational agency, 

including mathematics, science, special education, and instruction of limited English 

proficiency students (see Section 206(a)).
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Teaching candidate: A completer of a teacher preparation program who has taken one or 

more assessments used by the state in which the program is located for initial teacher 

certification or licensure. 

Teaching skills: Skills that enable a teacher to increase student learning, achievement, and the

ability to apply knowledge; effectively convey and explain academic subject

 matter; effectively teach higher-order analytical, evaluation, problem-solving, and 

communication skills; employ strategies grounded in the disciplines of teaching and 

learning that are based on empirically-based practice and scientifically valid research, 

where applicable, related to teaching and learning; are specific to academic subject 

matter; and focus on the identification of students’ specific learning needs, particularly 

students with disabilities, students who are limited English proficient, students who 

are gifted and talented, and students with low literacy levels, and the tailoring of 

academic instruction to such needs.

Test closure date: The date, specified by the state, after which test results will not be included 

in pass rates for an academic year cohort.

Traditional teacher preparation program: A teacher preparation program that primarily

serves undergraduate students without prior teaching or work experience and leads at 

least to a bachelor’s degree.6

Universal design for learning: A scientifically valid framework for guiding educational 

practice that provides flexibility in the ways information is presented, in the ways 

students respond or demonstrate knowledge and skills, and in the ways students are 

engaged; and reduces barriers in instruction, provides appropriate accommodations, 

supports, and challenges, and maintains high achievement expectations for all 

students, including students with disabilities and students who are limited English 

proficient.

Validity: Validity is the strength of our conclusions, inferences or propositions. Experts define 

it as the “best available approximation to the truth or falsity of a given inference, 

proposition or conclusion.” In short, were we right? Let's look at a simple example. 

Say we are studying the effect of strict attendance policies on class participation. In 

our case, we saw that class participation did increase after the policy was established. 

Each type of validity would highlight a different aspect of the relationship between our 

treatment (strict attendance policy) and our observed outcome (increased class 

participation). 

 

6

Some traditional teacher preparation programs may lead to a teaching credential but not a degree. A traditional 

teacher preparation program in the outlying areas may lead to an associate’s degree.
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APPENDIX C

Higher Education Opportunity Act

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: _____2009-10________________

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 XXX. Annual state reports to 

the Secretary are first due on XXX. Data from institutions with teacher preparation programs are due to states annually, 

beginning XXX, 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-XXXX (expiration date: X/X/20XX). The time 

required for institutions to complete this information collection is estimated to average XX 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, check if it is required for admission into any of your initial teacher 

certification program(s) at either the undergraduate (UG) or postgraduate (PG) level. 

(§205(a)(1)(C)(i))

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

Minimum undergraduate GPA

Minimum GPA in content area coursework

Minimum GPA in professional education coursework

ACT

SAT

GRE

Basic skills test

Subject area/academic content test or other subject matter verification

Miller Analogies test

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: 

__________________________________________________

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
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(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. 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(a)(1)(C)(ii))

Total number of students enrolled in 2009-10

Unduplicated number of males enrolled in 2009-10

Unduplicated number of females enrolled in 2009-10

2009-10 Number enrolled

Ethnicity

 Hispanic/Latino(a)

 Not Hispanic/Latino(a)

Race

 American Indian or Alaska Native 

 Asian 

 Black or African American 

 Native Hawaiian or Pacific Islander 

 White 

(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 pre-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 students who have been certified or licensed as teachers, by subject and area of 

certification or licensure. (§205(a)(1)(C)(v))

Teaching subject/area Number 

certified/licensed

2009-10

Number 

certified/licensed

2008-09

Number 

certified/licensed

2007-08

TOTAL (all areas/subjects)

(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
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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 can 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 goal

Description of steps to improve 

performance in meeting goal or 

lessons learned in meeting goal

Mathematics

Science

Special education

Instruction of limited English 

proficient students

Other (specify: ____________)

Provide any additional comments, exceptions and explanations below:

ASSURANCES 

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))

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;

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 your institution’s most successful strategies in meeting the assurances listed above:
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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 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

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

Other 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 enrolled students who have completed all 

nonclinical courses, 2009-10

Other enrolled students, 2009-10

All program completers, 2009-2010

All program completers, 2008-2009

All program completers, 2007-2008
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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:_________________________) 

(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

NOTE: See appendix X of the manual for the legislative language referring to “low-performing” programs.

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

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.
C-7

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

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 

Does your program prepare special education teachers to:

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

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

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

Provide a description of how your program prepares 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 Act7, 

and to effectively teach students who are limited English proficient. Include planning activities and a timeline if 

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

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.

 

7 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 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 of President/Chief Executive (or designee)

______________________________ Title
D-1

APPENDIX D

State Survey

For Use in Preparing the State Report

The State Survey must be submitted on-line through the State Reporting System (SRS). The 

SRS may be accessed at https://title2.ed.gov/default.asp.