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

Title II State Report Card on the Quality of Teacher Preparation

Office of Postsecondary Education

U.S. Department of Education

Contact Information

State: ______________________________

Contact person: _______________________________________________

Title: ______________________________

Agency: ______________________________

Address: __________________________________________________________________

Email: ___________________________________________________________________

Telephone no.: ( ) __________ - __________

 Fax no.: ( ) __________ - __________

 Website: ___________________________________________________________________

 Academic year: ______________________________

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

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

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

report on the quality of teacher preparation to the Congress. 

Paperwork Burden Statement

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. Public reporting burden for this collection of information is estimated to average 10,930 hours per response, 

including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and 

completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or 

retain a benefit (Section 205 of the Higher Education Act). If you have comments or concerns regarding the status of your 

individual submission of this form, application or survey, please contact: Assistant Secretary, Office of Postsecondary 

Education, U.S. Department of Education, 1990 K Street, NW, Room 7115, Washington, DC 20006 directly. [Note: Please 

do not return the completed instrument, form, application or survey to this address.]

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 and in the Title II Reporting System regulations at 34 CFR §612.2.

Additional Instructions: Unless indicated otherwise, data must be reported on a program-level basis and programs with 

fewer than 25 program graduates, alternative route program completers, or students enrolled in a single title II reporting

year, must be aggregated consistent with 34 CFR §612.4(c).
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Section I. Program information

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

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

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

TPP 

name

Minimum 

high 

school 

GPA of 

entering 

students

Minimum 

undergraduate 

GPA of 

entering 

students

Median 

undergraduate 

GPA of 

entering 

students

Median 

GPA of 

program 

completers

Minimum 

ACT score 

of entering 

students

Median 

ACT score 

of entering 

students

Minimum 

SAT score 

of entering 

students

Median 

SAT score 

of entering 

students

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

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

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

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

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

TPP 

name

Minimum 

high 

school 

GPA of 

entering 

students

Minimum 

undergraduate 

GPA of 

entering 

students

Median 

undergraduate 

GPA of 

entering 

students

Median 

GPA of 

program 

completers

Minimum 

ACT score 

of entering 

students

Median 

ACT score 

of entering 

students

Minimum 

SAT score 

of entering 

students

Median 

SAT score 

of entering 

students

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

(C) Provide the number of students in each initial teacher certification preparation program in the State in 2014-15 in 

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

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

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

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

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

TPP

name

Number of students 

enrolled by ethnicity

Number of students enrolled by race

Hispanic/Latino of 

any race

American Indian 

or Alaska Native

Asian Black or 

African 

American

Native 

Hawaiian or 

Pacific Islander

White Two or 

more races

TPP Instituti

on-wide

TPP Institution

-wide

TPP Inst.-

wide

TPP Inst.-

wide

TPP Inst.-

wide

TPP Inst.-

wide

TP

P

Inst.-

wide

Teacher 

preparation 

program name

Unduplicated 

number of males 

enrolled 

Unduplicated 

number of 

females enrolled 

Total number 

of students 

enrolled in TPP

Total number of students 

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

supervised clinical experience in 2014-15. Include both traditional programs and alternative routes to teacher 

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

Teacher 

preparation 

program 

name

Average 

number of 

clock hours 

required for 

student 

teaching

Number of fulltime equivalent 

faculty in 

supervised clinical 

experience during 

this academic year

Number of 

adjunct faculty 

in supervised 

clinical 

experience 

during this 

academic year

Number of 

students in 

supervised clinical 

experience during 

this academic year

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

area of certification or licensure, academic major and subject area prepared to teach in 2014-15. Include both 

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

IHEs). (§205(b)(1)(H))

Teacher preparation 

program name

Area of 

certification/licensure

Number 

prepared

Total

Teacher preparation 

program name

Academic major Number 

prepared

Total

Teacher preparation 

program name

Subject area Number 

prepared

Total

(F) Provide the following:

Total number of traditional teacher preparation program completers in 2014-15

Total number of alternative route program completers in 2014-15 within IHEs

Total number of alternative route program completers in 2014-15outside of IHEs

Total number of initial teaching licenses or certificates issued in 2014-15 to 

individuals trained in the State

Total number of initial teaching licenses or certificates issued in 2014-15to 

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

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

certificate or license. Include all teaching licenses including initial, emergency, temporary, provisional, 

permanent, professional and master teacher licenses as well as any licenses given specifically to those 

participating in or completing alternative routes to certification or licensure. Do not include certificates/licenses 

for principals, administrators, social workers, guidance counselors, speech/language pathologists or any other 

school support personnel. (§205(b)(1)(B), §205(b)(1)(C), §205(b)(1)(E))

1. Certificate or license name:

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

3. Duration of certificate (in years):

4. Is this certificate renewable?

a. How many times?

5. Is a bachelor’s degree required?

6. Is a Master’s degree required?

7. Provide the following information about all assessments this teaching certificate or license:

Assessment 

code

Assessment 

name

Reliability 

measure

Validity 

measure

Total score 

possible

Cut score Statewide 

average score

Statewide 

pass rate

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

(B) Provide the following information about your State’s teacher certification or licensure assessments:

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

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

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

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

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

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

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

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

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

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

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

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

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

summary data. Enrolled students are those students accepted into the teacher preparation program and who are in the 

process of completing coursework but who have not yet completed the program.

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

TPP code TPP 

name/alternative 

route name

Assessment 

code

Assessment 

name

Group

# taking 

test

Avg.

scaled 

score # passing test

All enrolled students 

who have completed 

all nonclinical courses

All enrolled students

All program 

completers, 2014-15

SUMMARY PASS RATES

TPP code TPP 

name/alternative 

route name

Group

Number taking one or 

more required tests

Number 

passing all tests 

taken

All program 

completers, 2014-15
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Section V: Assessment of Teacher Preparation Programs (§205(b)(1)(F))

(A) Describe the procedures for assessing and reporting program performance that the State has established in 

consultation with the required group of stakeholders, and the State's examination of the quality of its data 

collection and reporting, in the State report card submitted:

 On or before October 1, 2017, and 

 Any year in which the state has made substantive changes to the weighting of the indicators or the 

procedures for assessing and reporting the performance of each teacher preparation program in the State.

The description shall include answers to the following questions:

 What is the weighting of the indicators for establishing performance levels of teacher preparation 

programs;

 What is state’s methodology for aggregating data such that all teacher preparation programs are 

represented in the State Report Card (including those with fewer than the minimum program size 

threshold) ?

 What are the state-level rewards or consequences associated with each performance level?

 What are the opportunities for programs to challenge the accuracy of their performance data and 

performance level classification?

 How does the state periodically examine the quality of its data collection and reporting and, as 

appropriate, modify its activities as necessary?

 What process does the State use to determine what kind of technical assistance to provide to “low 

performing” programs and how does it administer such assistance?

Provide a link to a description of the State's system for assessing and reporting the performance of each teacher 

preparation program, including a detailed explanation of the methodology for calculating student learning 

outcomes and/or teacher evaluation ratings, as applicable.

(B) Provide the following information, disaggregated by each traditional and alternative teacher preparation program 

in your State, consistent with 34 CFR § 612.5:

Student learning outcomes

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

graduates by calculating:

1. Student Growth Measure. At the program level, provide the number and percentage of new teachers earning 

each of the possible performance levels used by the State to measure the aggregate student growth of individual 

students taught by new teachers. The student growth data that is used to determine the teacher performance levels 

must measure the change in student achievement for individual students between two or more points in time and 

must use the following measures: 

a. For new teachers of grades and subjects in which assessments are required under ESEA section 

1111(b)(3): teacher-level aggregation of their students’ change in scores on those State’s assessments, 

using a method approved by the State, and, as appropriate, other measures of student learning described in 

section (b), provided that the measures are rigorous, comparable across schools, and consistent with State 

guidelines. 

b. For new teachers of other grades and subjects: teacher-level aggregation of other measures of student 

learning and performance, such as student results on pre-tests and end-of-course tests, objectiveperformance-based assessments, student learning objectives, student performance on English language 

proficiency assessments, and other measures of student achievement that are rigorous, comparable across 

schools within an LEA, and consistent with State guidelines.

or
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2. Teacher Evaluation Measure. Provide the following data at the program level for new teachers consistent with 

statewide guidelines:

a. The number and percentage of new teachers throughout the State rated at each performance level under 

the LEA teacher evaluation system that differentiates teachers on a regular basis using at least three 

performance levels and multiple valid measures in determining each teacher’s performance level. For 

States with a Statewide teacher evaluation system, this is the number and percentage of teachers at each 

of the State’s summative performance levels under the State’s teacher evaluation system that 

differentiates teachers on a regular basis using at least three performance levels and multiple valid 

measures in determining each teacher’s performance level. Multiple valid measures of performance level 

must include as a significant factor, data on student growth for all students (including English language 

learners and students with disabilities), and other measures of professional practice (such as observations 

based on rigorous teacher performance standards or other measures which may be gathered through 

multiple formats and sources such as teacher portfolios, and student and parent surveys).

3. Or both. 

Employment Outcomes

4. Teacher Placement Rate. Provide the following data at the program level for new teachers and recent graduates:

a. The combined non-duplicated number and percentage of new teachers and recent graduates who have 

been hired in a full-time teaching position for the grade level span and subject area in which the teachers 

and recent graduates were prepared. At the State’s discretion, this measure may exclude one or more of 

the following, provided that the State takes a consistent approach for all preparation programs in the 

State: (1) new teachers or recent graduates who have taken teaching positions in another State; (2) new 

teachers or recent graduates who have taken teaching positions in private schools; (3) new teachers or 

recent graduates who have taken teaching positions that do not require State certification; (4) new 

teachers or recent graduates who have enrolled in graduate school or entered military service. Indicate 

whether any of the above categories have been excluded. 

5. Teacher Placement Rate Calculated for High-Need Schools. Provide the following data at the program level 

for new teachers and recent graduates:

a. The combined non-duplicated number and percentage of new teachers and recent graduates who have 

been hired in a full-time teaching position for the grade level span and subject area in which the teachers 

and recent graduates were prepared. At the State’s discretion, this measure may exclude one or more of 

the following, provided that the State takes a consistent approach for all preparation programs in the 

State: (1) new teachers or recent graduates who have taken teaching positions in another State; (2) new 

teachers or recent graduates who have taken teaching positions in private schools; (3) new teachers or 

recent graduates who have taken teaching positions that do not require State certification; (4) new 

teachers or recent graduates who have enrolled in graduate school or entered military service. Indicate 

whether any of the above categories have been excluded. 

6. Teacher Retention Rate. Provide the data on any of the following rates at the program level provided that the 

State takes a consistent approach for all preparation programs in the State: 

a. The number and percentage of new teachers hired in full-time teaching positions, and served for periods

of at least three consecutive school years within five years of being granted a level of certification that 

allows them to serve as a teacher of record; or

b. The number and percentage of new teachers who have been hired in full-time teaching positions and 

reached a level of tenure or other equivalent measure of retention within five years of being granted a 

level of certification that allows them to serve as teachers of record; or

c. One hundred percent less the percentage of new teachers who have been hired in full-time teaching 

positions and whose employment was not continued by their employer for reasons other than budgetary 

constraints within five years of being granted a level of certification or licensure that allows them to serve 

as teachers of record.
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d. At the State’s discretion, this measure may exclude one or more of the following, provided that the State 

takes a consistent approach to assess and report on all preparation programs in the State: (1) new teachers 

who have taken teaching positions in other States; (2) new teachers who have taken teaching positions in 

private schools; (3) new teachers who are not retained due to particular market conditions or 

circumstances particular to the LEA beyond the control of teachers or schools. Indicate whether any of 

the above categories have been excluded.

7. Teacher Retention Rate Calculated for High-Need Schools. Provide the data on any of the following rates at 

the program level provided that the State takes a consistent approach for all preparation programs in the State: 

a. The number and percentage of new teachers hired in full-time teaching positions in high-need schools,

and served for periods of at least three consecutive school years within five years of being granted a level 

of certification that allows them to serve as a teacher of record; or

b. The number and percentage of new teachers who have been hired in full-time teaching positions in highneed schools and reached a level of tenure or other equivalent measure of retention within five years of 

being granted a level of certification that allows them to serve as teachers of record; or

c. One hundred percent less the percentage of new teachers who have been hired in full-time teaching 

positions in high-need schools and whose employment was not continued by their employer for reasons 

other than budgetary constraints within five years of being granted a level of certification or licensure that 

allows them to serve as teachers of record.

d. At the State’s discretion, this measure may exclude one or more of the following, provided that the State 

takes a consistent approach to assess and report on all preparation programs in the State: (1) new teachers 

who have taken teaching positions in other States; (2) new teachers who have taken teaching positions in 

private schools; (3) new teachers who are not retained due to particular market conditions or 

circumstances particular to the LEA beyond the control of teachers or schools. Indicate whether nay of 

the above categories have been excluded.

Survey outcomes

8. Teacher Survey. Provide the following data at the program level for new teachers:

a. Results from a survey of new teachers in full-time teaching positions for the grade level, span, and subject 

area in which the teacher was prepared that is designed to capture their perceptions of whether the 

preparation that they received from their teacher preparation program was effective.

9. Employer Survey. Provide the following data at the program level for new teachers:

a. Results from a survey of employers or supervisors designed to capture whether the new teachers they 

employ or supervise, who attended teacher preparation programs in the State where the new teachers are 

employed or supervised, were effectively prepared. 

Indicators of program characteristics

10. Specialized accreditation. State whether the program is accredited by a specialized accrediting agency 

recognized by the Secretary for accreditation of professional teacher education programs. ___Yes ___ No

If no, respond to questions 11 through 13.

11. Content and Pedagogical Knowledge. State whether the program provides teacher candidates with an 

understanding of (1) the central concepts and structures of the discipline in which teacher candidates have been 

trained, and (2) how to create effective learning experiences that make the discipline accessible and meaningful 

for all students, including a distinct set of instructional skills to address the needs of English language learners and 

students with disabilities, in order to assure mastery of the content by the students, as described in applicable

professional, State, or institutional standards. ___Yes ___ No

12. Quality clinical preparation. State whether the program provides teacher candidates with training that integrates 

content, pedagogy, and professional coursework around a core of pre-service clinical experiences, which must, at 

a minimum (a) be provided, at least in part, by qualified clinical instructors, including school and LEA-based 

personnel, who meet established qualification requirements and who use a training standard that is publicly 
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available; (b) include multiple clinical or field experiences, or both, that serve diverse, rural, or underrepresented 

student populations in kindergarten through twelfth grade, including English language learners and students with 

disabilities, and that are assessed using a performance-based protocol to demonstrate teacher candidate mastery of 

content and pedagogy; and (c) require that teacher candidates use research-based practices, including observation 

and analysis of instruction, collaboration with peers, and effective use of technology for instructional purposes. 

___Yes ___ No

13. Rigorous Teacher Candidate Entry and Exit Qualifications. State whether the program assesses the 

qualifications of a teacher candidate prior to the candidate’s completion of the program using, at a minimum, (a) 

rigorous entrance requirements based on multiple measures, and (b) rigorous exit criteria based on an assessment 

of candidate performance that relies on validated professional teaching standards and measures of a candidate’s 

effectiveness that include, at a minimum,, measures of curriculum planning, instruction of students, appropriate 

plans and modifications for all students, and assessment of student learning. ___Yes ___ No

Other indicators

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

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

Indicator weighting

15. Provide the percent weight your state applies to each of the preceding indicators for purposes of identifying 

programs as low performing, at-risk, effective, exceptional, or another classification the State may reasonably 

establish. Pursuant to 34 CFR § 612.4(b)(1), a state must make meaningful differentiations in teacher preparation 

program performance based on the preceding indicators, including, in significant part, student learning outcomes.

Student growth 

measure

Teacher evaluation 

measure

Teacher placement rate Teacher placement rate

for high-need schools

Teacher retention rate Teacher retention 

rate for high-need 

schools

______% ______% ______% ______% ______% ______%

Teacher survey Employer survey Specialized 

accreditation

Content and pedagogical 

knowledge

Quality clinical 

preparation

Rigorous entry and 

exit qualifications

Other Indicators

______% ______% ______% ______% ______% ______% ______%

Section VI. Classification of teacher preparation programs (§207(a), §205(b))

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

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

name of the program or entity, the body that withdrew approval or terminated financial support, and the reason for 

loss of approval or funding. Indicate all programs and entities that have lost approval or funding from an agency 

or instrumentality of the State, including but not limited to board of regents/trustees, State educational agency, or 

local educational agency.

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

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

classified as exceptional, unable to be classified because of small program size, or classified as another 

identification the State may reasonably establish. If the State identifies programs by additional performance 

classifications, the State should indicate the position of those classifications relative to the four classifications 

listed above. Pursuant to 34 CFR § 612.5(b)(2), a state must identify a program as effective or higher only if it has 

satisfactory or higher student learning outcomes.

a. Program name:

b. Institution name:

c. Prior year classification:

d. Classification:

e. Number of students:

f. Number of academic years rolled-up, if applicable:
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g. If designated as low performing, at risk, or exceptional, date so designated:

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

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

State’s public schools. Also provide the number of newly prepared teachers in each of these areas. With respect to new 

teachers prepared to teach students with disabilities and limited English proficient students, include only those new 

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

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

Area of 

certification/licensure

Subject Specialty Students 

with 

disabilities

Limited 

English 

proficient

Number of 

highly 

qualified 

teachers 

needed

New 

teachers 

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

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

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

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

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

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

student academic achievement. [drop down list]

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

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

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

(§205(d)(2)(A))

Section X. Certification

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

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

Manual.

_____________________________ Signature

_____________________________ Name of responsible representative for the State

______________________________ Title 

Certification of review of submission:

______________________________ Signature

______________________________ Name

______________________________ Title