Accreditation and Performance Data

Data Sources

In SOE professional preparation programs, multiple forms of data are collected and analyzed to ensure that our graduates meet rigorous state and national standards. Data include:

  • Performance Assessment for California Teachers (PACT) http://www.pacttpa.org
  • Standardized tests and licensing exams (such as the Reading Instruction Competence Assessment—RICA http://www.rica.nesinc.com )
  • Evaluation of real-time lessons according to observation protocols and standards
  • Performance in program courses, which adhere to CA state program standards
  • Surveys of graduates upon program exit and at post-graduate, sponsored by the Center for Teacher Quality, California State University Office of the Chancellor  http://www.calstate.edu/teacherquality/program_outcomes.shtml  
  • Academic writing proficiency evaluations
  • Culminating activities, such as master’s degree theses and comprehensive examinations

Indicators of Success

  • In the Multiple (Elementary) and Single (Middle/High School) Credential Programs, 98% of candidates successfully pass PACT, the Performance Assessment for California Teachers.
  • In Multiple Subject (Elementary) Programs, the pass rate on the RICA (Reading Instruction Competence Assessment) is 8% higher among CSU Chico students than the average statewide, which confirms CSU Chico graduates’ readiness to teach reading and literacy.
  • In a survey of administrators who hire graduates from across the CSUs, Chico graduates outrank others by a 13% margin in their preparation to work with students with special needs in inclusive classrooms.
  • In a survey of administrators who hire graduates from across the CSUs, Graduates of the Single Subject (Middle/High School) Credential Program outrank others by a 14% margin in their preparation to teach content reading.
  • In the MA in Education Programs, based on a survey of 2011-2012 graduates, 100% of graduate students agreed or strongly agreed that the program helped them become more reflective about their educational practice and better informed about current educational issues.
  • In the Educational Leadership Program, based on a survey of 2011-2012 graduates, 100% of graduate students agreed or strongly agreed that the program helped them to promote the success of all students at their schools through advocating, nurturing, and sustaining a school cultural conducive to student learning.
  • In the Teaching International Languages Program, 55% of candidates represent diverse populations, including international students and ethnic minorities, making this program one of the most diverse on campus.

Candidate Performance Data

Title II Report