Accreditation and Performance Data
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.