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SOE Program Enrollments 2018-2026
| Prog. | S-18 | F-18 | S-19 | F-19 | S-20 | F-20 | S-21 | F-21 | S-22 | F-22 | S-23 | F-23 | S-24 | F24 | S-25 | F-25 | S-26 | Tot |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Elem. | 33 | 27 | 24 | 30 | 39 | 45 | 46 | 45 | 44 | 53 | 43 | 42 | 35 | 42 | 51 | 45 | 36 | 637 |
| IECE | 5 | 4 | 2 | 0 | 0 | 6 | 7 | 6 | 4 | 6 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 53 |
| Biology | 1 | 4 | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 14 |
| Soc.St. | 2 | 0 | 1 | 7 | 1 | 1 | 3 | 2 | 3 | 3 | 2 | 0 | 1 | 0 | 3 | 1 | 1 | 30 |
| English | 4 | 1 | 0 | 2 | 0 | 0 | 0 | 1 | 1 | 3 | 3 | 3 | 3 | 6 | 3 | 1 | 0 | 31 |
| Math | 3 | 0 | 2 | 3 | 0 | 0 | 0 | 1 | 2 | 3 | 5 | 4 | 4 | 4 | 2 | 2 | 0 | 35 |
| Music | 15 | 19 | 19 | 21 | 19 | 16 | 21 | 11 | 10 | 18 | 11 | 9 | 6 | 10 | 10 | 8 | 1 | 224 |
| PE/Ht | 22 | 17 | 9 | 9 | 50 | 36 | 35 | 36 | 25 | 37 | 25 | 25 | 25 | 43 | 23 | 23 | 1 | 441 |
| Sp Ed. | 6 | 7 | 7 | 10 | 15 | 15 | 16 | 22 | 17 | 19 | 20 | 13 | 12 | 22 | 22 | 20 | 20 | 263 |
| Ex-Sci | 61 | 61 | 61 | 75 | 58 | 49 | 73 | 47 | 45 | 66 | 48 | 51 | 55 | 51 | 96 | 54 | 82 | 1033 |
| CDF | 12 | 12 | 16 | 14 | 25 | 16 | 15 | 18 | 17 | 16 | 19 | 16 | 196 | |||||
| Range | 1-61 | 0-61 | 0-61 | 0-75 | 0-58 | 0-49 | 0-73 | 0-47 | 0-45 | 0-66 | 0-48 | 0-51 | 0-55 | 0-51 | 0-96 | 0-54 | 0-82 | 14-1033 |
| Median | 5.5 | 5.5 | 5 | 8 | 8 | 8 | 8 | 11 | 10 | 16 | 11 | 9 | 6 | 10 | 13 | 8 | 1 | 138.5 |
| Seme | 152 | 140 | 128 | 160 | 172 | 180 | 213 | 187 | 165 | 235 | 176 | 162 | 158 | 195 | 227 | 174 | 158 | 2982 |
TEP Admissions 2017-2026 (as reported to EPSB)
| Program | 2017-2018 | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | 2023-2024 | 2024-2025 | 2025-2026 | TOTALS |
|---|---|---|---|---|---|---|---|---|---|---|
| Elem. Ed. | 3 | 4 | 7 | 11 | 13 | 19 | 14 | 4 | 8 | 71 |
| IECE | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Biology Ed. | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Soc. St. Ed. | 0 | 0 | 1 | 2 | 2 | 1 | 0 | 0 | 0 | 6 |
| English Ed. | 1 | 0 | 0 | 0 | 1 | 4 | 4 | 1 | 0 | 10 |
| Math Ed. | 1 | 2 | 0 | 0 | 1 | 4 | 1 | 2 | 1 | 9 |
| Music Ed. | 1 | 1 | 1 | 3 | 2 | 1 | 1 | 0 | 1 | 10 |
| PE/Health | 1 | 0 | 3 | 0 | 2 | 0 | 1 | 4 | 1 | 7 |
| Special | 3 | 3 | 9 | 3 | 10 | 19 | 24 | 22 | 20 | 71 |
| Total TEP Admissions | 12 | 10 | 21 | 19 | 30 | 48 | 45 | 33 | 31 | 249 |
Conclusions from these enrollment and admission data include:
- Overall SOE enrollment has decreased this year due to financial constraints of the university, student billing concerns, Praxis pass rates & Negative Media
- Enrollment in all programs except Elementary, Exercise Science and Spec. Education have decreased over the past five years.
- Admissions to Teacher Education Programs (IEPs) has decreased over the past three years, due to the university being test optional since COVID. Thus, leading to many students not meeting the EPSB admittance options.
These realities have been processed by SOE faculty and staff, as well as by the Teacher Education Committee. In order to remain viable, we needed to focus on recruitment and retention in all our programs and we need to target the TEPs in particular. We are working toward this goal through focusing on cultural competence and student recruitment efforts. In addition, the EPP has created various professional development and learning opportunities (Professionally guided sessions) to assist and prepare students to pass the Praxis exams. The EPP has also edited and constructed student-friendly EPP brochures that highlights the program. The EPP is also attending various recruiting events on and off campus to increase awareness and ultimately enrollment. The EPP is currently undergoing a redesign to shift the curriculum & increase enrollment.
Graduation Rates and Data
SOE Graduates/ TEP Completers 2017-2026
| Program | 2017-2018 | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | 2023-2024 | 2024-2025 | 2025-2026 | Prog Totals 2017-2026 | Grad. Rates (Prog./Total) |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Elem. Ed. | 9 | 3 | 5 | 3 | 7 | 10 | 9 | 3 | 5 | 57 | 40% |
| IECE | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1% |
| Biology Ed. | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1% |
| Soc. St. Ed. | 1 | 1 | 0 | 0 | 2 | 0 | 1 | 0 | 0 | 5 | 4% |
| English Ed. | 0 | 0 | 0 | 0 | 1 | 0 | 2 | 2 | 0 | 5 | 4% |
| Math Ed. | 3 | 1 | 1 | 0 | 0 | 0 | 2 | 2 | 1 | 10 | 7% |
| Music Ed. | 0 | 2 | 0 | 0 | 1 | 1 | 1 | 1 | 0 | 6 | 4% |
| PE & Health | 0 | 0 | 0 | 4 | 3 | 1 | 0 | 2 | 1 | 11 | 7% |
| Special Ed. | 3 | 3 | 1 | 7 | 12 | 8 | 2 | 3 | 4 | 43 | 32% |
| SOECS Year Total | 17 | 10 | 8 | 14 | 26 | 20 | 15 | 13 | 11 | 137 | 100% |
| Program | 2017-2018 | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | 2023-2024 | 2024-2025 | 2025-2026 | Prog Totals 2017-2026 | Grad. Rates (Prog./Total) |
|---|---|---|---|---|---|---|---|---|---|---|---|
| African American | 8 | 5 | 2 | 9 | 14 | 14 | 14 | 10 | 10 | 86 | 65% |
| White | 7 | 3 | 6 | 5 | 12 | 6 | 1 | 3 | 1 | 44 | 33% |
| Mixed Race | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 1% |
| Other | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 1% |
| Males | 6 | 3 | 5 | 9 | 14 | 5 | 3 | 3 | 5 | 52 | 39% |
| Females | 11 | 7 | 3 | 5 | 12 | 15 | 12 | 10 | 6 | 82 | 61% |
Conclusions drawn from the graduation data include:
- Overall SOE graduation rates have decreased over the past three years, due to low EPP numbers, but remains on average of the last eight years (15 graduates).
- Graduation rates for the non-educator preparation programs significantly surpass those of the educator preparation programs (EPPs). This is due to Praxis testing requirements
- The decrease in graduation numbers as compared to the last two years is due to financial constraints placed on students leading to a higher number of students having to drop out of school, and the lack of students being unable to pass the Praxis 1 (Entry Exam)
Promoting Retention and Graduation
Upon analysis and reflection, School of Education faculty realize the factors we can impact regarding student retention and graduation include caring relationships between faculty and students, skilled academic advising; student preparation for standardized tests required for teacher certification, and relevant curricular strategies, including assessment. These factors are addressed simultaneously in the SOE, and enhanced throughout each academic year.