| 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)
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.