the percentage of students gaining admittance to student teaching on the undergraduate level, and graduate candidates gaining admittance to the MASPE program.

Measures are widely shared. All information about the program can be found either on our website or the Educational Professional Standards Boards website. We share this information with the Teacher Education Council which includes faculty and staff from Kentucky State University, teachers, and administrators from surrounding districts, and students. In short, all stakeholder have access to each aspect of our program and are able to make suggestions for improvement on any aspect of our program. Aside from the quarterly meetings with the TEC, we were afforded insight from a consultant as well. The consulting organization was able to meet with faculty, staff, students, administrator, alumni, and teachers in the district. The results from the feedback will be disused and strategically implemented. According to the 2019 data available through the Kentucky Center for Education and Workforce Statistics (KCEWS), 58% of the individuals who earned undergraduate degrees in Education from KSU are employed in their fields, after three years; the percentage drops to 54%, after five years; and to 50%, after seven years. The statistics on our alumni with graduate degrees in Special Education are a little more encouraging, with 75% employed as teachers, after three years; 68% after five years; and 68% after seven years. The EPP has placed a heavy emphasis on collaborating with P-12 partners to determine ways to support teachers to continue their careers in education. Although our numbers are small, the efforts of the EPP and our partners have led to a 100% employment rate for the Fall 2019 cohort of graduates. We are glad to continue the work of enhancing a program to better support the Commonwealth and nation. The changes to the benchmarks and checkpoints listed below were essential in the growth of the EPP and students. The identification of the ten key assessments to measure student performance at various aspects of the program is essential for accreditation and EPP data gathering purposes.

As a program we regularly and systematically assess performance in various ways. Our EPP meets regularly to look at the quality assurance system and how each component of the system is being impacted by the policies and procedures in place. During these EPP meetings we are able to disaggregate data and suggest and make improvements. In addition, the director of institutional effectiveness monitors progress throughout the academic year. At the end of each semester we look at data and are required to make the necessary adjustments for improvement. In addition, we use our program learning outcomes and student learning outcomes. Below is our quality assurance system. Each semester our EPP reviews each of the 10 areas within our quality assurance system. One area of difficulty at this time is the numbers within each of our programs. We do hope in the future that our program numbers are robust enough that we will have enough students to adequately assess how our programs are doing. We enhance the way in which we allow students to prepare for the Praxis exam. Throughout the course of the year we had a total of eight practice tests for the Praxis One (CASE). In addition we offered multiple training and practice tests for the principles of learning and teaching in the practice to. In addition in order to enhance the way the teacher candidates demonstrate effective pedagogy in the elementary school we have workshops for how to develop a unit plan. Previously we used our all majors meetings as an opportunity to disseminate information. However, as we look at the disposition and values of the characters of our students we begin to use our all majors meetings as a time to offer professional development for the majority of the time we were