to national median scores, and pass rates for Writing & Math test were below the national median 50% <.
Overall the EPP student candidates were taking the Praxis-Core exam from 2016-2019, and produced consistent pass rates higher than the national median in reading. The student candidates continue to perform below the national pass rate in math and writing. In addition, the EPP pass rates from 2016-2019 are below the state's pass scores in reading 75%, writing 46%, and math 41%. The EPP has addressed Praxis I low exam scores, by implementing two Praxis prep courses (EDU 206, and 207), that prepares students to score higher in math and writing.
2016-2017: Across the seven TEPs that require PLT exams, 16 teacher candidates attempted and 13 passed at a rate of 81%. While the pass rate is higher than the national pass rate of 75%<, the number of attempts is very low as compared to average state and national attempt rates.
2017-2018: Across the seven TEPs that require PLT exams, 9 teacher candidates attempted and 4 passed at a rate of 44%. While the pass rate is lower than the national pass rate of 75%<, the number of attempts is very low as compared to average state and national attempt rates.
2018-2019: Across the seven TEPs that require PLT exams, 7 teacher candidates attempted and 0% passed. While the pass rate is significantly lower than the national pass rate of 75%<, the number of attempts is very low as compared to average state and national attempt rates.
Student candidates in undergrad P-12 programs (Music and PE/Health) may choose to take either PLT K-6, or PLT 7-12. Overall the student candidates within the EPP displayed pass rates lower than the national median from 2016-2019. In addition, student candidate attempts decreased every year since 2016. The EPP on both PLT exams performed lower than the state pass rate of 93% K-6, and 94% grades 7-12. The EPP has addressed low performing scores on the PLT, by providing students required study sessions throughout the semester, and pre-testing PLT materials.
This data is based upon 3 student teachers in the spring of 2019, 3 in the fall of 2019, and 4 in spring of 2020. The data shows the percentage of teachers in each semester that scored accomplishing or higher on the Candidate Assessment and Objectives (CAO). On the second chart the data displays that each program met the benchmark of ≥3. Each program represented within the TEP displayed consistent data, that is a reflection of the Field Coordinator’s communication of information and expectations during the “All Majors Meetings”. In the spring of 2020, the Teacher Candidate Clinical Evaluation (TCCE) was eliminated by the TEC, due to additional domains (Cultural Responsiveness and Technology) being added to the