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Educator Preparation Programs (EPPs), including Ô½ÄÏÖ±²¥’s School of Education, are not authorized to receive student data or student data linked to educator databases from the State of Connecticut to directly measure the impact of its program completers (graduates) on student learning. Our current indirect measures of completer effectiveness and impact include: (1) surveys of program completers and employers and (2) focus groups representing school district employers and program completers.

We conduct annual surveys of completers of initial programs to understand how program completers perceive their preparation to teach in CT Schools. Completer surveys are administered at least six months after program completion (graduation). Completers must have successfully met all the requirements of the program, including coursework, clinical experiences, and any other assessments or benchmarks documented/certified by our School of Education certification staff. The completer survey for initial teacher preparation programs includes 31 questions aligned with the Danielson Framework for Effective Teaching related to content knowledge, planning, instruction, assessment, technology, addressing engagement and student needs, professionalism and ethical behavior. The survey also provides the opportunity for open-ended responses and invites completers to share redacted student-level data from their current teaching.

2024-2025 Completer survey data (teacher preparation)

Completer surveys were sent in February 2025 to those who completed their program (graduates) in 2024, with two email and phone call follow-ups in Spring 2025 to seek additional responses. Program completers were also invited to share student-level achievement data and attend focus groups to offer qualitative insights into their experiences, perceptions of program effectiveness, and recommendations for continuous improvement.

Completer surveys have provided limited data on candidate ratings or program effectiveness, with only 13 completing surveys over the past three years (2024-2025 N=1, 2023-2024 N=7, 2022-2023 N=5). While this data is limited, we observe a positive trend in responses. In 2024-2025, 100% of survey respondents agreed their program effectively prepared them across domains such as instructional strategies, assessment, and student support for completers. In 2023-2024, only 57% agreed with questions about program effectiveness, and in 2022-2023, 80% of respondents agreed or strongly agreed with questions about program effectiveness. These percentages were consistent across all survey items (e.g., agreed on all survey items or disagreed on all items).

No completers shared their student-level data with program staff in response to the survey in 2024-2025. Three completers attended Spring 2025 focus groups and shared feedback on the strengths of their instructional repertoire and ability to engage students and families with a commitment to social justice and inclusivity as a result of their learning and field experiences.

Summary

Completers of initial level programs who are currently teaching in the field report feeling well-prepared to utilize a wide range of instructional strategies, engage diverse stakeholders, and demonstrate a commitment to social justice and inclusivity. Completer survey data highlights a need for additional focus on differentiation, particularly across a unit of instruction vs. isolated lessons, and more opportunities for learning about classroom management relative to technology use.

To directly measure the effectiveness and impact of its program completers (graduates) on student learning in P-12 settings, we are engaging in the following strategic actions:

• Our clinical practice team is initiating collaboration with school administrators to gather relevant performance data where our completers are employed. This initiative aims to address gaps in student impact data and build sustainable access to third-party validated performance metrics.
• Program faculty are investigating the use of field observations of completers within their first three years of teaching. We will seek to implement this new field observation research/rating methodology with a volunteer partner school district that employs a number of UB School of Education initial program completers.
• School of Education faculty will collaborate with Educator Preparation Programs (EPPs) across the state on the development of a voluntary consortium. One goal of the consortium will be to share and develop ideas for effective direct measures of completer effectiveness and impact toward program improvement.

To comprehensively measure the satisfaction of employers, Ô½ÄÏÖ±²¥’s School of Education employs a multi-pronged approach grounded in quantitative and qualitative feedback.

Employer satisfaction is measured by the following:

• Employer surveys, administered annually to all CT districts employing UB program completers.
• Annual focus group sessions with completers and employers that offer qualitative insights into candidate experiences, perceptions of program effectiveness, and recommendations for continuous improvement.

2024-2025 Employer survey

Employer surveys were sent to all CT districts in March 2025 to seek information on their satisfaction with Ô½ÄÏÖ±²¥ teaching program completers hired at the start of the 2024-2025 academic year. Employers rated 31 items, aligned with the Danielson Framework for Effective Teaching, indicating level of completer content knowledge and pedagogy, planning, and creating inclusive classroom environments, and professionalism (see this link for survey items and employer rating details). Four surveys were returned, consistent with prior year survey response rates (2023 N=3, 2022 N=3). Given the low response rate, survey data was aggregated over a three-year period (2022-2024).

Across most indicators, employers reported satisfaction with candidate preparation. Employers strongly agreed or agreed that program completers are well-prepared for their teaching roles and responsibilities related to content knowledge, planning, meeting student needs, and developing positive classroom environments. According to survey respondents, Ô½ÄÏÖ±²¥ teaching program completers demonstrate professionalism and the ability to collaborate with colleagues and work with diverse families. In 2024, we noted improved ratings for candidate ability to cognitively engage students, engage students in critical thinking, and make cross-curriculum connections in their instruction.

Areas of continuous improvement noted in employer satisfaction surveys for the past three years include the following: use of formative assessment data to provide feedback and support students through differentiated instruction, use of instructional technology, and use of effective strategies in working with English language learners. These areas will be addressed as part of our continuous improvement process in program design and curriculum.

Summary

While employer survey data have provided critical feedback on areas of strength and needs for improvement in our current teacher preparation programs, response rates have been low with less than five employers completing our survey each year. We seek to advance our methods for gathering employer satisfaction data through the following strategic actions over the next year:

• Administer the employer satisfaction survey during the summer months to reflect completers hired at any point during the previous school year and condense the number of employer survey items.
• Continue to send multiple rounds of survey invitations and follow-ups to maximize participation.
• Meet with employers who attend the School of Education Career Fair (Spring 2026) to gain insight into their satisfaction with initial and advanced program preparation.
• Engage in a focus group session with school/district leaders from at least one district employing a significant number of UB School of Education graduates (e.g., Bridgeport, Waterbury).
• Coordinate with the University Alumni Association and Office of Institutional Effectiveness (OIE) to initiate outreach efforts to seek and track updated employment and contact information.
• Collaborate with EPPs across Connecticut to design consistent and streamlined processes for employer outreach. The goal of this coordinated effort is to improve employer survey response rates, as employers currently receive annual employer surveys from EPPs across the state.
• Work with CT Professional Leadership and Reading Associations (e.g., CAS, CT Superintendent Association, CRA) to request sharing of employer surveys with their membership.

Along with survey responses and focus groups, increased employer contact through these efforts will inform programmatic improvements and seek to increase membership in the School of Education Advisory Team.

Our EPP utilizes several measures of candidate competency at program completion:

• Pass rates on state assessments for licensure, specifically content-area Praxis II tests and Foundations of Reading Test (elementary only)
• Performance in clinical student teaching experiences

These program completion measures ensure that candidates meet program expectations and are ready to be recommended for licensure. Program faculty review licensure data and course assessment data annually as part of its continuous improvement process. Longitudinal results for initial programs provide evidence that program completers are prepared to meet state licensure requirements at program completion.

2024-2025 pass rates

Our Title II Data Summary (2024-2025) report provides details of initial program (Teacher Preparation) candidate success on the Praxis II assessments required for candidate program completion and CT certification. A summary of disaggregated data is also provided in our Title II Narrative Summary report.

In 2024-2025, Praxis II and Foundations of Reading Test assessment data demonstrate a slight decline in pass rates (90-100%) and average scores, with some areas of outperformance compared to statewide outcomes. Low enrollment or performance was observed in music and science assessments (e.g., Biology, Chemistry). However, we observe strong scores in Elementary Education and Foundations of Reading (ESP0190), consistent with prior years.

Clinical experience performance (student teaching)

Candidate performance in their clinical student teaching experiences is measured by cooperating teachers and University supervisors using rubrics evaluating teaching dispositions as well as indicators aligned with the Danielson Framework for Effective Teaching.

The Student Teaching Dispositional Evaluation data over the past two years (2023-2024 and 2024-2025) demonstrates strong performance, with the majority of candidates rated as exemplary or proficient on a four-point scale. Key strengths include interpersonal communication, engagement with others, and collaboration with the community, with over 90% of candidates rated as exemplary in those dispositional categories. The data across all content areas also highlights a need to support candidates with the disposition of “advocacy for learners.”

Danielson Framework data over the 2023-2024 and 2024-2025 academic years indicates proficiency in all four measured domains by the end of their student teaching clinical experience. At mid-term last year, student assessment was noted as a relative weakness for Elementary Education candidates (e.g., subdomains 1a: Demonstrating Knowledge of Content and Pedagogy, 1f: Designing Student Assessments, 3d: Using Assessment in Instruction, and 3b: Using Questioning and Discussion Techniques), However, this relative weakness dissipated by the Final Evaluation, indicating that candidates gain competence in this area during their clinical experiences. At the secondary level and in music, candidates were rated at the Proficient or Exemplary Levels in most areas throughout their clinical practice (mid-term and final evaluations).

The figure below summarizes average candidate performance scores across the four Danielson teaching domains in the final term of student teaching during the 2023-2024 and 2024-2025 academic years. University Supervisors utilize the following rating scales (Unsatisfactory = 1, Basic = 2, Proficient = 3, Exemplary = 4)

Average scores on Danielson Rubric Domains

Student teaching final term (EDUC 548C, EDUC548J, EDUC 547)

Term	Domain 1 (Planning)	Domain 2 (Classroom environment)	Domain 3 (Instruction)	Domain 4 (Professional responsibilities)	Overall avg
Spring 2023	3.12	3.18	3.06	3.12	3.12
Fall 2023	3.28	3.38	3.20	3.27	3.28
Spring 2024	3.02	3.12	3.02	3.10	3.07
Fall 2024	3.12	3.12	3.11	3.10	3.12
Spring 2025	3.11	3.11	3.11	3.11	3.11

Summary

Based on these measures and historical data trends, initial teacher preparation program completers demonstrate teaching competencies at program completion. We will continue to monitor disaggregated licensure exam and program outcomes, provide targeted academic support as needed, and examine candidates’ progress on their exams and within field placement experiences to ensure successful outcomes for all candidates. Specifically, the EPP will further monitor trends in music and science licensure testing outcomes and develop targeted plans for improvement.

Two data sources inform our measure of the ability of program completers to be hired in education positions for which they have been prepared:

• Completer surveys
• Edsight Database (CT State Department of Education)

Completer surveys are sent to all initial level program completers (graduates) at least six months after program completion. In addition to core questions about program effectiveness, we collect supplemental information from program completers regarding their certification-related employment, current roles, district, and school placements. The CT State Department of Education dashboard (EdSight) provides us with additional aggregate information on first-year employment and employment persistence in subsequent years. These data help us understand the career trajectories and employment of our graduates in the field.

2024-2025 Completer survey

A completer survey was sent to all initial-level program completers (graduates) in March 2025 with follow-up phone and email reminders throughout Spring 2025. Only one completer returned the survey and reported employment in the education field. This survey response rate is low, even compared to 2023-2024 (N=5) and 2022-2023 (N=7). Over this three-year period, initial program graduates self-reported 100% employment in the academic year following graduation. While this employment data is limited, it provides evidence of completers’ ability to retain/obtain employment positions after completion of their program. It is also important to note that this self-reported employment may not be based on employment in a position requiring initial teacher certification.

EPP employment rates (State of Connecticut EdSight Dashboard)

First-year employment outcomes reported by the CT State Department of Education reflect candidate readiness for practice. As reflected on the CT State Department of Education database, 42 completers from Ô½ÄÏÖ±²¥ (2023-2024 graduates) were employed in their first year following graduation, representing 79.2% of 2023-2024 graduates. This employment rate is consistent with prior first-year employment rates of 80.3% (2022-2023 graduates) and 72.6% (2021-2022 graduates) and also exceeds the statewide first-year employment rates of 60.8% for all Educator Preparation Programs (EPPs). Additionally, 52.8% of UB graduates employed in their first year after program completion worked in high needs Alliance Districts.

Ô½ÄÏÖ±²¥’s School of Education provides a strong pipeline for first-year teachers in Connecticut’s highest need districts. A significant portion of our employed first-year completers serve in Connecticut’s high-needs Alliance Districts, with 48 employed in 2022-2023 and 42 in 2023-2024. The CT State Department of Education Edsight Dashboard indicates that 52.8% of Ô½ÄÏÖ±²¥ completers were employed in their first year by High Needs Alliance Districts in 2024-2025, the second highest percent employed by Alliance Districts among all CT EPPs. UB’s first-year employment rate in High Needs Alliance Districts is also significantly higher than the statewide average (30.2%). This continued trend of employment in high-needs districts reflects the structure of UB’s teacher preparation program, which places many candidates in Alliance Districts for their early field experiences based on district needs. As a result, candidates become familiar and seek employment with the communities they will serve after completing their program.

EPP persistence rates (State of Connecticut EdSight Dashboard)

The most recent data posted to the CT State Department of Education Edsight dashboard shows that completers who attended Ô½ÄÏÖ±²¥ have strong persistence rates comparable to peer institutions of similar program size. In 2024-2025, 90.2% of UB graduates (2022-2023 completers) remained employed in their second year. The persistence rate for those remaining employed in their fourth year (completers in 2020-2021) was 71.4%. While this fourth-year persistence rate was lower than the statewide average (78.4%), Ô½ÄÏÖ±²¥’s fourth-year persistence rate was comparable to peer institutions and consistent with a statewide decline in persistence rates over the past four years.

Summary

Completer survey data, as well as EPP employment and persistence rates, demonstrate that Ô½ÄÏÖ±²¥’s School of Education initial teacher preparation programs lead to the ability to be employed in Connecticut school districts, with notable strong representation of its program completers employed in High Needs Alliance Districts.

To enhance our data collection process related to this measure of program impact, program faculty will collaborate with Educator Preparation Programs (EPPs) across Connecticut to develop common instruments for collecting employment and employer satisfaction data for program completers across the state. We anticipate these discussions will be held in collaboration with the CT State Department of Education/Office of Higher Education and other external partners.

To comprehensively measure the satisfaction of employers, Ô½ÄÏÖ±²¥’s School of Education employs a multi-pronged approach grounded in quantitative and qualitative feedback.

Employer satisfaction is measured by the following:

• Employer surveys, administered annually to all CT districts employing UB program completers.
• Annual focus group sessions with completers and employers that offer qualitative insights into candidate experiences, perceptions of program effectiveness, and recommendations for continuous improvement.

2024-2025 Employer survey summary

Employer surveys were sent to all CT districts in March 2025 to seek information on their satisfaction with Ô½ÄÏÖ±²¥ advanced leadership and literacy program completers hired at the start of the 2024-2025 academic year. Employers of leadership program completers were asked to indicate their hiring of UB advanced program completers and rate 10 items aligned with leadership preparation standards. No surveys were returned relative to advanced leadership programs, consistent with low prior year survey response rates (2024-2025 N=0, 2023-2024 N=2, 2022-2023 N=1). For advanced literacy programs, one survey was returned in 2024-2025, with no surveys returned in 2023-2024 or 2022-2023. Given these low response rates, survey data were aggregated over a three-year period (2022-2025).

During the three-year period, three of four employer respondents across advanced programs agreed that program completers are well-prepared for their roles and responsibilities. In 2022, the two survey respondents employing leadership completers agreed with 50% of survey items and strongly agreed with the remaining 50% of items, indicating their overall satisfaction with advanced leadership program preparation. In 2023, the one respondent agreed with only 50% of the survey items, indicating their mixed satisfaction with program preparation for school leaders. The one survey respondent to literacy program satisfaction over the three-year period reported 100% agreement on all survey items that UB prepared its literacy specialist for their role.

Most employer respondents agreed that Ô½ÄÏÖ±²¥ advanced program completers demonstrate professionalism, collaboration with colleagues, and the ability to work with diverse families. Of note, half of the respondents to advanced program employer surveys were from Alliance Districts in Connecticut. This data highlights that UB’s graduates are contributing to leadership in both high-needs and non-high needs district settings.

Summary

While employer survey data have the potential to provide critical feedback on areas of strength and needs for improvement in our current advanced leadership and literacy preparation programs, response rates have been low, with only one employer completing our survey last year. During the next academic year, we seek to advance our methods for gathering employer satisfaction data through the following strategic actions:

• Administer the employer satisfaction survey during the summer months to reflect completers hired at any point during the previous school year.
• Seek feedback from the SOE Education Council Advisory Board on effective strategies and district contacts to increase returns for employer surveys.
• Continue to send multiple rounds of survey invitations and follow-ups to maximize participation.
• Meet with employers who attend the School of Education Career Fair (Spring 2026) to gain insight into their satisfaction with initial and advanced program preparation.
• Engage in a focus group session with school/district leaders from at least one district employing a significant number of UB School of Education graduates (e.g., Bridgeport, Waterbury).
• Coordinate with the University Alumni Association and Office of Institutional Effectiveness (OIE) to initiate outreach efforts to seek and track updated employment and contact information.
• Collaborate with EPPs across Connecticut to design consistent and streamlined processes for employer outreach. The goal of this coordinated effort is to improve employer survey response rates, as employers currently receive annual employer surveys from EPPs across the state.
• Work with CT Professional Leadership and Reading Associations (e.g., CAS, CT Superintendent Association, CRA) to request sharing of employer surveys with their membership.

Along with survey responses and focus groups, increased employer contact through these efforts will inform programmatic improvements and seek to increase membership in the School of Education Advisory Team.

The EPP utilizes several measures of candidate competency at program completion:

• Pass rates on state assessments for licensure, specifically the Reading Specialist Test and Connecticut Administrator Test (CAT) for advanced programs.
• Performance on field-based internships (leadership) and case study summative assessment.

These program completion measures ensure that candidates meet program expectations and are ready to be recommended for licensure. Program faculty review licensure data and course assessment data annually as part of its continuous improvement process. Longitudinal results for initial and advanced programs provide strong evidence that program completers are well-prepared to meet state licensure requirements at program completion.

Pass rates

The following tables provide an overview of advanced program candidate success on CAT and Reading Specialist assessments required for candidate program completion and CT certification. A narrative summary of disaggregated CAT data for 2024-2025 is also provided in this report.

The following tables provide a summary of advanced program licensure test results over the past three years:

CAT Exam results

Year	Total candidate	1st time test takers (N)	% pass rate (1st time test takers)	2nd time test takers (N)	% pass rate (2nd time test takers)	Average passing score	Overall pass rate
2024-2025	29	28	97%	1	0%	168.41	97%
2023-2024	34	33	97%	1	0%	166.21	97%
2022-2023	36	36	97%	1	100%	167.83	100%

Reading Specialist test results

Year	Total candidate	1st time test takers (N)	% pass rate (1st time test takers)	2nd time test takers (N)	% pass rate (2nd time test takers)	Average passing score	Overall pass rate
2024-2025	1	1	100%	—	—	—	100%
2023-2024	12	12	100%	—	—	166.21	97%
2022-2023	9	7	77.8%	2	0%	167.83	77.8%

During the 2024-2025 academic year, candidates in the advanced leadership program demonstrated strong performance on the CAT Exam, providing evidence of program effectiveness and impact. A total of 29 candidates completed the exam, with 28 candidates passing, resulting in an overall pass rate of 97%. The average exam score was 168.41, reflecting consistent mastery of required content and the highest average exam score of the past three years.

Analysis of three-year trend CAT data shows stable and high pass rates across cohorts. Pass rates were 100% in 2022-2023, 97% in 2023-2024, and 97% in 2024-2025, with average scores remaining consistently strong. These results demonstrate sustained program quality and alignment of curriculum, instruction, and assessment with licensure expectations.

Disaggregated CAT data by gender for 2024-2025 show high performance levels for all candidates. Female candidates achieved a 96% pass rate, while male candidates achieved a 100% pass rate. Average scores for both groups exceeded the state passing score by over twenty points, indicating strong preparation across gender groups. Disaggregation of CAT data by race and ethnicity for 2024-2025 further demonstrates overall equitable outcomes. Candidates identifying as White, Black, or African American, and Asian or Asian American achieved 100% pass rates. One subgroup, Hispanic candidates, demonstrate a 67% pass rate based on a small sample size (n=3). This outcome has been identified for continued monitoring. The one candidate taking the Reading Specialist Test in 2024-2025 year identified as White, female, and achieved a 100% pass rate.

Performance on internship and case study summative assessments

Candidates also demonstrate competency through performance on leadership internship portfolios and literacy case-based assessments. These final, field-embedded assessments serve as summative demonstrations of candidate proficiency in data literacy, collaboration, instructional leadership, and ethical decision-making. Educational Leadership internship rubrics are aligned to National Educational Leadership Preparation (NELP) standards, and Literacy case study assessments are aligned to International Literacy Association (ILA) standards.

For Educational Leadership candidates, internship portfolios document their ability to use qualitative and quantitative data to identify needs, design school improvement initiatives, and collaborate with stakeholders to support systemic school improvement. Evaluation rubrics from 2023-2024 and 2024-2025 show all but two candidates performing at or above target across all performance categories, with aggregate scores reflecting high proficiency in strategic leadership and organizational systems.

For Literacy candidates, case study assessments require the collection, interpretation, and application of diagnostic data to design and implement individualized literacy interventions. Candidates work directly with students, engage families, and collaborate with educators to support learner outcomes. In 2023-2024 and 2024-2025, 91% to 100% of candidates met or exceeded expectations across all performance domains, with no candidates scoring below the expected performance level at program completion.

Summary

Based on these findings from 2024-2025 measures and historical data trends, advanced program completers demonstrate strong competencies at program completion. We will continue to monitor disaggregated licensure exam and program outcomes, provide targeted academic support as needed, and examine candidates’ progress on their exams and within internship/case study experiences to ensure successful outcomes for all candidates.

Completer surveys are sent to all advanced level program completers (graduates) at least six months after program completion. In addition to core questions about program effectiveness, we collect supplemental information from program completers regarding their certification-related employment, current roles, district, and school placements.

A completer survey was sent to all advanced-level program completers (graduates) in March 2025 with follow-up reminders throughout Spring 2025. Twenty-nine completed the survey to report employment in their field. For all advanced programs for which we have completer survey data, graduates from 2021-2022, 2022-2023, and 2023-2024 academic years, 100% of completers reported employment in a school district or CT State Department of Education in the academic year following graduation. Completers are employed across a broad range of Connecticut school districts and schools, including middle, high, and elementary schools, as well as district-level and central office positions. This diversity highlights the program’s reach and the varied contributions of our graduates to educational leadership and support throughout the state.

Over the past three years, about one-third (27%) of advanced leadership program completers (N=26) self-reported working in positions aligned with their 092 administrative certification. While the majority (73%) were not yet employed in administrative roles, this data reflects the varied career paths of leadership program graduates. Half of our advanced program completers (50%) are working as teachers, with others serving as department chairs, or in teacher-leader roles such as instructional coach, MTSS coordinator, or central office staff. While many completers remain in teaching, a considerable number are moving into or leveraging their program learning in teacher-leadership and other support roles.

All advanced literacy program completers over the past three years who answered the survey question regarding employment (N=3) reported working in the literacy area for which they are certified (102), indicating alignment between program preparation and employment. Most advanced literacy program completers (75%) self-reported current employment in a school district. In 2024, one respondent worked outside a district at the CSDE Center for Literacy Research & Reading Success. Most completers are employed as Remedial Reading Specialists or Literacy Facilitators, demonstrating that graduates can secure specialized literacy intervention positions within schools.

Summary

We currently rely on self-reported survey data to measure advanced program completer employment in Connecticut school districts following program completion. Available completer survey data over the past three years provides us with evidence of completers’ ability to retain/obtain employment in Connecticut schools after completion of their program.

To enhance our data collection process related to this measure of program impact, program faculty will collaborate with Educator Preparation Programs (EPPs) across Connecticut to develop common instruments for collecting employment and employer satisfaction data for advanced program completers across the state. We anticipate these discussions will be held in collaboration with the CT State Department of Education/Office of Higher Education and other external partners.