1. A Comprehensive Look at the Outcomes of Teacher Preparation Systemwide Evaluation of Teacher Preparation in the California State University 1

2. Purposes of the Systemwide Evaluation  To see how well recent CSU reforms in teacher preparation are working in practice.  To provide information that campuses can use to strengthen programs for teachers.  To compile systemwide data that address popular misconceptions about teacher preparation. 2

3. Questions Addressed in the CSU Evaluation of Teacher Preparation  How many CSU graduates become teachers?  Are CSU graduates well-prepared to teach a standards-based curriculum?  Are CSU graduates well-prepared to teach all of California’s K-12 students?  How does the preparation of CSU graduates compare with the preparation of first-year teachers nationwide? 3

4. Sources of Evidence in the CSU Evaluation  More than 2,300 school principals provided evidence, for a 50% response rate. Each one assessed the preparation of a specific CSU teacher.  Principals had supervised specific CSU teachers all year, observed them during instruction, and discussed teaching practices with them several times.  The principals had supervised many first-year teachers during their administrative careers. 4

5. How Many CSU Graduates Teach One Year or More? CSU Prepared 32,474 Teachers From 1999 Through 2002 CSU Graduates Taught One Year or More Taught Less Than a Full Year Did Not Teach in the First Year 95 % 5 3 %3 % 3 %3 % 2 %2 % 2 %2 %

6. In the CSU, New Elementary Teachers Are Prepared for K-8 Reading Instruction 44% 36% 39% 44% 40% 44% 0% 25% 50% 75% 100% Well Prepared Teachers Adequately Prepared Teachers Cohort 1 Total 80 % Cohort 2 Total 83 % Cohort 3 Total 84 % 6

7. In the CSU, New Secondary School Teachers are Prepared to Improve Reading Skills in Content Classes (9-12) 0% 25% 50% 75% 100% 39% 37% 40% 34% 43% 31% 7 Cohort 1 Total 76% Cohort 2 Total 74% Cohort 3 Total 74% Well Prepared Teachers Adequately Prepared Teachers

8. In the CSU, New K-12 Teachers are Prepared to Teach All of California’s Students 40% 37% 41% 40% 41% 32% 41% 34% 40% 30% 40% 32% 0% 25% 50% 75% 100% Teach Culturally Diverse Students Teach English Language Learners Teach Special- Needs Students 77% 81% 82% 73% 75% 70% 72% CSU Cohorts 1-3 Cohorts 2-3 8 Well Prepared Teachers Adequately Prepared Teachers

9. CSU Prepares K-12 Teachers to Organize and Manage: 35% 46% 34% 48% 33% 50% 36% 40% 36% 42% 34% 45% 0% 25% 50% 75% 100% Student Instructional Activities Student Behavior and Discipline 81% 82% 83% 76% 78% 79% CSU Cohorts 1-3 Well Prepared Teachers Adequately Prepared Teachers 9

10. 39% 48% 36% 53% 34% 55% 43% 33% 41% 39% 42% 39% 0% 25% 50% 75% 100% 87% 89% 76% 80% 81% CSU Cohorts 1-3 Well Prepared Teachers Adequately Prepared Teachers 10 CSU Prepares New K-12 Teachers to: Know and Understand Subject Matter Use Effective Teaching Methods

11. CSU-National Comparison: Preparing Teachers for Core Curriculum Subjects 77% 75% 83% 66% 40% 50% 60% 70% 80% 90% CSU GraduatesGraduates of Institutions Throughout the Nation K-8 Reading K-8 Math 7-12 Major Subject General Subjects Percentages of First-Year Teachers Who Reported They Were Well- or Adequately- Prepared to Teach Core Curriculum Subjects 11

12. 72% 49% 80% 67% 70% 64% 40% 50% 60% 70% 80% 90% CSU-National Comparison: Preparing Teachers for Diverse Students Blue: Graduates of The California State University Red: Graduates of Institutions Throughout the U.S. English Language Learners Culturally Diverse Students Special-Needs Students 12

13. CSU Preparation to Teach K-8 Reading is Equally Effective in All School Communities 40% 43% 40% 44% 0% 25% 50% 75% 100% CSU Cohorts 1-3 Three Cohorts Of CSU Teachers In Rural and Suburban Schools Serving Higher- Income Families Well Prepared to Teach Reading in This School 83% 84% 13 Three Cohorts Of CSU Teachers In Urban and Metropolitan Schools Serving Lower- Income Families Adequately Prepared to Teach Reading in This School

14. CSU Preparation: Overall Importance and Value to Teachers 48 % 40 % 11 % 1 % 0% 10% 20% 30% 40% 50% Response #1: I learned a lot that is important in my teaching. Response #2: I learned quite a bit that is important in my teaching. Response #3: It offered relatively little that is important in my teaching. Response #4: It offered nothing of value for my teaching. Based on Your Teaching Experience, What Is Your Overall Evaluation of Your CSU Teaching Credential Program? 14 (Evaluations by 2,320 CSU Graduates in Cohort 3)

15. Prepared By Teacher Education, Evaluation and Assurance Office of the Chancellor March 2004 15