CAEP Accountability Measures
2024 CAEP Accountability Measures
1. Value-Added Model (VAM). In Florida, value-added models are used to measure the
contribution of a teacher or school to student learning growth. Florida’s value-added
models do this by measuring the difference in each student’s actual performance on
a statewide assessment from that student’s expected performance, which takes into
account specific student and classroom factors that impact the learning process. VAM
scores represent the amount the teacher contributed to student learning growth, on
average, to the students they taught while controlling for factors that impact student
learning growth. (Source: Florida Department of Education website, “Performance Evaluation”)
2023 Value-Added Model Score for FAMU Completers
2: Indicators of Teaching Effectiveness
School District Personnel Evaluations. Completers from FAMU’s College of Education
were evaluated in their schools where they are employed, utilizing the School Personnel
Evaluation Form designed and created by each school districts and approved by the
Department of Education. The following ratings are utilized to categorize the completers
of their teaching effectiveness.
• Highly Effective.
• Effective.
• Needs Improvement, or Developing.
• Unsatisfactory.
(Source: Florida Department of State, Florida Administrative Code & Florida Administrative
Register, “6A-5.0411”)2023 Florida School District Personnel Evaluation Report on FAMU Completers
Employer Satisfaction Survey. The College of Education’s Employer Satisfaction Survey
is designed to collect information on the level of satisfaction of employers with
program completers at the end of their first year of teaching. In particular, administrators
in schools where FAMU COE program completers teach are asked to complete the survey
to evaluate the competence and teaching effectiveness of the completers. 2023 College
of Education Employer Satisfaction Survey was sent to 16 completers and employers.
The total number of respondents for Initial Programs for Employers is 3. The response
rate is 19%. The total number of respondents from completers is 4. The response rate
for completers is 25%. Majority of responses are positive, 3 and 4 on a 4-point scale.
2023 Employer Satisfaction Survey Results for Elementary Education
2023 Employer Satisfaction Survey Results for Educational Leadership
Licensure Examination Passage Rate. The purpose of the Florida Teacher Certification
Examinations (FTCE) is to ensure that all teacher candidates demonstrate the necessary
content and pedagogical knowledge necessary to effectively instruct students in Florida.
The FTCE consists of three examinations: the General Knowledge Test (GK); the Professional
Education Test (PE); and the Subject Area Examination (SAE). The College of Education
requires our teacher candidates to pass all parts of the FTCE to complete the programs.
(Source: Pearson Education website, “FTCE/FELE Background Information”)
2023 FAMU EPP Licensure Examination Pass Rates (initial)
2023 FAMU EPP Licensure Examination Pass Rates (advanced)
8_016_Student Learning Outcomes: Each board of trustees shall require its university
to establish a process for certifying that each baccalaureate graduate has completed
a program with clearly articulated expected core student learning outcomes.(b) Each
university shall develop processes to ensure that:
1. program faculty develop and publish an Academic Learning Compact for each baccalaureate
program that, at a minimum,
a. outlines expected core student learning outcomes in the areas of content/discipline
knowledge and skills, communication skills, and critical thinking skills;
b. takes into consideration perspectives of appropriate constituencies (including
but not limited to potential employers and graduate programs) regarding the knowledge
and skills graduates need in the global marketplace and society; and
c. lists the types of assessments students may encounter in the program (e.g., capstone
projects, juried performances, standardized exams, common embedded exam questions,
portfolio requirements,etc.);
2. program faculty develop methods for assessing student achievement of the expected
core student learning outcomes within the context of the program;
3. university personnel use program evaluation systems (which may include sampling)
to evaluate the program and related assessment practices to analyze their efficacy
in determining whether program graduates have achieved the expected core student learning
outcomes; and
4. university personnel use the evaluation results to improve student learning and
program effectiveness.
Candidate Competency Assessment Reports for Initial (2022-2023)
Music Education Assessment Report
Physical Education Assessment Report
Pre-K Elementary Education Assessment Report
Secondary Education Assessment Report
Candidate Competency Assessment Reports for Advanced (2022-2023)
Educational Leadership Assessment Report
Counselor Education Assessment Report
Placement Rate. The placement rate indicates the number of program completers who
are employed in education positions for which they have prepared upon graduation.
The rate is expressed as a percentage of the total number of program completers employed.
2023 FAMU Completers Initial Placement for 2021-2022 completers
2023 CAEP Accountability Measures
1. Value-Added Model (VAM). In Florida, value-added models are used to measure the
contribution of a teacher or school to student learning growth. Florida’s value-added
models do this by measuring the difference in each student’s actual performance on
a statewide assessment from that student’s expected performance, which takes into
account specific student and classroom factors that impact the learning process. VAM
scores represent the amount the teacher contributed to student learning growth, on
average, to the students they taught while controlling for factors that impact student
learning growth. (Source: Florida Department of Education website, “Performance Evaluation”)
2022 Value-Added Model Score for FAMU Completers
2: Indicators of Teaching Effectiveness
School District Personnel Evaluations. Completers from FAMU’s College of Education
were evaluated in their schools where they are employed, utilizing the School Personnel
Evaluation Form designed and created by each school districts and approved by the
Department of Education. The following ratings are utilized to categorize the completers
of their teaching effectiveness.
• Highly Effective.
• Effective.
• Needs Improvement, or Developing.
• Unsatisfactory.
(Source: Florida Department of State, Florida Administrative Code & Florida Administrative
Register, “6A-5.0411”)
2022 Florida School District Personnel Evaluation Report on FAMU Completers
Employer Satisfaction Survey. The College of Education’s Employer Satisfaction Survey
is designed to collect information on the level of satisfaction of employers with
program completers at the end of their first year of teaching. In particular, administrators
in schools where FAMU COE program completers teach are asked to complete the survey
to evaluate the competence and teaching effectiveness of the completers. 2022 College
of Education Employer Satisfaction Survey was sent to 17 employers. The total number
of respondents for Initial Programs was 10. The response rate is 59%. The response
rate for School Counseling is 100%. The response rate for Educational Leadersship
is 67%.
2022 Employer Satisfaction Survey Results for Initial Programs
2022 Employer Satisfaction Survey Results for School Counseling
2022 Employer Satisfaction Survey Results for Educational Leadership
Licensure Examination Passage Rate. The purpose of the Florida Teacher Certification
Examinations (FTCE) is to ensure that all teacher candidates demonstrate the necessary
content and pedagogical knowledge necessary to effectively instruct students in Florida.
The FTCE consists of three examinations: the General Knowledge Test (GK); the Professional
Education Test (PE); and the Subject Area Examination (SAE). The College of Education
requires our teacher candidates to pass all parts of the FTCE to complete the programs.
(Source: Pearson Education website, “FTCE/FELE Background Information”)
2022 FAMU EPP Licensure Examination Pass Rates (initial)
2022 FAMU EPP Licensure Examination Pass Rates (advanced)
8_016_Student Learning Outcomes: Each board of trustees shall require its university
to establish a process for certifying that each baccalaureate graduate has completed
a program with clearly articulated expected core student learning outcomes.(b) Each
university shall develop processes to ensure that:
1. program faculty develop and publish an Academic Learning Compact for each baccalaureate
program that, at a minimum,
a. outlines expected core student learning outcomes in the areas of content/discipline
knowledge and skills, communication skills, and critical thinking skills;
b. takes into consideration perspectives of appropriate constituencies (including
but not limited to potential employers and graduate programs) regarding the knowledge
and skills graduates need in the global marketplace and society; and
c. lists the types of assessments students may encounter in the program (e.g., capstone
projects, juried performances, standardized exams, common embedded exam questions,
portfolio requirements,etc.);
2. program faculty develop methods for assessing student achievement of the expected
core student learning outcomes within the context of the program;
3. university personnel use program evaluation systems (which may include sampling)
to evaluate the program and related assessment practices to analyze their efficacy
in determining whether program graduates have achieved the expected core student learning
outcomes; and
4. university personnel use the evaluation results to improve student learning and
program effectiveness.
Candidate Competency Assessment Reports for Initial (2021-2022)
Music Education Assessment Report
Physical Education Assessment Report
Pre-K Elementary Education Assessment Report
Secondary Education Assessment Report
Candidate Competency Assessment Reports for Advanced (2021-2022)
Educational Leadership Assessment Report
Counselor Education Assessment Report
Placement Rate. The placement rate indicates the number of program completers who
are employed in education positions for which they have prepared upon graduation.
The rate is expressed as a percentage of the total number of program completers employed.
2022 FAMU Completers Initial Placement for 2020-2021 completers
2022 CAEP Accountability Measures
1. Value-Added Model (VAM). In Florida, value-added models are used to measure the
contribution of a teacher or school to student learning growth. Florida’s value-added
models do this by measuring the difference in each student’s actual performance on
a statewide assessment from that student’s expected performance, which takes into
account specific student and classroom factors that impact the learning process. VAM
scores represent the amount the teacher contributed to student learning growth, on
average, to the students they taught while controlling for factors that impact student
learning growth. (Source: Florida Department of Education website, “Performance Evaluation”)
Value-Added Model Score for FAMU Completers
2: Indicators of Teaching Effectiveness
School District Personnel Evaluations. Completers from FAMU’s College of Education
were evaluated in their schools where they are employed, utilizing the School Personnel
Evaluation Form designed and created by each school districts and approved by the
Department of Education. The following ratings are utilized to categorize the completers
of their teaching effectiveness.
• Highly Effective.
• Effective.
• Needs Improvement, or Developing.
• Unsatisfactory.
(Source: Florida Department of State, Florida Administrative Code & Florida Administrative
Register, “6A-5.0411”)
Florida School District Personnel Evaluation Report on FAMU Completers
Employer Satisfaction Survey. The College of Education’s Employer Satisfaction Survey
is designed to collect information on the level of satisfaction of employers with
program completers at the end of their first year of teaching. In particular, administrators
in schools where FAMU COE program completers teach are asked to complete the survey
to evaluate the competence and teaching effectiveness of the completers. 2021 College
of Education Employer Satisfaction Survey was sent to 18 employers. The total number
of respondents was 11. The response rate is 61%.
2021 Employer Satisfaction Survey Results
Licensure Examination Passage Rate. The purpose of the Florida Teacher Certification
Examinations (FTCE) is to ensure that all teacher candidates demonstrate the necessary
content and pedagogical knowledge necessary to effectively instruct students in Florida.
The FTCE consists of three examinations: the General Knowledge Test (GK); the Professional
Education Test (PE); and the Subject Area Examination (SAE). The College of Education
requires our teacher candidates to pass all parts of the FTCE to complete the programs.
(Source: Pearson Education website, “FTCE/FELE Background Information”)
FAMU EPP Licensure Examination Pass Rates (initial)
FAMU EPP Licensure Examination Pass Rates (advanced)
8_016_Student Learning Outcomes: Each board of trustees shall require its university
to establish a process for certifying that each baccalaureate graduate has completed
a program with clearly articulated expected core student learning outcomes.(b) Each
university shall develop processes to ensure that:
1. program faculty develop and publish an Academic Learning Compact for each baccalaureate
program that, at a minimum,
a. outlines expected core student learning outcomes in the areas of content/discipline
knowledge and skills, communication skills, and critical thinking skills;
b. takes into consideration perspectives of appropriate constituencies (including
but not limited to potential employers and graduate programs) regarding the knowledge
and skills graduates need in the global marketplace and society; and
c. lists the types of assessments students may encounter in the program (e.g., capstone
projects, juried performances, standardized exams, common embedded exam questions,
portfolio requirements,etc.);
2. program faculty develop methods for assessing student achievement of the expected
core student learning outcomes within the context of the program;
3. university personnel use program evaluation systems (which may include sampling)
to evaluate the program and related assessment practices to analyze their efficacy
in determining whether program graduates have achieved the expected core student learning
outcomes; and
4. university personnel use the evaluation results to improve student learning and
program effectiveness.
Candidate Competency Assessment Reports for Initial (2020-2021)
Music Education Assessment Report
Physical Education Assessment Report
Pre-K Elementary Education Assessment Report
Secondary Education Assessment Report
Candidate Competency Assessment Reports for Advanced (2020-2021)
Educational Leadership Assessment Report
Counselor Education Assessment Report
Professional Disposition Evaluation is one of the non-academic factor instruments
adopted by FAMU EPP. We starts with disposition self-evaluation for pre-education
majors while taking EDF 1005 Introduction to Education. Disposition evaluation is
also used in admission interview process for pre-major students being admitted into
teacher education programs. Disposition evaluation is used at mid-point for methods'
courses during their field experiences. At mastery level, Professional Disposotion
Evaluation is used in student teaching by University Supervisors and Cooperation Teachers.
Here are the Disposition Report for Interns fall 2020 and Spring 2021.
Disposition Evaluation Report Fall 2020
Disposition Evaluation Report Spring 2021
Placement Rate. The placement rate indicates the number of program completers who
are employed in education positions for which they have prepared upon graduation.
The rate is expressed as a percentage of the total number of program completers.
FAMU Placement Rate for 2019-2020 completers