Measure 1: Completer Impact and Effectiveness

Currently, Peru State College and Nebraska do not provide value-added measures (VAM) data from P-12 professionals that directly align with CAEP measure 1 of component 4.1. The EPP will explore methods of collecting data that align with CAEP. The data provided, indicating the perception of teacher impact on P-12 learning and development, will serve as a placeholder.

Data was gathered related to employer satisfaction of first and third-year teachers in Nebraska through the Nebraska Department of Education (NDE) survey sent to principals. The trend in Nebraska First and Third-Year Teacher Surveys, principals responded overwhelmingly that teachers who graduated from Peru State College consistently had a positive impact on P-12 student learning and development, and that Peru State College graduates compared very favorably with graduates from all other teacher-preparation programs across the state.  A summary of these results follows.

 

 

 

The Nebraska Department of Education did not begin collecting Third-Year Teacher Survey data until 2018.

Data was gathered of first-year and third-year teachers in Nebraska through the Nebraska Department of Education (NDE) survey sent to principals. In the 2021 Nebraska First and Third-Year Teacher Surveys, all Peru State College-prepared teachers were scored by their principals according to the knowledge skills and dispositions for teaching evidenced in the Interstate Teacher Assessment and Support Consortium (InTASC) standards.  The data table indicates that in most standards Peru State College teachers are below the state average but by their third year, overwhelmingly all Peru State College-prepared teachers are performing at the proficient level of performance.

*The InTASC standards were updated in 2021.  Additional years will be added to this data table as it becomes available.

 

Mean ratings based on a 3-point scale:  0 = Below Standard; 1 = Developing; 2 = Proficient; 3 = Advanced