Impact on P-12 Learning and Development

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.

Based on the performance of this first-year teacher, how would you rate his/her impact on student learning?

Category Principal Responses Principal Sample Size Response Rate
Peru 2017 18 26 69%
State of Nebraska 2017 578 903 64%
Peru 2018 15 29 52%
State of Nebraska 2018 481 864 56%
Peru 2019 16 27 59%

State of Nebraska 2019

659 891 74%
Peru 2020 8 15 53%
State of Nebraska 2020 399 663 60%

 

  Highly Effective Moderately Effective Somewhat Effective Ineffective
Peru 2017 56% 28% 11% 6%
State of Nebraska 2017 59% 33% 7% 1%
Peru 2018 20% 67% 7% 7%
State of Nebraska 2018 59% 31% 7% 2%
Peru 2019 81% 13% 6% 0%
State of Nebraska 2019 58% 32% 8% 2%
Peru 2020 50% 50% 0% 0%
State of Nebraska 2020 50% 40% 9% 1%

 

Based on the performance of this third-year teacher, how would you rate his/her impact on student learning?
Category Principal Responses Principal Sample Size Response Rate
Peru 2018 35 48 73%
State of Nebraska 2018 802 1112 72%
Peru 2019 17 21 81%
State of Nebraska 2019 550 680 81%
Peru 2020 15 19 79%
State of Nebraska 2020 456 607 75%

 

  Highly Effective Moderately Effective Somewhat Effective Ineffective
Peru 2018 71% 20% 9% 0%
State of Nebraska 2018 63% 30% 4% 0.4%
Peru 2019 59% 35% 6% 0%
State of Nebraska 2019 63% 32% 4% 0.2%
Peru 2020 64% 29% 7% 0%
State of Nebraska 2020 61% 31% 6% 2%

 

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