West Lafayette, Indiana

Purdue University

Undergraduate Elementary, Traditional

99%

National Percentile

Updated 2016
Admissions
Selection Criteria
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User Comments

The standards for admission into either the institution or its teacher preparation program should be sufficiently selective to ensure that teacher candidates come from only the top half of the college-going population. In order to ensure that any test used as a screen is able to provide sufficient selectivity, it must be normed to the college-going population.

The program meets the standard because it is housed within an institution that is sufficiently selective, which provides assurance that candidates have the requisite academic talent.

A+
Knowledge
Early Reading
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User Comments

Courses reviewed: EDCI 32500, EDCI 32600, and EDCI 36300

The research-based content proven to be necessary for teaching all children to read should be clearly evident in course materials such as lecture topics, assignments and textbooks. All of a program's required reading courses — not just some courses — should impart what is necessary to teach reading.

The program meets the standard because its coursework covers all five of the components of effective reading instruction:

  • Phonemic Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension Strategies

A
Elementary Mathematics
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User Comments

Teacher candidates, even those who excel in math, generally require three semesters of coursework, complemented by adequate field practice in order to progress from a procedural to a conceptual understanding of the essential mathematics topics taught in the elementary grades.

The institution meets this standard because it requires both a sufficient amount of elementary mathematics content coursework that is designed to appropriately cover the necessary topics and adequate field practice through an elementary mathematics methods course or a concurrent practicum.

A
Elementary Content
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User Comments

Because they cannot teach what they do not know, elementary teacher candidates need to have a solid grasp of literature and composition, American and world history, geography and science. Teacher candidates should also develop some expertise outside of their professional studies, not only to enrich their own academic experience, but also to serve as a fallback major in the event that the student teaching experience is unsuccessful.

The program only partly meets this standard because the combination of institution and program requirements ensures exceptional coverage in the content elementary teachers need in:

  • Science
Coverage is sufficient in:
  • Literature and Composition
Coverage is less than sufficient in:
  • History and geography

C
Practice
Student Teaching
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User Comments

A high-quality student teaching experience depends on: 1) sufficient feedback as defined by at least five or more observations with written feedback conducted by university supervisors at regular intervals, and 2) the capacity of the program to play an active role in the selection of cooperating teachers, as evidenced by its solicitation of substantive nominating information related to mentoring skills and instructional effectiveness. The standard separately reports on, but does not rate, clear communication to school districts that cooperating teachers must be both strong mentors of adults and highly effective instructors.

The program partly meets the standard: The program provides student teachers with sufficient feedback from university supervisors at regular intervals However, it does not assert its critical role in the selection of cooperating teachers by obtaining substantive information on their qualifications. Although this did not affect the rating, the program does not clearly communicate to school districts the characteristics of cooperating teachers required by the standard -- that they be effective instructors and capable mentors.

C
Classroom Management
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User Comments

Teachers can teach and students can learn only in a functional classroom environment where students are engaged and productive. Teacher candidates will be better prepared to establish a productive classroom environment if the evaluation and/or observation instruments used to evaluate their student teaching performance provide feedback on specific classroom management strategies that together constitute a coherent management approach.

The program meets the standard because the feedback provided to student teachers addresses nearly all components of a coherent management approach as outlined by the standard.

The program's evaluation and/or observation instruments provide feedback on student teachers' ability to:

  • establish and/or reinforce expectations for classroom behavior
  • manage time; manage materials; manage student engagement
  • recognize appropriate behavior through meaningful praise or other positive reinforcement
  • manage minor student misbehavior
  • manage disruptive student misbehavior

The program's evaluation and/or observation instruments do not provide feedback on student teachers' ability to:
  • manage the physical classroom

A

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