General Teacher Preparation Policy
The state should collect and publicly report key data on the quality of teacher preparation programs. This goal was reorganized in 2017.
Student Growth Data: Mississippi does not collect or publicly report data that connect student growth to teacher preparation programs.
Additional Program Data: Mississippi collects other objective, meaningful data to measure the performance of teacher preparation programs, including completion numbers and annual summary licensure test pass rates.
Redesign of the state review process for Mississippi educator preparation programs http://www.mde.k12.ms.us/docs/educator-licensure/epp-process-and-performance-review-document.pdf?sfvrsn=0 Mississippi Educator Preparation Program Providers Cohort Data http://www.mde.k12.ms.us/docs/educator-licensure/epp-program-completer-data-2014-2015.pdf?sfvrsn=0
Gather other meaningful data that reflect program performance.
Although measures of student growth are an important indicator of program effectiveness, the strongest state systems ensure that data are collected on multiple, objective program measures. Mississippi should maximize the information available to programs and the public by collecting data that demonstrate how well programs are preparing teachers for the classroom, such as:
Mississippi recognized the factual accuracy of this analysis.
1C: Program Performance Measures
The state should examine a number of factors when measuring the performance of and approving teacher preparation programs. Although the quality of both the subject-matter preparation and professional sequence is crucial, there are also additional measures that can provide the state and the public with meaningful, readily understandable indicators of how well programs are doing when it comes to preparing teachers to be successful in the classroom.
States have made great strides in building data systems with the capacity to provide evidence of teacher performance. These same data systems can be used to link teacher effectiveness to the teacher preparation programs from which they came. States should make such data, as well as other objective measures that go beyond licensure test pass rates, central components of their teacher preparation program approval processes, and they should establish precise standards for performance that are more useful for accountability purposes.
National accrediting bodies, such as CAEP, are raising the bar, but are no substitute for states' own policy. A number of states now have somewhat more rigorous academic standards for admission by virtue of requiring that programs meet CAEP's accreditation standards. However, whether CAEP will uniformly uphold its standards (especially as they have already backtracked on the GPA requirement) and deny accreditation to programs that fall short of these admission requirements remains to be seen. Clear state policy would eliminate this uncertainty and send an unequivocal message to programs about the state's expectations.