ssessment #1: TeXes Principal Test for Principal Certificate

Assessment
#1: TeXes Principal Test for Principal Certificate
Analysis of Data
This data analysis reports the passing rate for each year as well as the average score overall and the average score per domain
Year
#. Of Test
Takers
# of
Students.
Failing
2
%
Passing
%
Failing
Avg Score
Overall
D1
D2
D3
22
# of
Students
Passing
20
20072008
20082009
20092010
90.9%
9.1%
249
247
250
243
41
38
3
92.7%
7.3%
247
247
246
248
28
20
8
71.4%
28.6%
242
244
244
245
20102011
20112012
25
17
8
68%
32%
245
236
243
247
10
10
0
100%
0%
253
250
228
251
29 **
New Test
20
9
69%
31%
246
60
72
76
** State of Texas implemented a new principal licensure state exam which affected students in academic
year 2011-12.
[Note the data reported represents the data submitted to the State Board for Educator Certification in
Texas]
Prior to 2011- 2012 only those students who were earning a Master’s Degree in EDLR and then seeking
post graduate certification were counted in the state licensure data. Students with a Master’s Degree in an
educational area other than EDLR and then seeking post graduate certification were not included. More
specific information in regards to this change is found in part f Interpretation of Data.
Note that the 2011-2012 academic year is the first year that all EDLR students (those pursuing a M.Ed. in
EDLR and those who were post graduate certification) were included in the state licensure data reported to
the state.
Interpretation of Data
The average test scores from the past five years were evaluated with the following rubric:
Year Test Taken
Exceeds Expectation
255-300 range
Meets Expectation
254-240 range
Did Not Meet Expectation
239 or less range
2007-2008
6 students
27%
14 students
64%
2 students
9.1%
2008-2009
11 students
27%
27 students
67%
3 students
7.3%
2009-2010
4 students
16 students
8 students
1
14%
57%
28.6%
2010-2011
7 students
28%
8 students
32%
10 students
40%
2011-2012
Old Test
5 students
50%
5 students
50%
0 students
0%
New Test
4 students
14%
17 students
58%
8 students
28%
The EDLR program recognizes the need to increase student’s passing rate on the state licensure exam. As a result
of a thorough examination of the licensure data, both the program and the certification office became aware that
licensure data reported to the state of Texas did not reflect the expectations of the ELCC SPA. The 2011-2012
academic year is the first year that the Certification Office reported to the state all students who took the Principal
TeXes. Prior to the 2011-2012 year, only those students pursuing the M.Ed. in EDLR and certification were
included. Deficiency plan students were not. (Deficiency plan refers to those students with a Master’s Degree in an
educational field other than EDLR and pursuing certification only.)
Additionally, the state implemented a new state exam which explains the split in test scores during the academic
year 2011-2012. The state’s accountability process has also changed. Candidates’ final exam score of their
program completer year is now counted to calculate program pass rates when coursework is completed whereas in
previous years students were allowed 2 years (initial and final) to pass the exam after they completed their program.
Therefore to address the new state test and accountability process, the EDLR program has submitted a proposal to
the university graduate curriculum committee. The proposal requires all EDLR students to pass the TExES
principal licensing exam as a prerequisite to enrolling in the internship course (which is not required for the
master’s degree but is required for their principal certificate.) Those students not passing the TExES Principal
exam are not eligible to enroll in the internship course and will be identified; and faculty will provide support and
assistance in helping them to pass the exam. Also, those students who seek certification only and take fewer classes
than those students pursuing certification with a M.Ed. in Educational Leadership will be encouraged to take
additional coursework as needed. (Currently, this student group is certified with fewer courses.)
Our new process will ensure that all students successfully pass the state exam before becoming completers and it
will improve our passing rate on the state licensure exam.
Additionally, the EDLR program has also requested a change in admissions to require all applicants to have two
full years of teaching experience in an accredited school prior to entering the principal program. Previously,
students were admitted with no teaching experience.
The EDLR program has also proposed curricular changes which are expected to strengthen the passing rate on the
Principal TExES. The changes will go into effect beginning Fall 2013 pending the university graduate curriculum
committee’s approval. It is expected that the proposed changes in curriculum, admissions policy and prerequisites
for the internship will address concerns related to the TExES Principal passing rate.
Prior to the writing of the ELCC SPA report and the College of Education seeking NCATE accreditation, the
EDLR faculty examined passing rate data on an annual basis and did not question the omission of the certification
only students (deficiency plan). Now data is coming to the faculty on a monthly basis and faculty is intervening
with students who are in need of additional assistance. Our new process will also help us encourage students to test
and or retest in a timely manner to ensure certification will be granted. It is a powerful source of data for program
improvement.
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