Impact on p-12 Learning

(CAEP Component 4.1)

LifeTracks provided information on the impact that Mississippi State University (MSU) College of Education (COE) graduates have on the learning and development of P-12 students. Mississippi LifeTracks is an interoperable data system that securely and efficiently facilitates research and analysis and provides linkages between early childhood, K-12, and postsecondary education and the workforce. Mississippi LifeTracks is powered through the National Strategic Planning and Analysis Research Center (nSPARC), a unit of Mississippi State University. 

Cohorts of COE graduates, comprised of completers graduating from MSU with a bachelor’s degree in teacher education in academic years 2013-2014, 2014-2015, and 2015-2016 who began working as a teacher in a Mississippi public school the year after graduation, are included in the data as one study.  The most recent cohort of COE graduates for the academic year of 2016-2017 who are working as a teacher in a Mississippi public school the year after graduation is completed as a separate study.

Match by completer year/program/campus to the Mississippi Department of Education statewide assessments were used to document completers’ mastery for effective teaching on the following P-12 assessments:

1.     Kindergarten Readiness Assessment Pre- and Post-Test

2.     Grade 3 Reading Assessment

3.     Grade 3, 4, 5, 6, 7, and 8 English Language Arts

4.     Grade 3, 4, 5, 6, 7, and 8 Math

5.     Grade 5 and 8 Science

6.     Grade 5, 6, 7, 8 US History

7.    End of course exam in Algebra I.

8.    End of course exam in English II.

9.    End of course exam in Biology.

10.  End of course exam in US History.

11.  ACT College Entrance exam given to all Juniors.

12.  Passage/completion rate of the P-12 students moving to the next grade level.

Figures on the standardized performance assessment of the students that cohort members taught during their first year working as a teacher (i.e., the year after they graduated from MSU) were calculated. These results were disaggregated by the following characteristics of cohort members: (1) major; (2) major and MSU campus location; (3) major concentration; and (4) major concentration and MSU campus location.

Regarding major, cohort members were distinguished by which of the following degree programs they completed at MSU: Elementary Education, Secondary Education, Special Education, Music Education, Kinesiology, Technology Teacher Education, or Business Technology Education.

With respect to major concentration, cohort members were distinguished by which of the following subjects  was the focus of the degree program they completed at MSU: elementary education; biology, chemistry, physics, math, English, foreign language, social studies, speech education, special education, music education, sport pedagogy, physical education and coaching, technology teacher education, or business technology education.

Regarding MSU campus location, cohort members are distinguished by whether they attended the Starkville campus, attended the Meridian campus, or pursued their studies through distance education. 

Breakdowns by cohort are provided. Cell sizes less than 10 are not reported.

2016-2017 Initial Teacher Education Program Completer Cohort Impact on P-12 Learning

2013-2014, 2014-2015, and 2015-2016 Initial Teacher Education Program Completer Cohorts Impact on P-12 Learning