Fourth Annual Evaluation of Teacher Preparation at CSU

93 percent of the CSU graduates who obtain teaching credentials go into teaching

Contact: Clara Potes-Fellow, (562) 951-4800, cpotes-fellow@calstate.edu

(March 16, 2005) — Ninety-three percent of California State University graduates who have obtained teaching credentials since 2000 were teaching full-time the first year after graduation, according to the fourth annual evaluation of CSU’s Teacher Preparation Programs.

The evaluation also shows that the supervisors of CSU graduates gave the new teachers high marks during their first year in numerous areas measuring teaching effectiveness.

“CSU teacher preparation programs are improving in effectiveness each year,” said David S. Spence, CSU executive vice chancellor and chief academic officer. “In addition, the majority — 93 percent — of CSU’s newly prepared teachers became teachers, despite news reports and national policy discussions that suggest that 50 percent of teaching graduates do not become teachers at all across the nation.”

The annual evaluation is part of CSU’s efforts to be accountable to the public about how well the CSU campuses are preparing teachers to teach elementary, middle and high school students.

The Chancellor’s Office surveyed K-12 classroom teachers who had completed their credential preparation at CSU campuses during the 1999-00, 2000-01, 2001-02 and 2002-03 academic years. The CSU also surveyed the school supervisors of first-year teachers.

Among the findings for the combined classes from 2000-2003:

• 97 percent of CSU graduates were teaching full or part-time the first year after graduation.
  
• 93 percent were teaching full-time.

Findings for the Class of 2003 according to the evaluation by their supervisors:

CSU effectiveness in K-8’s Reading-Language Arts and Mathematics teacher preparation:

• 83 percent of CSU first-year teachers were prepared to teach California’s K-8 reading standards, and 84 percent were prepared to teach California’s K-8 mathematics standards, according to their supervisors.

CSU effectiveness in preparing high school teachers in their major subjects (Grades 7 to 12):

• 90 percent of CSU teachers were prepared to teach California high school curriculum standards in their major subjects, according to their supervisors.

CSU effectiveness in preparing teachers to teach diverse students (K – 12):

• 76 percent of teachers were prepared to teach English learners; 81 percent were prepared to teach culturally diverse students; and 72 percent were prepared to teach special learners, according to their supervisors.

Effectiveness of CSU preparation, according to first-year teachers themselves:

• 91 percent reported that CSU preparation was useful to teach K–8 reading
  
• 90 percent reported that CSU preparation was useful to teach K–8 mathematics

For each of these subjects, reading and math, the CSU has substantially increased the usefulness of preparation during the last three years, according to the graduates.

“This report summarizes the most important findings of the CSU Systemwide Evaluation of Teacher Preparation from 2001-2004,” Spence said. “On each CSU campus, academic leaders and faculty are using the evaluation findings to continue making improvements in teacher education.”

The California State University is the largest system of senior higher education in the country, with 23 campuses, approximately 400,000 students and 42,000 faculty and staff. Since the system was created in 1961, it has awarded about 2 million degrees, about 82,000 annually. The CSU is renowned for the quality of its teaching and for the job-ready graduates it produces. Its mission is to provide high-quality, affordable education to meet the ever-changing needs of the people of California. With its commitment to excellence, diversity and innovation, the CSU is the university system that is working for California. See www.calstate.edu