Closing the loop 2007

Student Learning Outcome Assessed:

Passing all three sections of the WEST-B test of basic skills (reading, writing, mathematics).

Desired Outcome:

Students possess basic skills dependent on successful completion of the following series of college level courses: math, speech, two English writing courses, computer literacy, human development, introduction to psychology, introduction to teaching, intercultural communications, science with lab (elementary only), and U.S. history (elementary only).

Data Collection:

WEST-B data for all students (November 2003 through September 2006) were collected and analyzed for statistical trends. Since all candidates must pass all portions of the exam prior to full acceptance, a pass/fail rate reveals little, since the only failures for admitted students would be for students who took the exam before it was required, or who were conditionally admitted and failed to meet the conditions for regular admission. A comparison to state-wide scores, however, was used to compare the basic skills of our students to those in other programs

Interpretation of the Data:

 We analyzed the information about the proportion of the students passing, which allowed for a statistical comparison to state-wide numbers. 90.9% of SMU examinees scored at or above 240 in Reading, while 92.6% scored above 240 state-wide. 89.0% of SMU examinees scored at or above 240 in Math; 90.3% state-wide. 80.9% of SMU examinees scored at or above 240 in Writing while 82.0% scored at or above 240 state-wide. Chi square values were not significant for all three subject areas.

Further analyses were conducted comparing elementary, secondary, and individuals who requested scores to be sent to Saint Martin’s but did not enroll. Pass rates on the Reading test were Elem., 97.4%; Sec., 98.7%; Not Enr., 94.3%. Pass rates on the Math test were Elem., 96.8%; Sec., 98.1%; Not Enr., 92.8%. Pass rates on the Writing test were Elem., 93.4%; Sec., 94.9%; Not Enr., 86.6%. Differences for all three yielded significant Chi Square values.

These results support the conclusion that the basic skills competencies of Saint Martin’s teacher education students are equivalent to teacher education students state-wide. Further, the students offered and accepting admission into the teacher education program are better prepared than interested students who are not enrolled.

Changes to implement:

 Future investigations might include a survey of individuals not admitted to the program regarding reasons determining why they did not apply to the program. Possible hindrance to this investigation includes the lack of contact information for individuals who select Saint Martin’s University to receive their scores, but who do not contact us for an application packet. We would have no ability to contact and survey these individuals.