Measure 4: Ability of Completers to be Hired
Initial and Advanced Programs. Ability of completers to be hired in education positions for which they have prepared.
Cameron University's EPP completers apply their knowledge, skills, and dispositions effectively to positively impact P-12 student learning and development. Almost 100 percent of completers in both the initial and advanced programs are employed immediately in their respective field.
2023-2024 Data
INITIAL PROGRAMS
B.S. in Early Childhood Education
For academic year 2023-2024, there were five graduates in Early Childhood. Four of the five graduates are employed in a public- school early childhood setting as full-time teachers. One graduate is teaching second grade. Two candidates are teaching kindergarten and one candidate is working in a public school in an ECE setting, but the position is unknown.
B.S. in Elementary Education
Of the 28 students who graduated in 2023-2024 with a B.S. in Elementary Education, 25 of 28 graduates are employed full-time as elementary teachers. Twelve of the graduates are teaching in schools in the Southwestern Oklahoma area and 13 are teaching in schools in the Northeastern part of the state. Two graduates are unknown regarding employment, and one is continuing their education with a master’s degree.
B.A. in English Education
Five graduates completed the BA in English Education during 2023-2024. All five graduates are currently employed in the field of education as teachers or instructional paraprofessionals. Four of the five graduates are teaching in Southwest Oklahoma, and one is employed in the state of Georgia.
B.A. in Social Studies Education
For 2023-2024, two candidates of the Social Studies Education Program completed the requirements of the program and graduated. Both candidates are employed as social studies teachers in the state of Oklahoma.
Bachelor of Music Education
There was one graduate for the Bachelor of Music Education program for 2023-2024.
ADVANCED PROGRAMS
M.S. in Educational Leadership
Our graduates typically continue to be employed in a P-12 classroom setting, in private schools, or at technology centers after completing their graduate degree in Educational Leadership. There were eight graduates in 2023-2024. Eight out of eight graduates are working in the field of education and three of the eight graduates are working in a leadership role.
In Summer 2023, there were two MSEL graduates. 2/2 (100%) are working in the field of education and 1/2 (50%) are working in a leadership role. In Fall 2023, there was 1 MSEL graduate. 1/1 (100%) are working within the field of education and 0/1 (0%) are working in a leadership role. There were 5 MSEL graduates in spring 2024. 5/5 (100%) are working in the field of education. 2/5 (40%) are working in a leadership role
M.Ed. in Reading
There were 3 graduates for the M.Ed in Reading program in 2023-2024. One graduate completed program requirements in spring 2024 and 2 completed program requirements in fall 2023. All three graduates are working in the field. One out of the three graduates is continuing her education and planning to earn a Ph.D in Curriculum and Instruction.
6.1. Summarize any data-driven EPP-wide or programmatic modifications, innovations, or changes planned, worked on, or completed in the last academic year.
This is an opportunity to share targeted continuous improvement efforts your EPP is proud of. Focus on one to two major efforts the EPP made and the relationship among data examined, changes, progress with any Transition Plans (initial-licensure level) and/or Phase-in Plans (advanced level) and studying the results of those changes.
One of the targeted continuous improvement efforts our EPP is particularly proud of is the full implementation of Oklahoma's new Future Teacher Scholarship & Employment Incentive Program. The Inspired to Teach scholarship offers qualified Oklahoma college students an opportunity to earn scholarships and benefits if they major in one of CU's initial licensure programs. Our candidates can earn up to $25,000 as they complete their Educator Preparation Program and teach in Oklahoma for five years after graduation. This program is administered through the Educator Preparation Office at CU. In the Fall of 2023, 85 students received $ 85,250. Then, in Spring 2024, 87 students received $64,00, totaling almost $150,000 in scholarships toward student teaching candidates. Currently, the program continues to grow, and we are hopeful that it will increase the number of candidates in all our undergraduate education programs.
Another targeted continuous improvement effort we are proud of involved improving student test scores for teacher licensure. CU's Elementary Education program took proactive steps to address a decline in candidate performance on the OSAT Elementary Subtest 2, a critical part of their licensure exams. The program is assessed through five core student learning outcomes, and the specific outcome 1.1.3, which focuses on candidates' ability to "understand and address each child’s developmental and learning needs," is aligned with CAEP Standard 1.
In the past year, there was an 8% decrease in the number of candidates meeting or exceeding the required scaled score of 240 on the OSAT Elementary Subtest 2, with 46% of candidates meeting the benchmark. To improve performance, faculty implemented a targeted continuous improvement strategy. A series of study sessions were organized, aimed at helping candidates prepare for both the OSAT and the PPAT licensure exams. These sessions were funded by the "CU Speedway" grant, which supports teachers on alternative licensure pathways, but faculty made study sessions available and open to all students in the program.
A total of four study sessions for each OSAT subtest and PPAT were conducted over Zoom and scheduled after typical public-school hours to accommodate students' schedules. Faculty strongly encouraged student participation, ensuring they had access to additional preparation materials specific to their certification areas. This initiative was designed to increase student success on licensure exams and support continuous improvement based on the data-driven analysis of test performance. The program's efforts reflect a commitment to addressing gaps in performance and providing targeted support to enhance future outcomes.
