School of Education

Assessment and Accreditation

Annual Reporting Measures

This site provides the EPP’s data for each of the four accountability measures. The four Annual Reporting Measures work together as indicators of EPP performance in relation to candidates as they complete preparation, and to completers once they are on the job.

Completer Impact and Effectiveness
Employer Satisfaction and Stakeholder Involvement
Candidates Competency at the Time of Program Completion
Ability of Completers to be Hired in Positions for Which They Were Prepared

The EPP’s Self-Study Report will provide analysis of trends, comparisons with benchmarks, identification of changes made in the preparation curricula and experiences, how/where/with whom results are shared, resources allocations affected by the EPP’s uses of the information, and indications of future directions.

Measure 1 (Initial) Completer Impact and Effectiveness

The EPP developed a data collection plan for this measure as follows:

New York State does not offer the EPP access to teacher effectiveness data at a state level. The EPP has used the NYC teacher effectiveness data for graduates and sampled program-level data to cobble together a narrative. We have since fleshed out a more comprehensive model that includes four data sources:

NYCDOE HEDI growth scores
The Employer Survey
Alumni Follow-Up Survey
The Alumni Impact Study

NYCDOE HEDI Growth Scores are annual ratings received by all teachers in the New York City Department of Education (NYCDOE), with “HEDI” standing for Highly Effective (4), Effective (3), Developing (2), and Ineffective (1). It’s a multiple-measure system combining Measures of Teacher Practice (MOTP) and Measures of Student Learning (MOSL) to assess teacher contributions holistically. The HEDI rating is plotted on a matrix, where Highly Effective requires ratings of Highly Effective on both MOSL and MOTP axes or a mix of Highly Effective and Effective. Effective ratings require either Effective on both axes or a mix of Effective and Developing. NYC’s teacher development and evaluation system, Advance, utilizes MOTP and MOSL to provide feedback and determine personnel decisions, including tenure and Teacher Improvement Plans. As part of a data sharing agreement, CUNY Central provides the EPP with HEDI data on Queens College completers working in DOE schools. Data tables below show HEDI ratings distribution 2 years post-completion of EPP programs

NOTE: The Governor signed Chapter 112 (2021) and Chapter 201 (2022) of the laws. These bills, which passed unanimously in both the senate and assembly, eliminated the requirement for school districts and BOCES to complete an annual professional performance review (APPR) for any classroom teacher or building principal for the 2020-21 & 2021-2022 school years. The bill also assures that state funding will not be withheld from any school district for not completing the APPR in the 2020-21 & 2021-22 school years. Fact Sheet 21-11 (updated): Changes to Annual Professional Performance Review (APPR) (nysut.org)

HEDI Ratings of EPP Completers of Initial Programs 2 Years after Program Completion, by Academic Year of Program Completion

Queens, All Completers, 2022-2023
Rating Year: 2024-25
Note: This data will be made available to the EPP in Summer 2026. The EPP will update the data tables once the data is received.

HEDI Ratings of EPP Completers of Initial Programs 2 Years after Completion, by Program

2019-2020 Cohort(s) Ratings Year: 2021-22

2020-2021 Cohort(s) Ratings Year: 2022-23

2021-2022 Cohort(s) Ratings Year: 2023-24

Employer Survey – Impact on Student Learning

From 2023 – 2025, the EPP measured employer satisfaction with the preparedness of its program completers through the Employer Survey. This survey was vital in assessing how well the EPP prepared its completers to work with diverse P-12 students and their families. Employers evaluated completers’ instructional practices, their ability to work with diverse learners, their skills in establishing a positive classroom environment, and their professionalism. The survey aligned closely with the Alumni Follow-Up Survey, facilitating direct comparisons between novice teachers’ and supervisors’ perspectives.

Initially, the EPP sent the Employer Survey to employers based on contact information provided by completers in the Alumni Follow-Up Survey. However, the response rate was low with this method. To address this, beginning in the 2023-24 academic year, the EPP invited partner districts to the Queens College campus and hosted district-level principal meetings. These meetings provided opportunities to build our clinical partnerships through data sharing, collaborative discussions on clinical experiences, and completion of the Employer Survey. As a result, the EPP collected Employer Surveys from Districts 24, 29, and Queens North High School during the 2023-24 academic year.

When employers were asked “how satisfied are you with the teacher’s impact on their students’ learning growth?”, 90.5% indicated that they were either somewhat satisfied or extremely satisfied.

Alumni Follow-Up Survey – Impact on Student Learning

The Alumni Follow-Up Survey aligns with the EPP-developed Completer Survey and Employers Survey to enable data triangulation. We are currently in the process of collecting the data for 2024-2025 program completers. Based on the three cycles of data (2020-2023) in the tables, Survey results indicate that alumni report positive perceptions of their impact on student learning. Most respondents rated their impact as “satisfied” or “very satisfied,” suggesting that completers perceive themselves as contributing to student learning growth. Alumni responses reflect self-reported confidence and effectiveness in instructional practice. Survey findings show that alumni are generally satisfied with their program preparation, with responses clustering in the “satisfied” and “very satisfied” categories. This indicates that alumni perceive their programs as having prepared them adequately for their teaching responsibilities.

The 2024-2025 data will be available in the summer of 2026. The EPP will update the tables once the data is available.

Alumni Follow-Up Survey by Licensure

Alumni Impact Study

The EPP conducted the Alumni Impact Study (AIS) alongside the Alumni Follow-Up Survey and Employer Survey to gauge the influence of completers on student learning. The AIS explored how completers utilized reflective practices and data to enhance instruction and student interactions, fostering growth in academic and non-academic domains. Using interviews, artifacts, and assessments, the study employed rubrics aligned with the Queens College Teacher Portfolio Assessment (QCTPA) to track impact on student learning over time. Employing a nested case study approach, the AIS examined individual cases within a broader framework, revealing positive impacts across diverse EPP programs.

Completers who participated in the AIS demonstrated positive impacts on student learning through teaching, assessment, and reflective practice. These alumni represented diverse programs across the EPP, suggesting that the EPP’s mission and conceptual framework are integrated throughout our EPP programs.

Alumni Impact Study Data Report 2022-23, 2023-24, and 2024-25

Measure 2 (Initial & Advanced) Employer Satisfaction and Stakeholder Involvement

Employer Survey

During the 2024–2025 academic year, the EPP did not gather new Employer Survey responses, as the EPP has transitioned to an every-other-year cycle for Employer Survey data collection to allow for more intentional engagement and analysis. As a result, the next cycle of Employer Survey data will be collected and available for the 2025-26 academic year. This shift highlighted the need for a more sustainable, responsive, and impactful approach to collecting employer feedback. From 2023 – 2025, the EPP measured employer satisfaction with the preparedness of its program completers through the Employer Survey. This survey was vital in assessing how well the EPP prepared its completers to work with diverse P-12 students and their families. Employers evaluated completers’ instructional practices, their ability to work with diverse learners, their skills in establishing a positive classroom environment, and their professionalism. The survey aligned closely with the Alumni Follow-Up Survey, facilitating direct comparisons between novice teachers’ and supervisors’ perspectives.

On a scale of 1 to 10, employers rated the EPP’s effectiveness in preparing teachers for their current roles at 8, indicating high satisfaction with the educator preparation programs at Queens College. Employers also rated completers’ preparation to teach and their beliefs as teachers on a scale of 1 to 5 (with “1” being “strongly disagree” and “5” being “strongly agree”). The data shows that employers are satisfied with how the programs have prepared their teachers, with average ratings ranging from 3.61 to 4.3 for teaching preparation and 3.78 to 4.17 for beliefs as a teacher. Areas where employers rated completers slightly lower include forming partnerships with the community to optimize learning outside of the classroom, identifying and responding to the mental health needs of students, and ensuring that social inequities and biases are addressed in the classroom. Despite these lower ratings, 100% of the employers indicated they would recommend the Queens College education programs to other prospective candidates.

Please view the results of the prior EPP Employer survey for prior years at the links below.

2019 EPP Employer Survey Results
2018 EPP Employer Survey Results
2017 EPP Employer Survey Results
2017 EPP Employer Survey Open-Ended Responses

Measure 3 (Initial & Advanced) Candidates Competency at the Time of Program Completion

Teacher Certification Exams
This report contains the pass rates for EPP Completers for the certification exams required for NY State Teacher Certification. The data files were obtained from edReports ResultsAnalyzer. If a candidate took an exam more than once only the best attempt is included in the results. The data is disaggregated by Licensure Area and academic year of program completion.

EAS
In the past 3 academic years completers of an EPP Undergraduate Initial program have had an average 92% pass rate on the EAS exam. The completers of Graduate Initial programs had an overall pass rate of 97% for the past 3 academic years.

CST
The data is disaggregated for Initial and Advanced programs and by licensure area and academic year of completion. A completer may be required to take more than one exam, i.e., for Elementary Initial Certification, a candidate is required to take the MS 1-6 Part One Lit/ELA, the MS 1-6 Part Two Math, and the MS Part Three Arts & Science exams. Overall, the completers of an EPP Undergraduate Initial program had an average 89% pass rate on the CST exam for the past 3 academic years. The completers of a Graduate Initial programs have had a 94% pass rate on the CST exams. The completers of Graduate Advanced programs had an overall pass rate of 97% for the past 3 academic years.

Measure 4 (Initial & Advanced) Ability of Completers to be Hired in Positions for Which They Were Prepared

Total Queens College EPP Completers Hired by NYC DOE by Completer Year

As part of the CUNY-DOE data sharing agreement, CUNY Central annually provides the EPP with data on Queens College completers that are working as pedagogues in DOE schools. The table below contains the counts and percentages of completers that have obtained employment with the NYC DOE.

As of March 2025, 66% of the 2021-2022 Completers of an EPP program had been employed by the NYC DOE. Of the initial completers that were employed by the DOE, approximately 97% received employment within 3 years of program completion. Candidates of Graduate Advanced programs are more likely to already be employed with the NYC DOE prior to program completion.

Please note that the most recent years of data provided to the EPP are represented below. Data for 2024-2025 will be available to the EPP next year.

Count and Percent of Completers Employed by the NYC DOE by Academic Year of Completion and Licensure Area

When are Queens College EPP Completers Hired by NYC DOE in Relation to Program Completion?

2021-2024 Completers by Licensure Area

4.26