301. This is an increase of 26 students over the previous year.

69. This is an increase of 5 students from the previous year.

63. This is an increase of 5 students from the previous year.

84.6% of candidates completed in the expected time frame; this is a decrease of approximately 3% over the previous year. However, 5.8% of candidates completed within 1.5 times expected time frame, which in lower than the previous year of 12.5%.

The TExES Series is required for certification by the state of Texas. Candidates must take Lamar Proficiency Exams (State Representative Exam) prior to clinical teaching. During the 2023-2024 academic year, all candidates took these exams, and many also took the state exams as well.

• The TExES 160 exam, Pedagogy and Professional Responsibilities (PPR), was taken by 73 candidates during the 2024-2025 academic year. Of the candidates who took the state exam, 59 passed, for an 81% passage rate. This is 2% points lower than the pass rate from the 2023-2024 year. We are intentionally moving toward the residency program for undergraduates, as this is the best preparation based on research data and principal survey data. Candidates going through a residency program will not take the PPR.
• The TExES 391, EC-6 core subjects exam, is taken by a majority of candidates in the department. By section, the pass rates were: ELAR-83%; FA-73%; Science-78%; mathematics-79%; and, Social Studies-71%. We continue to work on providing resources to ensure candidates are ready to pass the test. We have moved toward Mometrix for test preparation. During the 2025-2026 year, half of the candidates will take Certify Teacher and the other half will take Mometrix. We will review test data to identify trends in passing rates.
• Areas with 100% passing rates on their content exams during the 2023-2024 academic year include Physical Education EC-12 (n=4), AAFCS FACS Composite (n=1), AAFCS Hosp_Nutr_Food (n=1), EC-12 Art (n=3), EC-12 Music (n=1), 4-8 Science (n=1), American Sign Language (n=7), Deaf and Hard of Hearing (n=1), and 4-8 Core Subjects (n=1). Notably, four of five 7-12 Mathematics students passed their state exam for a pass rate of 80%.
• The TExES content exams with a passing rate below 80%, not to incorporate EC-6, include: (a) EC-12 Music, with nine of twelve students passing for a 75% passing rate; (b) 7-12 History, with two of three students passing for a 67% passing rate; (c) 4-8 Social Studies, with two of five students passing for a 40% passing rate. and (d) 4-8 ELAR, with one of two students passing for a 50% passing rate.

Ensuring students are prepared to take and pass their exams is essential to keeping students on track to enter residency or clinical teaching and ultimately take a position as a classroom teacher. Additional changes in testing procedures have been put into place, including a move toward a different test preparation pathway; and with these revisions, faculty and staff believe the passing rates across all testing areas will continue to increase.

Exit surveys are collected from each candidate in the program to determine if they feel the program has prepared them for the teaching profession, allowed them to grow as communicators, collaborators, technology users, etc.

Likert statements included:

1. I am aware of more than one model and/or indicator of cultural competence in the P-12 learning environment.
2. I have a strong foundation to understand current issues and trends within my field.
3. My written communication skills have improved.
4. My public speaking skills have improved.
5. I am better able to analyze issues, make decisions and overcome problems.
6. I demonstrate originality and inventiveness to a higher level.
7. I am better able to utilize technology as part of my job and/or future career.
8. I am able to articulate the ethics of my field.
9. I identify ways and follow through to integrate diversity into tasks and initiatives in the majority of areas of my work.
10. I would recommend this program to others.
    For the 2024-2025 academic year, one more item was added to the Likert survey:
11. I am prepared to implement K-12 career/college readiness pathways as a major part of my work.

During the 2024-2025 academic year, the program saw some upheaval. A new interim dean was appointed in November, the field director was out for three months, and the December exit surveys were not sent out. The program and college have come back stronger, and the changes that are being put into place are to benefit students. The May exit surveys reflect these changes. Candidates’ (n=41) responses during May, 2025 provide evidence that candidates feel prepared for the profession. Candidates responded to the 11 questions above using the following Likert scale:1=Strongly Disagree; 2=Disagree; 3=Somewhat Disagree; 4=Neither Agree or Disagree; 5-Somewhat Agree; 6=Agree; and 7=Strongly Agree. The two highest areas during the 2023-2024 year, with an average Likert score of 6.55, included: “My public speaking skills have improved” and “I am better able to analyze issues, make decisions and overcome problems”. During May 2025, the highest average (6.583) for graduates related to technology: “I am better able to utilize technology as part of my job and/or future career”. The next two highest areas, both with average scores of 6.536, were the same as the two highest statements from the previous year. Again, these align with a large part of the teaching profession, public speaking and decision making.

These areas were followed closely by “I am able to articulate the ethics of my field” (6.487) and “I have a strong foundation to understand current issues and trends within my field “(6.516). The lowest item on the survey, at 6.190 is “I would recommend this program to others”. This demonstrates improvement over the 2023-2024 survey, which averaged 5.78, and a significant improvement over the 2022-2023 rating of 3.27. One area that dropped from the previous year was “I have a strong foundation to understand current issues and trends within my field”. This might be understandable. The state has passed legislation that moves districts toward High Quality Instructional Materials (HQIM), and faculty are working toward determining how this district practice aligns with the previous forms of teaching students to develop lessons and differentiate instruction. Professional training for faculty is ongoing this year.

This year’s exit surveys did not have any scores below six, which is good. However, the December exit surveys were not sent out, so data is missing from the 2024-2025 exit surveys. There is still room for improvement. Specifically for program recommendation, faculty in the department would hope all students strongly agree this program to peers. In May, 2025, exit surveys revealed that 16 students would strongly recommend the program, 18 students would recommend the program, 5 students would somewhat recommend the program, and 2 students neither agreed nor disagreed that they would recommend the program. No students surveyed selected disagree or strongly disagree on the statement that they would recommend the program to others.

After their first year of experience as a certified teacher, in-service teachers are rated in four areas by their principal. Principals rate in-service teachers on Planning, Instruction, Classroom environment, and Professional Practices and Responsibilities. Principals respond to statements and rate a teacher as:

Well Prepared (Response = 3) All, Or Almost All, Of the Time the Beginning Teacher Was Able to Demonstrate a Thorough Understanding and Had the Required Knowledge and Skills.

Sufficiently Prepared (Response = 2) Most of The Time, The Beginning Teacher Was Able to Demonstrate a General Understanding and Had The Required Knowledge And Skills.

Not Sufficiently Prepared (Response = 1) The Beginning Teacher Demonstrated Limited Understanding and Had Partial Required Knowledge and Skills.

Not at All Prepared (Response = 0) The Beginning Teacher Demonstrated Little to No Understanding and Had Minimal Required Knowledge And skills.

Survey statements for each area are summarized below each narrative description of survey analysis.

In the area of Planning, students who taught for the first time during the 2024-2025 academic year were rated more poorly by principals than in the previous two years. During the 2024-2025 year, averages ranged from 2.122 to 2.34. These averages are below the averages from teachers who taught for the first time during the 2023-2024 year, where the teachers were highly rated by the principals, with average survey scores ranging from 2.4 to 2.48, an increase from the 2022-2023 year, which had a low of 2.22 and a high of 2.58.

In the 2024-2025 year, beginning teachers’ lowest average included questions 1.8, 1.9, and 1.10. These items assessed their ability to provide appropriate feedback to students, families, or other school personnel (specific, timely, and confidential), their ability to plan lessons that encourage students to persist when learning is difficult, and their ability to plan engaging questions that encourage complex or higher order thinking. Students were rated highest in their ability to design lessons that align with state content standards.

In the data from the principal survey, all candidates were listed as having gone through a clinical teaching program. However, eight residents graduated in May of 2024 and would have been included in the 2024-2025 teaching year. There was no way to distinguish the residents from the 19 elementary educators.

Although the averages were lower this year, a score of 2 by a principal means that they believe the candidate is sufficiently prepared. So even though the scores were lower for the 2024-2025 year, all candidates’ averages remained above 2. However, Lamar University would like toall averages closer to a 3, or well prepared by the program.

1.3 Instructional strategies include research-based practices.

1.4 Content/lessons are relevant to students.

1.5 Integrates technology.

1.6 Uses appropriate measures of assessment.

1.7 Uses a variety of data to plan lessons.

1.8 Provides appropriate feedback to all stakeholders.

1.9 Plans to encourage persistence.

1.10 Includes higher order thinking in instruction.

1.11 Uses appropriate student grouping.

1.12 All materials/tech align to instructional purpose.

In the area of Instruction during the 2024–2025-year, first year teachers were scored lower in instruction than in planning, with averages ranging between 2.073 to 2.243. These scores are significantly lower than the 2023-2024 year, where principals scored teachers between 2.37 to 2.51. The 2022–2023-year averages from principals ranged from a low of 2.22 to a high of 2.52, which are higher than the present surveys.

In the 2024-2025 year, beginning teachers were rated the highest in their ability to demonstrate connections between the learning objectives and other disciplines, and their ability to use technology when appropriate to the lesson (to the extent

technology was available at the school). The area needing attention, with an average score of 2.073, was their ability to maintain student engagement by adjusting instruction and activities based on student responses and behavior.

Faculty are revising curriculum to align with each T-TESS dimension to prepare preservice teachers to be more effective.

2.1 Use content pedagogy that aligns with state standards.

2.2 Explain content accurately in multiple ways.

2.3 Connect content across disciplines.

2.4 Provide for multiple ways of thinking.

2.5 Use technology when appropriate to the lesson.

2.6 Differentiate instruction.

2.7 Monitor participation and performance.

2.8 Work with diverse learners.

2.9 Work with diverse parent and school/community population.

2.10 Collect student progress data during instruction.

2.11 Adjust a lesson in progress based on data collected.

2.12 Maintain student engagement in lessons based on behavior and responses.

2.13 Lesson time appropriate from introduction to closure.

In the area of Classroom Environment, beginning teachers’ average scores ranged from 2 to 2.3, a significant decrease from the previous two years of principal survey data, where scores ranged from 2.428 to 2.68 (2023-2024) and 2.38 to 2.61 (2022-2023). Candidates receive a lot of instruction in preparing effective learning environments to address the needs of all learners.

In the 2024-2025 year, the lowest average in classroom environment was a repeat from the previous year, with principals noting candidates struggling to maintain clear behavior expectations (average=2). Organizing a safe classroom had the highest average of 2.3, a decrease from the 2023-2024 year, which had a high of 2.68. Faculty have spent the 2024-2025 calendar year working on curriculum alignment with T-TESS ratings. Trademark assessments for each T-TESS dimension are going to be piloted during spring, 2026. However, it will be several years before these students complete their first year of teaching and faculty have data to show their hard work is preparing effective educators.

3.1 Organize a safe classroom.

3.2 Organize a learning environment accessible for all learners.

3.3 Organize a classroom with clear and efficient procedures.

3.4 Establish clear behavior expectations.

3.5 Maintain clear behavior expectations.

3.6 Effectively implement campus behavior policies.

3.7 Provide support for students to meet behavior expectations.

In the area of Professional Practices and Responsibilities, candidates’ average scores ranged from 2.21 to 2.439, again a significant drop from the 2023-2024 year, where scores were between 2.485 to 2.71. Likewise, the present averages are lower that the 2022-2023 data, where averages ranged from 2.38 to 2.63.

In the 2024-2025 data, the highest average included item 4.3 (q35), which is notable because it ensures teachers are advocating for the needs of the students in the classroom. The two lowest areas included teacher’s ability to reflect on his/her strengths and professional learning needs, and their ability to prioritize goals to improve professional practice and student performance.

Faculty will continue to target these areas to ensure students’ academic performance increases.

4.1 Follows district expectations for professional standards

4.2 Adheres to code of ethics for Texas educators.

4.3 Student advocate

4.4 Reflects on strengths and professional learning needs

4.5 Uses data sources and feedback to set goals

4.6 Prioritize goals to improve practice and student performance

Two additional areas were reviewed, and these two principal survey items (q51 & q52) demonstrate that students were not as well prepared through Lamar University’s program this year over last year. Likewise, Lamar University first year teacher’s influence on student achievement declined. In the data from the 2024-2025 first year teacher performance, averages were broken down by all candidates, certification level, gender and race. (Figures 5-8). In the area of influence on student’s academic achievement, Latina females outperformed all others with an average of 8 out of 10. While the number of Latina females was small (n=2), it was a significant difference. One secondary Latina female scored 9/10 and the other all-level Latina scored 7/10. The next highest performing groups included: (a) all-level teachers (n=13), with a high of 7.307; (b) females (n=33) 6.848 out of ten; (c) black teachers(n=5), with an average of 6.8 out of ten. The average of all beginning teachers was 6.707. The lowest performing group was Latino males (n=2), with an average of 5 out of 10. One elementary Latino male scored 3/10 and the secondary Latino male score 7/10. Beginning elementary teachers scored lower than secondary and all-level teachers. This is an area of focus.

Principals scored 19 students as well prepared, 15 students as sufficiently prepared, and one student as not sufficiently prepared during the 2023-2024 year.

Principals scored 13 students as well prepared, 25 students as sufficiently prepared, two students as not sufficiently prepared, and one student as not at all prepared during the 2024-2025 year.

Principals scored eight teachers as excellent, eight teachers as very good, 12 teachers as good, three teachers as average, and four teachers as below average but likely to improve on the 2023-2024 survey.

Principals scored two teachers as excellent, 12 teachers as very good, 13 teachers as good, eight teachers as average, and three teachers as below average but likely to improve, two teachers as well below average, and one teacher as unacceptable on the 2024-2025 survey. This is an area for improvement.

Lamar University Candidates’ email is not an effective means of communication after graduation because the email is closed approximately six months after graduation. Shortly before graduation, candidates’ personal email is requested so that the program can follow up to obtain information about their career in the teaching profession (i.e., teaching position, school, grade level, retention in the field, advanced credentials, etc.). However, if candidates: (a) choose not to respond to a message sent to a Gmail/yahoo/other email account, (b) move out of the city or state, or (c) close an email account, it may be hard to track candidates post their first year of teaching.

During the 2024-2025 academic year, graduates received a survey asking whether candidates had secured a teaching position, and 62 candidates responded. Of those, 24 responded yes, they had a teaching position. The other 38 candidates responded no, they had not secured a teaching position. However, they may have secured a position since that time. Following up with candidates is an ongoing area of development for this program. Likewise, graduates receiving emails may opt not to respond or an email may have been cancelled/kicked back due to an error.

I. Explanation of how the staffing capacity for program delivery and administration and quality assurance system monitoring have changed during the reporting year, if at all, and how capacity matches the current size of the program.