Provider/Program Name: Principal Program
End Date of Current AAQEP Accreditation Term (or “n/a” if not yet accredited): 2029
This overview describes the mission and context of the educator preparation provider and the programs included in its AAQEP review.
The College of Education and Human Development at Lamar University generates a community of collaboration through innovative curricula, scholarship, and service learning to inspire our diverse student population and to positively impact their lives and others in Southeast Texas and beyond.
Located near Houston in Beaumont, TX, Lamar University is part of the Texas State University System. Lamar University has been nationally recognized for the quality of its core curriculum and the diversity of its student body.
Our commitment to students involves providing them with broad practical skills (e.g., problem solving, critical thinking, teamwork, oral and written communication) to have an immediate impact in the workplace. The Principal Program is presented in this report.
© Association for Advancing Quality in Educator Preparation – 2025 1 Public Posting URL
Part I of this report is posted at the following web address (accredited members filing this report must post at least Part I):
https://www.lamar.edu/education/educator-preparation/aaqep.html
Table 1 shows current enrollment and recent completion data for each program included in the AAQEP review.
|
Degree or Certificate granted by the institution or organization |
State Certificate, License, Endorsement, or Other Credential |
Number of Candidates enrolled in most recently completed academic year (12 months ending 05/25) |
Number of Completers in most recently completed academic year (12 months ending 05/25) |
|
Programs that lead to initial teaching credentials |
|||
|
Total for programs that lead to initial credentials |
0 |
0 |
|
|
Programs that lead to additional or advanced credentials for already-licensed educators |
|||
|
Total for programs that lead to additional/advanced credentials |
2706 |
1380 |
|
|
Programs that lead to credentials for other school professionals or to no specific credential |
|||
|
Total for additional programs |
0 |
0 |
|
|
TOTAL enrollment and productivity for all programs |
2706 |
1380 |
|
|
Unduplicated total of all program candidates and completers |
2706 |
1380 |
|
Any programs within the AAQEP review that have been added or discontinued within the past year are listed below. (This list is required only from providers with accredited programs.)
NONE
The program performance information in Table 2 applies to the academic year indicated in Table 1.
|
A. Total enrollment in the educator preparation programs shown in Table 1. This figure is an unduplicated count, i.e., individuals earning more than one credential may be counted in more than one line above but only once here. |
|
2706 |
|
B. Total number of unique completers (across all programs) included in Table 1. This figure is an unduplicated count, i.e., individuals who earned more than one credential may be counted in more than one line above but only once here. |
|
1380 |
|
C. Number of recommendations for certificate, license, or endorsement included in Table 1. |
|
733 |
|
D. Cohort completion rates for candidates who completed the various programs within their respective program’s expected timeframe and in 1.5 times the expected timeframe. |
|
1240 (90%) candidates Completed in Expected time frame. 133 (9.6%) candidates completed within 1.5 times expected time frame. |
|
E. Summary of state license examination results, including teacher performance assessments, and specification of any examinations on which the pass rate (cumulative at time of reporting) was below 80%. |
|
Two exams are required for Texas principal certification: 1. Principal as Instructional Leader – TExES 268 exam, which is traditional standardized exam 2. Performance Assessment for School Leaders (PASL) – TExES 368 exam, which is comprised of three authentic complex tasks related to student academic improvement on the candidate’s campus. These projects are performed of a period of two to three months. Evidence of the performance assessment is provided through submitted narrative, descriptive data, video recordings, and document artifacts. The 2024/2025 passing rate for the Principal as Instructional Leader certification exam (TExES 268) was 64.9%. It should be noted that the Lamar passing rate is consistent with the state passing rate for the 2024/2025 academic year. The program will continue to pursue various strategies to increase the passing rate each year. The 2024/2025 passing rate for the PASL – TExES 368 exam was 83.96%. This rate exceeded expectations by almost four percentage points. |
|
F. Narrative explanation of evidence available from program completers, with a characterization of findings. |
|
An Exit Survey that addresses marketable skills is sent to program completers to ascertain their perceptions regarding their level of preparedness to become an effective school leader upon completion of the principal program. The number of respondents from the 2024-2025 academic year was 1377. The targeted expectation for marketable skills outcomes is a minimum of 85% of respondents indicating “Strongly Agree” or “Agree” for each statement. The Exit Survey data for the 2024-2025 academic year indicate targeted expectations were met for all surveyed marketable skills. This is a significant improvement over the past two academic years in which the Exit Survey data fell short of meeting targeted expectations for statements 5 and 8. See below for comparison. Statement 5: “My public speaking skills have improved.” • 2022-2023: Eighty percent of completers indicated “Strongly Agree” or “Agree” (47% and 33% respectively). • 2023-2024: Ninety percent of completers indicated “Strongly Agree” or “Agree” (67% and 23% respectively). • 2024-2025: Ninety-one percent of completers indicated “Strongly Agree” or “Agree” (65.94% and 25.11%, respectively). Statement 8: “I am better able to utilize technology as part of my job and/or future career.” • 2022-2023: Eighty-four percent of completers indicated “Strongly Agree” or “Agree” (54% and 30% respectively). • 2023-2024 and 2024-2025: Ninety-four percent of completers indicated “Strongly Agree” or “Agree” (67% and 27% respectively). The survey administered to candidates in their final course regarding marketable skills showed a significant increase in positive responses last year, with several areas jumping multiple percentage points. These gains have been sustained, as current data reflect consistently high levels of agreement, with the majority of respondents selecting ‘Strongly Agree’ or ‘Agree’ across all measured competencies. |
|
Exit Survey: Marketable Skills n = 1377 |
Strongly Agree |
Agree |
Somewhat Agree |
Neither Agree nor Disagree |
Somewhat Agree |
Disagree |
Strongly Disagree |
|
1. I am prepared to implement K-12 career/college readiness pathways as a major part of my work. |
72.2% |
23.65% |
3.06% |
< 1% |
< 1% |
<1% |
<1% |
|
2. I am aware of more than one model and/or indicator of cultural competence in the P-12 learning environment |
72.78% |
25.47% |
1.02% |
< 1% |
< 1% |
< 1% |
< 1% |
|
3. I have a strong foundation to understand current issues and trends within my field. |
77.29% |
21.47% |
<1% |
< 1% |
< 1% |
< 1% |
< 1% |
|
4. My written communication skills have improved. |
76.35% |
19.29% |
2.26% |
2% |
< 1% |
< 1% |
< 1% |
|
5. My public speaking skills have improved. |
65.94% |
25.11% |
5.09% |
4% |
< 1% |
< 1% |
< 1% |
|
6. I am better able to analyze issues, make decisions and overcome problems. |
76.2% |
21.83% |
1.53% |
< 1% |
< 1% |
< 1% |
< 1% |
|
7. I demonstrate originality and inventiveness to a higher level. |
64.41% |
31.51% |
3.64% |
< 1% |
< 1% |
< 1% |
< 1% |
|
8. I am better able to utilize technology as part of my job and/or future career. |
67.9% |
26.42% |
3.13% |
2.26% |
< 1% |
< 1% |
< 1% |
|
9. I am able to articulate the ethics of my field. |
72.27% |
25.91% |
2% |
< 1% |
< 1% |
< 1% |
< 1% |
|
10. I identify ways and follow through to integrate diversity into tasks and initiatives in the majority of areas of my work. |
68.41% |
28.31% |
2.11% |
< 1% |
< 1% |
< 1% |
< 1% |
G. Narrative explanation of evidence available from employers of program completers, with a characterization of findings.
An Employer Survey that addresses AAQEP Standard 2 Indicators was sent to the immediate supervisors of program completers to ascertain their perceptions regarding the completers’ level of preparedness to become an effective school leader upon completion of the principal program. The respondent rate from the 2023-2024 academic year was 12%.
The strongest indicators of preparation included the following:
• Statement 1: “Lamar University Principal Program completers [u]nderstand and engage local school and cultural communities and communicate and foster relationships with families/guardians/caregivers in a variety of communities.” Ninety-one percent of employers of completers indicated “Strong Evidence” on the survey.
• Statement 3: “Lamar University Principal Program completers [c]reate productive learning environments and use strategies to develop productive learning environments in a variety of school contexts.” Ninety-seven percent of employers of completers indicated “Strong Evidence” on the survey.
• Statement 6: “Lamar University Principal Program completers collaborate with colleagues to support professional learning.” Ninety-seven percent of employers of completers indicated “Strong Evidence” on the survey.
The weakest indicator of preparation, identified as less than 85% respondents selecting “Strong Evidence,” included the following:
• Statement 4: Lamar University Principal Program completers “[s]upport students’ growth in international and global perspectives.” Sixty-six percent of employers of completers indicated “Strong Evidence” on the survey.
|
Employer Survey: Professional Performance n = 35 |
Strong Evidence |
Limited Evidence |
Not Seen |
Opposing Evidence |
|
1. Understand and engage local school and cultural communities, and communicate and foster relationships with families/guardians/caregivers in a variety of communities |
91% |
6% |
0% |
3% |
|
2. Engage in culturally responsive educational practices with diverse learners and do so in diverse cultural and socioeconomic contexts |
86% |
14% |
0% |
0% |
|
3. Create productive learning environments and use strategies to develop productive learning environments in a variety of school contexts |
97% |
3% |
0% |
0% |
|
4. Support students’ growth in international and global perspectives |
66% |
26% |
9% |
0% |
|
5. Establish goals for their own professional growth and engage in selfassessment, goal setting, and reflection |
94% |
3% |
3% |
0% |
|
6. Collaborate with colleagues to support professional learning |
97% |
3% |
0% |
0% |
H. Narrative explanation of how the program investigates employment rates for program completers, with a characterization of findings. This section may also indicate rates of completers’ ongoing education, e.g., graduate study.
A survey was sent to program completers who completed the principal preparation program during the 2021/2022, 2022/2023, 2023/2024, and 2024/2025 academic years to ascertain the rate of completers who obtained administrator positions. Of the 573 respondents, 359 stated they had applied for administrator positions. Of those who applied for administrator positions, 285 were employed in an administrator position, or 79%.
Tables 3 and 4 report on select measures of candidate/completer performance related to AAQEP Standards 1 and 2, including the program’s expectations for successful performance and indicators of the degree to which those expectations are met.
|
Provider-Selected Measures |
Explanation of Performance Expectation |
Level or Extent of Success in Meeting the Expectation |
||||||||
|
Standard Indicator 1a: TExES 268 – Principal as Instructional Leader (PIL) Exam |
This performance measure is a required certification exam for the Texas Principal as Instructional Leader (PIL) certificate. The program expectation for successful performance indicators is a passing rate equivalent to the state’s passing rate. |
The 2024/2025 passing rate for the TExES 268 exam was 64.9%. The candidate performance met the state average. The program will continue to pursue various strategies to increase the passing rate each year. Administration Total Date
|
Standard Indicator 1b:
Key Assessment: EDLD 5352 – Instructional Leadership
This performance measure is aligned with the National Educational Leaders Preparation (NELP) Program Recognition Standard 4: Learning and Instruction and includes all components of that standard.
This assessment measures students’ proficiency in knowledge, skills, and mindsets aligned with Texas state principal standards and National Educational Leadership Preparation (NELP) Standard 4. The focus of this assessment is on high quality curricula; high quality instructional practices; effective formal and informal assessments; and evaluation of curriculum, instruction, and assessment. In addition, candidates develop an ongoing, yearlong, collaborative, comprehensive, and research-based Professional Development Plan by utilizing simulated instructional and academic data.
The program expectation for successful performance is that 90% of candidates will show mastery for each measured component in this assessment.
|
Year Data Point 1 Fall 2024 |
Year Data Point 2 Spring 2025 |
||
|
n = 695 |
NELP 4.1 98.4% NELP 4.2 97.3% NELP 4.3 96.4% NELP 4.4 94.2% |
n = 771 |
NELP 4.1 97% NELP 4.2 97% NELP 4.3 98% NELP 4.4 96% |
This assessment and other learning activities in the course were rewritten during the previous academic year with the revised course first offered in spring 2024. The data from the two cycles of assessments for SLO #4 were consistent with the first offering in spring 2024. Though the data indicate learning exceeds expectations of mastery, faculty will continue to monitor learning activities within the course to determine level of rigor, relevance, and application of knowledge and skills in a real-world setting.
For the 2025-2026 academic year, faculty will assess and update assignments, as needed, to increase depth of focus on stated learning outcomes. The objective will be to ensure these assessments accurately measure students’ capacity to apply the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.
Standard Indicator 1c:
Key Assessment: EDLD 5339 – The Principalship
This performance measure is aligned with the National Educational Leaders Preparation (NELP)
Program Recognition Standard 5: Community and External Leadership and includes all components of that standard.
These assessments measure students’ proficiency in knowledge, skills, and mindsets aligned with Texas state principal standards and
National Educational Leadership Preparation (NELP) Standard 5. The candidate assumes the role of a school principal in a hypothetical simulation to demonstrate the capacity to evaluate, develop, and implement communication, and partnerships with the greater school community that support each student's learning needs and promote the vision of the school.
The program expectation for successful performance is that 90% of candidates will show mastery for each measured component in this assessment.
|
Year Data Point 1 Fall 2024 |
Year Data Point 2 Spring 2025 |
||
|
n = 775 |
NELP 5.1 95% NELP 5.2 97% NELP 5.3 98% |
n = 647 |
NELP 5.1 94% NELP 5.2 97% NELP 5.3 98% |
Though the data continue to indicate learning exceeds expectations of mastery, faculty examined learning activities within the course to determine level of rigor, relevance, and application of knowledge and skills in a real-world setting.
For the 2025-2026 academic year, faculty will assess and update assignments to increase depth of focus on stated learning outcomes. The objective will be to ensure these assessments accurately measure students’ capacity to develop and implement datainformed strategic problem-solving strategies necessary to improve management, communication, school-level governance, and operation systems.
Standard Indicator 1d:
Key Assessment: EDLD 5333 –
Leadership for Accountability
This performance measure is aligned with the National Educational Leaders Preparation (NELP) Program Recognition Standard 1: Mission, Vision, and Improvement and includes all components of that standard.
This assessment measures students’ proficiency in knowledge, skills, and mindsets aligned with Texas state principal standards and National Educational Leadership Preparation (NELP) Standard 1. The candidate assumes the role of a school principal in a hypothetical simulation to demonstrate the capacity to utilize date to collaboratively evaluate root causes of inequities in students’ success and to collaboratively design a campus vision, mission, and plan for improvement that includes measurable, attainable, timebound goals.
The program expectation for successful performance is that 90% of candidates will show mastery for each measured component in this assessment.
|
Year Data Point 1 Summer 2024 |
Year Data Point 2 Fall 2024 |
||
|
n = 558 |
NELP 1.1 99.7% NELP 1.2 98.4% |
n = 948 |
NELP 1.1 97.9% NELP 1.2 95.3% |
The analysis of the assessment results based on
Student Learning Outcome #1 and the associated NELP components reveals several significant findings. In terms of understanding and communicating the school's mission and vision (NELP Component 1.1), both Assessment 1 and Assessment 2 consistently demonstrate high proficiency levels, surpassing the 80% mastery benchmark. Similarly, in leadership in improvement processes (NELP Component 1.2), candidates consistently display strong proficiency, meeting or exceeding mastery benchmarks.
Despite an increase in the number of candidates assessed from 558 to 948 across the two data points (Summer 2024 and Fall 2024), proficiency levels remained consistently high, indicating the program's robustness and effectiveness. Both assessments yielded proficiency rates 95% or above, highlighting the program's success in preparing candidates to meet desired standards. The evaluation method utilizes rubrics aligned with NELP Standard 1 components, ensuring alignment with program goals, and regular Inter-Rater Reliability studies enhance the reliability and validity of results.
Standard Indicator 1e:
Key Assessment: EDLD 5345 –
Human Resource Development
This performance measure is aligned with the National Educational Leaders Preparation (NELP) Program Recognition Standard 7: Building Professional Norms and includes all components of that standard.
This assessment measures students’ proficiency in knowledge, skills, and mindsets aligned with Texas state principal standards and National Educational Leadership Preparation (NELP) Standard 7. The focus of this assessment is on recruitment, hiring, retention, and ethical practices. Candidates will develop campus norms/dispositions, a teacher profile, and interview questions. In addition, candidates will develop a hiring plan that ensures ethical recruitment and hiring decisions.
The program expectation for successful performance is that 90% of candidates will show mastery for each measured component in this assessment.
|
Year Data Point 1 Summer 2023 |
Year Data Point 2 Spring 2024 |
||
|
n = 800 |
NELP 7.1 99.7% NELP 7.2 99.3% NELP 7.3 98.6% NELP 7.4 89.6% |
n = 737 |
NELP 7.1 97.1% NELP 7.2 99.4% NELP 7.3 99.7% NELP 7.4 99% |
The data for assessment 4 show a rating of meets mastery, which is in contrast to the rate of mastery in assessments 1, 2, and 3. The rate of mastery in assessments 1, 2, and 3 indicates that learning exceeds the expectations of mastery (90%). According to data of the four assessments, the lowest rate of mastery for candidates who were scored in assessment 4 is 90%.
Faculty will examine assessment 4 for the 2025-2026 academic year, and if necessary, make revisions to ensure that it more accurately gauges candidates’ ability to surpass learning outcome 3 mastery requirements. The goal of the faculty review is to ensure that assessment 4 more accurately gauges candidates’ ability to assess, create, and execute supervision, support, and evaluation systems intended to advance student learning and school improvement in a real-world context.
Standard Indicator 1f:
Disposition Survey: EDLD 5398 – Internship for Principals
This performance measure is the
Dispositions Assessment found in School Leader Internship (Martin et
al., 2022), 5 th edition. This assessment is aligned with the Professional Standards for Educational Leaders (PSEL) and consists of 38 dispositions survey questions.
A Likert Scale 1 to 4 represents the following scale levels for the Dispositions Assessment:
Strong Evidence – 4 Limited Evidence – 3
Not Seen – 2
Opposing Evidence – 1
The program expectation is that 80% of students scored at least 4 on each statement on the Likert scale.
NOTE: This expectation was revised from last academic year’s report, which stated the “expectation as 85% of students scored at least 3 or 4 on each statement on the Likert scale.” This revision was to increase rigor of program accountability as program improvements were implemented.
For the 2024/2025 academic year, the program met expectations for each disposition statement.
However, the 2022/2023 and 2023/2024 Disposition Survey data indicated seven of areas with need for improvement, five of which were related to engaging with, communicating with, or providing guidance and resources to school community stakeholders. Faculty examined curriculum and learning activities to improve candidates’ dispositions in these areas. The program continued to focus on the specific seven areas for the 2024-2025 academic school year.
Though these seven previously identified areas for improvement have met expectations for the past two academic years, the responses show these areas persist as areas in which interns are the least confident. Therefore, faculty will continue to monitor and adjust as needed in these areas.
See table below for statements identified as areas for improvement in the 2021-2022 report, which met expectations for 2022-2023, after interventions were implemented. The program focused on these specific statements for the 2023/2024 academic year and again in the 2024/2025 school year.
|
Disposition Survey n = 1370 |
||||
|
The Intern believes in, values, and is committed to: |
4 |
3 |
2 |
1 |
|
Involve families and other stakeholders in school decision-making processes |
24/25 62.1% |
24/25 31.7% |
24/25 5.4% |
24/25 0.1% |
|
23/24 62% |
23/24 32% |
23/24 6% |
23/24 0% |
|
|
22/23 65% |
22/23 30% |
22/23 4% |
22/23 0% |
|
|
+0.1 |
-0.3 |
-0.6 |
+0.1 |
|
|
Involving stakeholders in management processes |
24/25 61.2% |
24/25 32.4% |
24/25 5.7% |
24/25 0.2% |
|
23/24 59% |
23/24 35% |
23/24 6% |
23/24 0% |
|
|
22/23 67% |
22/23 29% |
22/23 4% |
22/23 0% |
|
|
+2.2 |
-2.6% |
-0.3 |
+0.2 |
|
|
Resources of the family and community needing to be brought to bear on the education of students |
24/25 67% |
24/25 27.4% |
24/25 4.9% |
24/25 0.1% |
|
23/24 68% |
23/24 28% |
23/24 4% |
23/24 0% |
|
|
22/23 74% |
22/23 22% |
22/23 3% |
22/23 0% |
|
|
-1 |
-0.6 |
+0.9 |
+0.1 |
|
|
School operating as an integral part of the community |
24/25 76.1% |
24/25 20.4% |
24/25 3.3% |
24/25 0% |
|
23/24 75% |
23/24 21% |
23/24 4% |
23/24 0% |
|
|
22/23 78% |
22/23 19% |
22/23 2% |
22/23 0% |
|
|
+1.1 |
-0.6 |
-0.7 |
0 |
|
|
Using legal systems to protect student rights and improve student opportunities |
24/25 79.1% |
24/25 15% |
24/25 5.7% |
24/25 0% |
|
23/24 79% |
23/24 17% |
23/24 4% |
23/24 0% |
|
|
22/23 83% |
22/23 14% |
22/23 3% |
22/20 0% |
|
|
+0.1 |
-2 |
+1.7 |
0 |
|
This section describes program accomplishments, efforts, and innovations (strengths and outcomes) to address challenges and priorities over the past year.
|
Notes on Progress, Accomplishment, and Innovation Accomplishments
Innovations to Address Challenges
|