Texas A&M International University

ASSESSMENT REPORT

FOR

Bachelor of Science Degree in Early Childhood Education/Bilingual Education Specialization (BS)
Instructional Degree Program

Fall 2003
Assessment Period Covered

February 13, 2004
Date Submitted

Expanded Statement of Institutional Purpose Linkage:
Institutional Mission Reference:
Texas A&M International University, a Member of The Texas A&M University System, is committed to the preparation of students for leadership roles in their chosen profession and in increasingly complex, culturally diverse state, national, and global society…Through instruction, faculty and student research, and public service, Texas A&M International University is a strategic point of delivery for well-defined programs and services that improve the quality of life for citizens of the border region, the State of Texas, and national and international communities.

College/University Goal(s) Supported:
The mission of the College of Education at Texas A&M International University is to provide for educators a comprehensive and coherent professional development system that links all aspects of the educational profession. Through educational experiences provided by this system, educators will be prepared to provide learner-centered instructional experiences that promote excellence and equity for all students in the field.

Intended Educational Support Objectives:
1. Students completing the undergraduate Bilingual (ECE-4) program will compare favorably in academic proficiency in the first and second language with students in similar programs statewide.

2. Students completing the Bilingual (ECE-4) program will meet or exceed the expectancy level required for state certification in the knowledge and skills of language development in dual language environments.

ASSESSMENT REPORT

FOR

Bachelor of Science Degree in Early Childhood Education/Bilingual Education Specialization (BS)
Instructional Degree Program

Fall 2003
Assessment Period Covered

February 13, 2004
Date Submitted

Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed. The intended outcome should be restated in the box immediately below and the intended outcome number entered in the blank spaces.

1. Students completing the undergraduate Bilingual (ECE-4) program will compare favorably in academic proficiency in the first and second language with students in similar programs statewide.

First Means of Assessment for Outcome Identified Above:
1a. Means of Program Assessment & Criteria for Success:
Students in the bilingual program (Bil/ECE-4) seeking teacher certification will score 80% or better on the Bilingual/ECE-4 Texas Examinations of Educator Standards (TExES), Domain I, used to demonstrate preparedness to teach in Texas public schools.

1a. Summary of Assessment Data Collected:
(N=21) The overall average score obtained from students completing their course work in the Fall semester 2003 scored 77.10% in the Texas Examinations of Educator Standards (TExES). This is short of the targeted 80% goal, however, there were two (2) outliers in the average. These two (2) scores were not the within the normed range of the other nineteen (19) scores. In withdrawing the two (2) outliers, the average score is 79%, which is 1% short of the targeted goal.

1a. Use of Results to Improve Unit Services:
Bilingual education courses were newly designed to prepare students with a stronger base in dual language proficiency as well as in content. These courses were designed to meet the demands of the new statewide certification exam, TExES, however, with the reduction of hours from the bilingual program to accommodate the state’s request to shorten the number of hours required in degree plans, more competencies had to be subsumed into the remaining bilingual courses. More emphasis needs to be placed on the TExES competencies and how they are aligned with the Bilingual-ECE-4 courses to ensure that students become competent bilingual teachers.

Second Means of Assessment for Outcome Identified Above:
1b. Means of Program Assessment & Criteria for Success:
Students completing the undergraduate bilingual program (EC-4) will demonstrate proficiency in the first (L1) and the second language (L2) as indicated by the Bilingual Education Language Rubrics.

1b. Summary of Assessment Data Collected:
The rubrics inclusive of the language proficiency requirements for the College of Education for Bilingual education majors indicated the following: The passing rate of bilingual education majors is 100% for Spanish language proficiency as measured by the Texas Oral Proficiency Test (T.O.P.T); 100% pass rate for the education students in the English language written proficiency as measured by the Rising Junior Exam (RJE); 100% for the oral language proficiency in English as measured by the Speaking Proficiency of English Assessment Kit (S.P.E.A.K).; and 100% as measured by the Texas Academic Skills Program (TASP) 260 for reading comprehension in English.

1b. Use of Results to Improve Unit Service:
(1) The data indicate those students graduating from the College of Education with a Major in EC-4 Bilingual had to meet the language proficiency requirements before exiting from the program. The results, although they indicated a 100% pass rate, appear to present a disparity between the Examination for the Certification of Educators in Texas (ExCET) and Texas Examinations of Educator Standards (TExES) Measures of departmental language proficiency need to correlate more closely with state certification exams.

ASSESSMENT REPORT

FOR

Bachelor of Science Degree in Early Childhood Education/Bilingual Education Specialization (BS)
Instructional Degree Program

Fall 2003
Assessment Period Covered

February 13, 2004
Date Submitted

Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed. Intended outcome should be restated in the box immediately below and the intended outcome number entered in the blank spaces.

First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:
Students in the bilingual (ECE-4) program seeking teacher certification will score 70% or better in Domain II of the Texas Examinations of Educator Standards, TExES, used to demonstrate preparedness to teach in Texas public schools.

2a. Summary of Assessment Data Collected:
(N=21) The overall average score obtained from students completing their course work in the FALL semester 2003 scored 64% in the Texas Examinations of Educator Standards (TExES). This is short of the targeted 70% goal, however, there were two (2) outliers in the average. These two (2) scores were not the within the normed range of the other nineteen (19) scores. In withdrawing the two (2) outliers, the average score is 68.2%, which is 1.8% short of the targeted goal.

2a. Use of Results to Improve Unit Services:
Bilingual education courses were designed to prepare students with a stronger base in dual language proficiency and course content, which were intended to meet the demands of the new statewide certification exam, TExES. Students completing their course work appear to be performing below the expectations for the English Language Arts and Reading which is approximately 21% of the entire TExES measure. This may be an indication that the new courses are not yet aligned to the eight standards under Domain II.

Second Means of Assessment for Outcome Identified Above:
2b. Means of Program Assessment & Criteria for Success:
TExES is the only measure to be utilized to measure this objective.

2b. Summary of Assessment Data Collected:
(N=21) The overall average score obtained from students completing their course work in the FALL semester 2003 scored 64% in the Texas Examinations of Educator Standards (TExES). This is short of the targeted 70% goal, however, there were two (2) outliers in the average. These two (2) scores were not the within the normed range of the other nineteen (19) scores. In withdrawing the two (2) outliers, the average score is 68.2%, which is 1.8% short of the targeted goal.

2b. Use of Results to Improve Unit Service:
The data indicate those students graduating from the College of Education with a major in ECE-4 Bilingual had to meet the language proficiency requirements before exiting from the program. The results, although they indicated a 100% pass rate, appear to present a disparity between the Examination for the Certification of Educators in Texas (ExCET) and Texas Examinations of Educator Standards (TExES) Measures of departmental language proficiency need to correlate more closely with state certification exams.