SUNY Brockport Title II Report Card Information

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2022 Report (2020-2021 Academic Year Data)

In accordance with the accountability provisions of the Higher Education Act, Brockport publishes information contained in the Title II report for its programs, including pass rates and scaled scores of its candidates’ performance on certification exams. This page includes the information required by Title II.

Pass Rates & Scaled Scores

The following table includes New York State teacher certification exam data for SUNY Brockport education program completers. Data are aggregated by graduating cohort. Please note that where a program graduated fewer than 10 candidates in a year, the three most recent years’ data are combined. State-wide data are also provided as a benchmark.

Assessment & Graduating Cohort Brockport Number Taking Tests Brockport Pass Rate Brockport Average Scaled Score State Average Scaled Score (State Pass Rate)
EAS, 2020-2021 141 131 (92%) 526.59 531.7 (95%)
EAS, 2019-2020 122 112 (91%) 529.64 529.9 (95%)
EAS, 2018-2019 111 97 (87%) 524.06 528.1 (95%)
BEA Spanish, 2018-2021 8 low n low n 254.0 (96%)
MS 1-6 Part 1, 2020-2021 34 33 (97%) 541.59 542.5 (92%)
MS 1-6 Part 1, 2019-2020 36 35 (97%) 543.06 542.6 (95%)
MS 1-6 Part 1, 2018-2019 26 26 (100%) 540.73 541.8 (95%)
MS 1-6 Part 2, 2020-2021 30 28 (93%) 549.37 542.5 (90%)
MS 1-6 Part 2, 2019-2020 33 31 (93%) 545.7 542.9 (92%)
MS 1-6 Part 2, 2018-2019 28 27 (96%) 545.14 541.8 (93%)
SBL Part 1, 2020-2021 11 9 (81%) 539.09 539.9 (94%)
SBL Part 1, 2019-2020 18 18 (100%) 540.94 536.6 (95%)
SBL Part 1, 2018-2019 38 37 (97%) 545.89 538.6 (95%)
SBL Part 2, 2020-2021 13 12 (92%) 548.69 548.2 (97%)
SBL Part 2, 2019-2020 22 22 (100%) 550.59 543.7 (97%)
SBL Part 2, 2018-2019 37 36 (97%) 550.43 543.2 (98%)
SDL Part 1, 2020-2021 16 16 (100%) 243.25 243.4 (96%)
SDL Part 1, 2019-2020 25 24 (96%) 245.2 242.3 (97%)
SDL Part 1, 2018-2019 46 46 (100%) 252.5 247.5 (98%)
SDL Part 2, 2020-2021 15 15 (100%) 246.67 246.3 (97%)
SDL Part 2, 2019-2020 27 25 (93%) 247.18 242.4 (97%)
SDL Part 2, 2018-2019 43 42 (98%) 253.76 245.6 (98%)
SDBL Part 1, 2018-2021 20 20 (100%) 257.15 249.2 (90%)
SDBL Part 2, 2018-2021 19 19 (100%) 261.2 241.2 (87%)
English CST, 2018-2021 28 27 (96%) 546.6 538.3 (85%)
French CST, 2018-2021 1 low n low n 564.4 (100%)
ESOL CST, 2020-2021 16 16 (100%) 567.75 556.1 (97%)
ESOL CST, 2019-2020 16 16 (100%) 562.69 554.2 (97%)
Spanish CST, 2018-2021 2 low n low n 566.0 (99%)
Health CST, 2020-2021 14 14 (100%) 549.29 540.4 (87%)
Health CST, 2019-2020 14 12 (85%) 553.5 544.1 (93%)
Health CST, 2018-2019 11 10 (91%) 534.63 541.2 (91%)
Literacy CST, 2018-2021 37 35 (95%) 552.2 545.6 (91%)
Math CST, 2018-2021 24 24 (100%) 554.46 533.0 (75%)
MS 7-12 Part 1, 2020-2021 24 23 (95%) 549.38 537.3 (79%)
MS 7-12 Part 1, 2019-2020 34 33 (97%) 554.97 540.8 (88%)
MS 7-12 Part 1, 2018-2019 27 26 (96%) 550.81 539.3 (89%)
MS 7-12 Part 2, 2020-2021 23 21 (91%) 557.78 543.6 (88%)
MS 7-12 Part 2, 2019-2020 32 31 (96%) 559.34 544.1 (91%)
MS 7-12 Part 2, 2018-2019 19 19 (100%) 557.58 532.2 (69%)
MS Part 3, 2020-2021 57 56 (98%) 566.19 556.6 (97%)
MS Part 3, 2019-2020 65 65 (100%) 571.46 556.5 (97%)
MS Part 3, 2018-2019 50 50 (100%) 569.9 557.0 (98%)
Physical Ed. CST, 2020-2021 59 57 (96%) 550.46 543.5 (92%)
Physical Ed. CST, 2019-2020 42 41 (97%) 552.62 545.0 (95%)
Physical Ed. CST, 2018-2019 40 40 (100%) 550.67 543.2 (94%)
Biology CST, 2018-2021 4 low n low n 547.5 (89%)
Chemistry CST, 2018-2021 3 low n low n 553.5 (93%)
Earth Science CST, 2018-2021 4 low n low n 548.7 (90%)
Physics CST, 2018-2021 2 low n low n 544.7 (88%)
Social Studies CST, 2020-2021 15 14 (93%) 550.33 546.7 (92%)
Social Studies CST, 2019-2020 14 13 (92%) 553.93 545.9 (94%)
Social Studies CST, 2018-2019 19 19 (100%) 548.21 546.3 (96%)
Students with disabilities CST, 2020-2021 65 60 (92%) 544.06 544.3 (92%)
Students with disabilities CST, 2019-2020 69 66 (95%) 545.78 545.0 (94%)
Students with disabilities CST, 2018-2019 50 48 (96%) 548.5 544.5 (94%)

Summary pass rates

This table shows the pass rate for students that attempted all exams appropriate to their certification titles:

Cohort Number Taking Tests (Number passing tests) Pass Rate %
All program completers, 2019-20 92 (80) 87%
All program completers, 2018-19 94 (81) 86%
All program completers, 2017-18 147 (132) 96%

Program Information

A list of teacher preparation programs at SUNY Brockport are available online.

Criteria for admission and graduation are stated on program webpages.

Clinical Experience Information

The average number of hours of supervised clinical experience required for those in the program prior to student teaching is 131.3 (average number of clock hours required prior to student teaching varies from 100-150, depending on the program). The number of clock hours required for student teaching is 600. The number of full-time equivalent faculty supervising clinical experience is 18. The number of full-time equivalent faculty supervising clinical experience is 34. The number of cooperating teachers/K-12 staff supervising clinical experience during this academic year was 641. The number of students in supervised clinical experience during this academic year was 478.

Enrollment information

The table below shows the number of enrolled candidates, and the number of program completers for the academic year:

Gender or Race/Ethnicity Number of Enrolled Candidates (Number of Program Completers)
Male 432 (87)
Female 490 (103)
Non-Binary/Other 0 (0)
No Gender Reported 0 (0)
American Indian or Alaska native 8 (1)
Asian 12 (3)
Black of African America 61 (8)
Hispanic/Latino of any race 14 (1)
Native Hawaiian or Other Pacific Islander 0 (0)
White 728 (166)
Two or more races 51 (6)
No Race/Ethnicity Reported 48 (5)
Total 922 (190)

The table below shows the number of program completers for the academic year, disaggregated by subject and area of certification or licensure:

Subject & Area of Certification Number of Completers
Special Education 112
Elementary Education 45
ELA 21
Foreign Language 1
Mathematics 14
Physical Education 78
Science Education 10
Social Studies 21
Biology 5
Chemistry 3
Earth Science 2

The table below shows the number of program completers for the academic year, disaggregated by academic major:

Academic Major Number of Completers
Teacher Education – English/Language Arts 8
Teacher Education – Foreign Language 1
Teacher Education – Mathematics 6
Teacher Education – Physical Education 78
Teacher Education – Social Studies 7
Teacher Education – Biology 3
Teacher Education – Chemistry 1
English Language/Literature 25
Biological and Biomedical Sciences 2
Mathematics and Statistics 12
Multi/Interdisciplinary Studies 6
Health Professional and Related Clinical Services 16
History 21
Chemistry 2
Earth Science 2

Assurances

Brockport teacher preparation programs assure the following:

  • Program preparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and recruitment trends.
  • Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom.
  • Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects.
  • Prospective general education teachers are prepared to provide instruction to students with disabilities.
  • Prospective general education teachers are prepared to provide instruction to limited English proficient students.
  • Prospective general education teachers are prepared to provide instruction to students from low-income families.
  • Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable.

Description of the activities Brockport has implemented to meet the assurances provided:

The Professional Education Unit maintains an Advisory Board comprised of representatives of local educational agencies and schools to help identify local needs, and to ensure programs prepare candidates for challenges they face in the field. Special education candidates complete either the childhood inclusive or adolescence inclusive education program. Both of these programs require that the candidates complete an academic major in one of the core academic subjects, and all programs include coursework in all core academic subjects. All childhood inclusive and adolescence inclusive education students complete coursework to prepare for certification in students with disabilities. The childhood inclusive and adolescence inclusive programs include methods of instruction, and accompanying field experiences and student teaching that prepare our candidates to provide instruction to students with limited English proficiency, students from low-income families, and both urban and rural students.

Annual Goals

Mathematics education program(s) annual goal:

To grow the mathematics education program, the College will add flexibility to the programs by proposing a single certification program and dual certification majors for mathematics education.

Goal progress, strategies used & steps to improve performance or lessons learned:

The College has proposed new majors for mathematics education programs.

Science education program(s) annual goal:

Increase enrollment in the science education programs.

Goal progress, strategies used & steps to improve performance or lessons learned:

We reached maximum capacity (course caps) in 2019-2020 via recruitment to undergraduate science majors. We implemented direct marketing thru "THINK ABOUT TEACHING SCIENCE" flyers at open house.

Special Education program(s) annual goal:

To maximize the number of candidates who complete all program requirements for SWD certification in childhood and adolescence.

Goal progress, strategies used & steps to improve performance or lessons learned:

All childhood inclusive and adolescence inclusive education students complete coursework that prepares them for certification in students with disabilities. Candidates are also advised multiple times throughout their program on how to apply for students with disabilities certification.

Preparation of teaching limited English proficient students annual goal:

To continue to increase the number of students enrolled in and completing ESOL and Bilingual programs.

Goal progress, strategies used & steps to improve performance or lessons learned:

Yes, we had adjuncts teach extra courses that were beyond faculty capacity, so that we would have space in our programs. We also accepted most applicants as long as they met requirements and we felt they would be successful in our programs and be good ESOL/ENL teachers. It is our desire to serve the public and to welcome a variety of students to our programs.

Low Performing

  • SUNY Brockport programs are currently accredited by CAEP.
  • SUNY Brockport programs are not designated as “low performing” by the state.

Use of Technology

SUNY Brockport programs prepare teachers to integrate technology effectively into curricula and instruction, use technology effectively to collect data to improve teaching and learning, use technology effectively to manage data to improve teaching and learning, and use technology effectively to analyze data to improve teaching and learning.

The integration of technology into curriculum & instruction, including the principles of design for learning, is assessed via a unit plan assessment, student teaching evaluation, exit surveys, and Advisory Board feedback in all programs. There are also program-specific course assessments that assess candidates' abilities with technology. Data from these assessments are analyzed annually by Education programs' faculty and staff, who then implement changes to improve candidate performance. Data are posted publicly on the Brockport Professional Education Unit's website. Overall, data indicate candidates are successful in implementing technology into instruction.

Teacher Training

Below are descriptions of the activities that prepare general education teachers to:

  1. Teach students with disabilities effectively
    All general education programs have required coursework in special education. In field experience or student teaching, all students are required to work with children with special learning needs. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator.
  2. Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act.
    In Adolescence and Childhood Inclusive Programs, IEP team function is a part of the special education core curriculum (9 credits of coursework focusing on foundations, methods, and assessment of students with disabilities, plus 6-9 credits of additional coursework focusing on inclusive pedagogy in the content areas). Teacher candidates also take the students with disabilities CST. They also take a 50 hour field experience in students with disabilities.
  3. Effectively teach students who are limited English proficient.
    Teacher candidates are required to work with students of limited English proficiency in field experience and student teaching. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator.
  4. Teach students with disabilities effectively
    All general education programs have required coursework in special education. In field experience or student teaching, all students are required to work with children with special learning needs. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator.
  5. Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act.
    In Adolescence and Childhood Inclusive Programs, IEP team function is a part of the special education core curriculum (9 credits of coursework focusing on foundations, methods, and assessment of students with disabilities, plus 6-9 credits of additional coursework focusing on inclusive pedagogy in the content areas). Teacher candidates also take the students with disabilities CST. They also take a 50 hour field experience in students with disabilities.
  6. Effectively teach students who are limited English proficient.
    Teacher candidates are required to work with students of limited English proficiency in field experience and student teaching. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator.

Last Updated 7/21/22