State Survey on Teacher Preparation Programs

U.S. Government Accountability Office

Survey Scope

This survey collects information related to traditional and alternative teacher preparation programs (TPP) that prepare prospective teachers for initial licensure. Other types of educator preparation programs, such as principal training programs and advanced training programs for teachers, are outside the scope of the study.

The survey is organized into the following sections:

	I.	State Oversight Offices and Agencies
	II.	Approval Process for TPPs
	III.	Identifying TPPs as "Low Performing"
	IV.	Identifying TPPs as "High Performing"
	V.	Licensing Requirements
	VI.	TPP Alignment with College and Career Ready Standards
	VII.	Role of Federal Reporting Requirements and the U.S. Department of Education
	VIII.	Contact Information

Survey Instructions

We selected you as the initial point of contact for this survey because of your role in submitting HEA Title II information. However, please email us if another official is better positioned to coordinate your state's official response to this survey. As needed, please consult with staff from other state offices, departments, or agencies that play a role in overseeing teacher preparation programs (TPPs) or teacher licensing.

Please complete this survey based on your state's experience overseeing TPPs. Unless otherwise noted, please respond based on practices or conditions that were in place at the beginning of academic year (AY) 2014-2015. As directed in U.S. Department of Education guidance on HEA Title II reporting requirements, the beginning of AY 2014 is September 1, 2014.

Please complete and return this survey by November 21st.

(View responses)

Survey Definitions

	Since terms differ across states, when responding to this survey, please refer to the following definitions to ensure consistency across survey responses. Teacher preparation program (TPP): A state-approved course of study, the completion of which signifies that an enrollee has met all the state's educational and/or training requirements, for an initial certification or licensure to teach in the states' elementary, middle or secondary schools. A TPP may be either a traditional or an alternative route to a teaching license, as defined by the state. Also, it may be publicly or privately funded and within or outside an institution of higher education (IHE). • Unless otherwise noted, "TPP" is an umbrella term that includes both of the following: Provider: IHE or other organization with one or more individual programs of the same type (either traditional or alternative). In cases where an IHE offers both traditional and alternative individual programs, please consider the IHE to be two providers. Individual program: Specific course of study to train prospective teachers for initial licensing. Some states also refer to individual programs as "sub-programs", "specialty programs," or "endorsement programs." A provider may have one or more individual programs of the same type (either traditional or alternative). • For this survey, only respond based upon TPPs that prepare teaching candidates who are new to the profession. TPPs or other types of educator preparation programs that are only focused on principals, veteran teachers, or other educational professionals are outside the scope of our study. • When defining TPPs as "traditional" or "alternative," please use the definitions you use for HEA Title II reporting requirements. We are interested in both alternative programs that are IHE-based and not IHE-based. State oversight: Actions taken by a state to ensure or support TPP quality. Examples of oversight may include: approving TPPs to recommend teaching candidates for licensure, providing technical assistance, or collecting and reporting data. State staff or officials: Permanent state employees or contractors who conduct work for the state. TPP approval process: State process that allows a TPP to operate and recommend teaching candidates for licensure in the state. The steps in this process may occur within a single year or over the course of a multi-year approval cycle. The approval process includes decisions for new TPPs and decisions to reapprove or renew approval for existing TPPs. Accreditation organizations: The three national organizations that review and accredit TPPs. The Council for the Accreditation of Educator Preparation (CAEP) is the new accrediting organization for TPPs, but some TPPs may still hold accreditation from its predecessor organizations; the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC). Licensing: Licenses, credentials, or certificates issued to teaching candidates. Initial licenses: The first licenses issued to an individual for teaching, as defined by your state for HEA Title II reporting requirements. College and career ready (CCR) standards: CCR standards may include Common Core State Standards, college and career ready standards developed by your individual state, or standards that are informed by the Common Core State Standards but have been modified by your individual state. HEA Title II reports and reporting requirements: Reporting requirements for IHEs and states under Title II of the Higher Education Act of 1965, as amended (HEA). Unless otherwise noted, this includes information required for both the Institutional and Program Report Cards (IPRC) under section 205(a) and the State Report Cards (SRC) under section 205(b) of the HEA. See the attached links for a reference copy of the Institutional and Program Report Card template click here and the State Report Card template click here.

	(View responses)

Section I: State Oversight Offices and Agencies

1.	Which state government entities are responsible for one or more aspects of overseeing TPPs? (For example, by approving TPPs, identifying low performing TPPs, or developing TPP standards) (check all that apply)

		State department of education
		State board of education
		State independent standards board
		Other state government entity (describe below)
		Not applicable - the state does not oversee TPPs
	(View responses)

	Describe the 'other' state government entity that is responsible for one or more aspects of overseeing TPPs:

	(View responses)

2.	Which state government entities are responsible for one or more aspects of licensing new teachers? (select all that apply)

		State department of education
		State board of education
		State independent standards board
		Other state government entity (describe below)
		Not applicable
	(View responses)

	Describe the 'other' state government entity that is responsible for one or more aspects of licensing new teachers:

	(View responses)

3.	Many states differentiate between "alternative" and "traditional" teacher preparation programs. How, if at all, does your state define "alternative" programs for the purpose of HEA Title II reporting requirements?

	(View responses)

Section II: Approval Process for TPPs

	Does your state make approval decisions for any alternative programs?

			Yes →
			No →
	(View responses)

	Several questions in this survey ask you to provide answers separately for traditional and alternative programs. Please respond to the questions separately for each of these program types, even if your responses are the same.

	(View responses)

	Several questions in this survey ask separately about traditional and alternative programs. Please skip the questions about alternative programs.

	(View responses)

4.	In cases where a provider offers more than one individual program of the same type (traditional or alternative), for which of the following does the state make approval decisions? (check one response)

		Not applicable (no providers offer more than one individual program of the same type)
		State makes decisions for individual programs only
		State makes decisions for providers only
		State makes decisions for both providers and individual programs
		State does not makes decisions for either individual programs or providers (Click here to skip to Question 14)
		Decision-making process varies (explain below)
		Don't know
	(View responses)

	If the process varies, please provide a description of the approval decision making process:

	(View responses)

5.	Are traditional or alternative TPPs required to undergo the following types of review, accreditation, or recognition in order to receive state approval to prepare and recommend candidates for initial licensure? (Include requirements that pertain to providers and/or individual programs.) (In each row, check for both traditional and alternative programs.)

	(View responses)

Traditional TPPs

Alternative TPPs

	Review by state officials
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs (e.g. for TPPs of a certain size or sector)
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	Accreditation by CAEP, NCATE or TEAC
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs (e.g. for TPPs of a certain size or as an alternative to all or part of the state review)
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	Recognition by relevant subject-specific organizations (e.g., the National Council of Teachers of English)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs (e.g. for certain types of individual programs or as an alternative to part of the state review)
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

6.	If you checked "yes, for some traditional TPPs" in any of the columns for question 5, please describe how the process differs across traditional TPPs.

	(View responses)

7.	If you checked "yes, for some alternative TPPs" in any of the columns for question 5, please describe how the process differs across alternative TPPs.

	(View responses)

8.	Does your state take the following steps as part of the approval process for traditional or alternative TPPs. Include requirements that pertain to providers and/or individual programs. (In each row, check for both traditional and alternative programs)

	(View responses)

State Action

Traditional TPPs

Alternative TPPs

	a) Considers decisions made, or evidence collected, by CAEP, NCATE, TEAC and/or relevant professional associations
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	b) Reviews TPPs' administrative practices, such as its data privacy safeguards and financial well-being.
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	c) Assesses TPP against state-developed standards for TPPs (i.e. TPP approval standards)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	d) Assesses TPP against state-developed teaching standards (i.e. standards for teachers)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	e) Assesses TPP against external teacher and/or TPP (such as standards from the Interstate Teacher Assessment and Support Consortium (InTASC))
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	f) Assess TPP alignment with state's k-12 academic content standards
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	g) Reviews syllabi or other course material
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	h) Observes courses or clinical experiences during a site visit to the TPP
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	i) Interviews TPP faculty, staff, and/or administrators
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	j) Reviews data about TPPs (such as TPP enrollment or performance information)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	k) Other (please specify below)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	If your state takes other steps as part of the approval process for traditional or alternative programs, describe them here:

	(View responses)

9.	If you answered 'Yes, for all' or 'yes for some' to item 'j' above, which of the following types of data do you review? (In each row, check for both traditional and alternative programs)

	(View responses)

Type of Data

Traditional TPPs

Alternative TPPs

	a) Results of teaching candidate performance assessments from pre-service clinical practice (e.g. EdTPA)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	b) Analysis of k-12 student assessment results to measure teacher effectiveness (when the recent TPP completer teaches in a public school within your state)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	c) Teacher evaluation results for recent TPP completers (when the recent completer teaches in a public school within your state).
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	d) Results of k-12 student assessments and/or recent TPP completers' teacher evaluations (when the recent completer teaches in a private school within your state)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	e) Results of k-12 student assessments and/or recent TPP completers' teacher evaluations (when the recent completer teaches in a public or private school in another state)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	f) Surveys of some or all recent TPP completers' satisfaction with the preparation they received from the TPP
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	g) Surveys of some or all k-12 schools' satisfaction with the performance of recent TPP completers (completed by principals, district personnel, or others)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	h) Licensure assessment pass rates
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	i) TPP graduation and/or completion rates
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	j) TPP completer placement rates
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	k) Amount or proportion of TPP completers who stay in the teaching field
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	l) Other (specify below)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know
	(View responses)

	If you indicated that your state other types of data, describe them here:

	(View responses)

10.	Approximately how much of the data that your state reviews about TPPS (listed in Question 9 above) is publicly available through a state source such as an agency's website or annual reports?

		Not applicable - we do not review any of the data listed in Q9
		All of the data
		Most of the data
		About half of the data
		A little of the data
		None of the data
		Don't know
	(View responses)

11.	During academic years (AY) 2012-2013 and 2013-2014, how many TPPs received the following types of decisions during the approval process? (Please provide combined counts that include initial decisions for new TPPs and renewal decisions for previously-approved TPPs. "Academic year" is defined as September 1st - August 31st.)

	(View responses)

Does your state have this information for AY 2012-2013?

Provide the number for AY 2012-2013:

Does your state have this information for AY 2013-2014?

Provide the number for AY 2013-2014:

	# providers approved
	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

	# individual programs approved
	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

	# providers receiving conditional approval due to marginal or low performance
	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

	# individual programs receiving conditional approval due to marginal or low performance
	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

	# providers denied/disapproved
	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

	# individual programs denied/disapproved
	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

	# providers that withdrew before state made its decision
	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

	# individual programs that withdrew before state made its decision
	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

	# providers that received any other decision types
	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

	# individual programs that received any other decision types
	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

			Yes →
			No
			Don't know
	(View responses)


	(View responses)

12.	What, if any, requirements does the state impose on TPPs that receive conditional approval due to marginal or low performance?

	(View responses)

13.	How, if at all, does your state approve online TPPs (i.e. TPPs that provide all or most coursework by phone and/or computer) to recommend teaching candidates for initial licensure? (click one response in each column)

	(View responses)

a) Online TPPs operated by in-state providers

b) Online TPPs operated by out-of-state providers

			Our state does not allow the TPPs to recommend candidates for initial licensure
			Approval process is the same as for TPPs with physical locations
			Approval process is different than for TPPs with physical locations
			State approval is not required
			Don't know
	(View responses)

			Our state does not allow the TPPs to recommend candidates for initial licensure
			Approval process is the same as for TPPs with physical locations
			Approval process is different than for TPPs with physical locations
			State approval is not required
			Don't know
	(View responses)

14.	If you would like to provide additional comments about the TPP approval process-including any state reforms that are underway - please provide them below.

	(View responses)

Section III: Identifying TPPs as 'Low Performing'

	This section includes a series of questions about identifying "at risk of being low performing" and "low performing" TPPs as required by HEA, Section 207(a).

	(View responses)

15.	Does your state have a process for identifying TPPs as "low performing" and/or "at risk of being low performing"? (Click one response)

		Yes, for all TPPs
		Yes, for some TPPs
		No, for all TPPs (Click here to skip to Question 20)
		Don't know
	(View responses)

16.	What process does your state use to identify TPPs as "at risk of low performing" and/or "low performing"? (Click one response for each traditional and alternative program)

	(View responses)

Traditional TPPs

Alternative TPPs

	a) Low performing or at risk TPPs are identified through the state's approval process
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know or not applicable
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know or not applicable
	(View responses)

	b) Low performing or at risk TPPs are identified through a process that is separate from the approval process
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know or not applicable
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know or not applicable
	(View responses)

17.	In cases where a TPP provider offers more than one individual program, does your state make "at risk of being low performing" and/or "low performing" identifications at the level of individual programs, providers or both? (click one response)

		Not applicable - no providers offer more than one individual program of the same type
		State identifies individual programs only
		State identifies providers only
		State identifies both providers and individual programs
		Identification process varies
		Don't know
	(View responses)

	Please describe how the identification process varies:

	(View responses)

18.	Which of the following criteria, if any, does your state use to identify TPPs (either providers and/or individual programs) as "at risk of low performing" and/or "low performing"? (Include any criteria related to identifying TPPs as "at risk of being low performing" or "low performing," even if the criteria are part of a larger oversight process, such as the approval process.) (Check one response each for traditional and alternative programs)

	(View responses)

Traditional TPPs

Alternative TPPs


	(View responses)

			State does not consider whether traditional TPPs are "at risk of low performing" or "low performing" - skip the column below on traditional TPPs
	(View responses)

			State does not consider whether alternative TPPs are "at risk of low performing" or "low performing" - skip the column below on traditional TPPs
	(View responses)

	a) Identification as "at-risk" for a given number of months or years (as a criterion for identifying low performing TPPs)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	b) Denial or conditional approval during state approval/renewal process
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	c) Insufficient response by TPPs to recommendations made during previous reviews by the state, CAEP, NCATE or TEAC
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	d) Does not meet state teaching and/or TPP standards
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	e) Does not meet external teaching and/or TPP standards (such as standards from the Interstate Teacher Assessment and Support Consortium (InTASC))
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	f) Insufficient alignment with states' K-12 academic content standards
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	g) Results of teaching candidate performance assessments from pre-service clinical practice (e.g. EdTPA)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	h) Analyzing k-12 student assessment results to measure teacher effectiveness of recent TPP program completers (when the recent completer teaches in a public school within your state)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	i) Teacher evaluation results for recent TPP completers. (when the recent completer teaches in a public school within your state)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	j) Results of k-12 student assessments or recent TPP completers' teacher evaluations (when the recent completer teaches in a private school within your state)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	k) Results of k-12 student assessments or recent TPP completers' teacher evaluations (when the recent completer teaches in a private or public school in a different state)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	l) Surveys of some or all recent TPP completers' satisfaction with the preparation they received from the TPP
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	m) Surveys of some or all k-12 schools' satisfaction with the performance of recent TPP completers (completed by principals, district personnel, or others)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	n) TPP completion rates
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	o) Licensure assessment pass rates
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	p) TPP completer placement rates
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	q) Amount or proportion of TPP completers who stay in the teaching field
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	r) Other (please specify below)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	If you indicated that your state use's a 'other' criteria to identify schools as low performing or at risk of being low performing, please describe the criteria here:

	(View responses)

19.	Which of the following actions, if any, has your state taken when TPPs were identified as "at-risk of being low performing" or "low-performing"? (Click one response in each row for "at risk of low performing" and "low performing" programs.)

	(View responses)

At-risk of being low performing

Low performing


	(View responses)

			No TPPs in our state have been identified as "at risk of being low performing" - skip the "at risk of being low performing" column in the table below.
	(View responses)

			No TPPs in our state have been identified as "low performing" - skip the "low performing" column in the table below.
	(View responses)

	a) Informed TPP of status determination
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Not applicable, no public TPPs identified
			Don't know
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Not applicable, no public TPPs identified
			Don't know
	(View responses)

	b) Increased frequency of communication with TPP
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

	c) Increased frequency of TPP renewal process or other monitoring
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

	d) Withdrew TPP approval
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

	e) Provided technical support to TPP
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

	f) Funded external technical support to TPP
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

	g) Decreased funding to public TPPs that receive state funding
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Not applicable - no public TPPs identified
			Don't know
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Not applicable - no public TPPs identified
			Don't know
	(View responses)

	h) Decreased funding to private TPPs that receive state funding
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Not applicable - no private TPPs identified
			Don't know
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Not applicable - no private TPPs identified
			Don't know
	(View responses)

	i) Publicized the identification
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

	j) State did not take specific actions
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

	k) Other (please specify below)
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

	If you indicated that your state takes 'other' actions when a program is identified as 'low performing' or 'at risk of being low performing', please describe the other action(s) here:

	(View responses)

20.	If you would like to provide additional comments about your state's process for identifying programs as 'low performing' or 'at risk of being low performing' - including any state reforms that are underway - please provide them below.

	(View responses)

Section IV: Identifying TPPs as 'High Performing'

21.	Does your state have a process for identifying TPPs as "high performing"? (The specific term used to identify such TPPs may vary by state) (click one response)

		Yes, for all TPPs
		Yes, for some TPPs
		No, for all TPPs (Click here to skip to Question 26)
		Don't know
	(View responses)

22.	What process does your state use to identify TPPs as "high performing"? (Click one response in each row for both Traditional and Alternative programs)

	(View responses)

Traditional TPPs

Alternative TPPs

	a) TPPs are identified through the state's TPP approval process
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know or not applicable
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know or not applicable
	(View responses)

	b) TPPs are identified through a process that is separate from the TPP approval process
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know or not applicable
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know or not applicable
	(View responses)

23.	In cases where a TPP provider offers more than one individual program, does your state make high performance identifications at the level of individual programs, providers or both? (Click one response)

		Not applicable - no providers offer more than one individual program
		State identifies individual programs only
		State identifies providers only
		State identifies both providers and individual programs
		Identification process varies (describe below)
		Don't know
	(View responses)

	If you checked that the identification process for high performing TPPs in your state varies, please describe here:

	(View responses)

24.	Which of the following criteria, if any, does your state use to identify TPPs (either providers and/or individual programs) as high performing? (Click one response in each row for both Traditional and Alternative programs)

	(View responses)

Traditional TPPs

Alternative TPPs


	(View responses)

			State does not consider whether traditional TPPs are high performing - skip the column below on traditional TPPs
	(View responses)

			State does not consider whether alternative TPPs are high performing - skip the column below on traditional TPPs
	(View responses)

	a) Level of performance observed during the approval/renewal process
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	b) Level of performance observed by CAEP, NCATE or TEAC
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	c) Level of alignment with teaching and/or TPP standards developed by the state
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	d) Level of alignment with teaching and/or TPP standards developed by external organizations (such as standards from the Interstate Teacher Assessment and Support Consortium (InTASC))
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	e) Level of alignment with states' k-12 academic content standards
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	f) Results of teaching candidate performance assessments from pre-service clinical practice (e.g. EdTPA)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	g) Analyzing k-12 student assessment results to measure teacher effectiveness (when the recent TPP completer teaches in a public school within your state)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	h) Teacher evaluation results for recent TPP completers. (when the recent completer teaches in a public school within your state)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	i) Results of k-12 student assessments or recent TPP completers' teacher evaluations (when the recent completer teaches in a private school within your state)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	j) Results of k-12 student assessments or recent TPP completers' teacher evaluations (when the recent completer teaches in a public or private school in another state)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	k) Surveys of some or all recent TPP completers' satisfaction with the preparation they received from the TPP
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	l) Surveys of some or all k-12 schools' satisfaction with the performance of recent TPP completers (completed by principals, district personnel, or others)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	m) TPP completion rates
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	n) Licensure assessment pass rates
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	o) TPP completer placement rates
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	p) Amount or proportion of TPP completers who stay in the teaching field
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	q) Other (please specify below)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
	(View responses)

	If you indicated that your state use's a 'other' criteria to identify schools as high performing, please describe the criteria here:

	(View responses)

25.	Which of the following actions, if any, has your state taken when TPPs were identified as high performing? (Click one response in each row)

	(View responses)

High Performing


	(View responses)

			No TPPs in our state have been identified as high performing (Click here to skip to Question 26)
	(View responses)

	a) Informed TPP of status determination
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Not applicable - no public TPPs identified
			Don't know
	(View responses)

	b) Decreased frequency of communication with TPP
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

	c) Decreased frequency of TPP renewal process or other monitoring
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

	d) Disseminated TPP's best practices to others
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

	e) Increased funding to public TPPs that receive state funding
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Not applicable - no public TPPs identified
			Don't know
	(View responses)

	f) Increased funding to private TPPs that receive state funding
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Not applicable - no private TPPs identified
			Don't know
	(View responses)

	g) Publicized the identification
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

	h) State did not take specific actions
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

	i) Other (please specify below)
	(View responses)

			Yes, in all cases
			Yes, in some cases
			No in all cases
			Don't know
	(View responses)

	If you indicated that your state takes 'other' actions when a program is identified as high performing, please describe the other step here:

	(View responses)

26.	If you would like to provide additional comments about your state's process for identifying programs as high performing - including any state reforms that are underway - please provide them below.

	(View responses)

Section V: Licensing Requirements

	"Initial licenses" refers to the first license issued to an individual for teaching, as defined by your state for purposes of HEA Title II reporting requirements.

	(View responses)

27.	Since the beginning of academic year (AY) 2008-2009, has your state modified any of its requirements for one or more types of initial licenses? (Click one response)

		Yes
		No (Click here to skip to Question 29)
		Don't know (Click here to skip to Question 29)
	(View responses)

28.	Did the modifications to one or more types of initial licenses include any of the following changes? (Check all that apply)

		Increasing comparability or compatibility with other states' licensing systems
		Better alignment of initial licenses for alternative and traditional TPPs
		Better alignment of initial licenses with college and career ready standards
		Increasing the rigor of assessments that measure content knowledge
		Increasing the rigor of assessments to measure pedagogical or clinical skills
		Implementing plans to comply with the state's Race to the Top grant requirements
		Implementing the state's Elementary and Secondary Education Act (ESEA) waiver provisions
		Consolidating existing initial licenses (where applicable)
		Creating a tiered licensing system
		Other
	(View responses)

	Please describe the 'other' change made to initial licenses:

	(View responses)

29.	If you would like to provide additional comments about the process for issuing initial licenses-including any state reforms to the process that are underway - please provide them below:

	(View responses)

Section VI: TPP Alignment with College and Career Ready Standards

	College and Career Ready (CCR) standards include: (1) Common Core state standards, (2) college and career standards developed by your individual state, (3) standards that are informed by the Common Core State Standards but have been modified by your individual state. If your state has changed from one type of CCR standards to another, please respond for the most recent standards.

	(View responses)

30.	As of the beginning of AY 2014-2015, to what extent, if at all, has your state adopted CCR standards in k-12 schools? ("Adoption" refers to the decision by the state board of education, legislature, or other entity that has the authority to approve new standards). (Click one response)

		The state has not adopted CCR standards (Click here to skip to Question 38)
		CCR standards have been adopted and fully or substantially implemented in K-12 schools.
		CCR standards have been adopted and implementation (including implementation in the pilot stage) has begun in K-12 schools
		CCR standards have been adopted, but K-12 schools have not begun implementation.
		Don't know
	(View responses)

31.	Has your state taken any of the following steps to help TPPs prepare teaching candidates to teach to the CCR standards? (Click one response in each row)

	(View responses)

Action

Response

	a) Modified state teaching and/or TPP standards to align with CCR standards
	(View responses)

			Yes
			No
			Don't know or not applicable (N/A)
	(View responses)

	b) Modified the state's TPP approval process to include assessment of the TPP's alignment with CCR standards
	(View responses)

			Yes
			No
			Don't know or not applicable (N/A)
	(View responses)

	c) Modified the state's process for identifying at risk of being low performing and/or low performing TPPs to include an assessment of the TPP's alignment with CCR standards
	(View responses)

			Yes
			No
			Don't know or not applicable (N/A)
	(View responses)

	d) Modified the state's process for identifying high performing TPPs to include an assessment of the TPP's alignment with CCR standards
	(View responses)

			Yes
			No
			Don't know or not applicable (N/A)
	(View responses)

	e) Organized or funded TPP faculty or staff attendance at live or online information sessions about CCR standards that were specifically targeted to them
	(View responses)

			Yes
			No
			Don't know or not applicable (N/A)
	(View responses)

	f) Organized or funded TPP faculty or staff attendance at live or online information sessions about CCR standards that were primarily designed for K-12 staff
	(View responses)

			Yes
			No
			Don't know or not applicable (N/A)
	(View responses)

	g) Disseminated written resources to TPPs about CCR standards (e.g. guidance, websites or tools)
	(View responses)

			Yes
			No
			Don't know or not applicable (N/A)
	(View responses)

	h) Modified the initial licensure process to measure whether teaching candidates are prepared to teach to CCR standards
	(View responses)

			Yes
			No
			Don't know or not applicable (N/A)
	(View responses)

	i) Other (describe below)
	(View responses)

			Yes
			No
			Don't know or not applicable (N/A)
	(View responses)

	Describe the other step that your state has taken to help TPPs prepare to teach the content in CCR standards:

	(View responses)

32.	Does your state require TPPs to take any of the following steps to align with CCR standards? Include only TPPs that train teachers in subjects relevant to your state's CCR standards. (Click one response in each row for both traditional and alternative programs.)

	(View responses)

Traditional TPPs

Alternative TPPs

	a) Develop a CCR alignment plan
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know or not applicable
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know or not applicable
	(View responses)

	b) Employ tools or checklists to identify necessary actions
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know or not applicable
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know or not applicable
	(View responses)

	c) Study TPP candidates' work (such as work samples from courses or student teaching), to evaluate gaps related to CCR standard alignment
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know or not applicable
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know or not applicable
	(View responses)

	d) Work with districts to identify necessary actions
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know or not applicable
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know or not applicable
	(View responses)

	e) Coordinate with state officials about alignment (outside of the TPP approval process)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know or not applicable
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know or not applicable
	(View responses)

	f) Make state-requested changes to the subject-matter content they require teacher candidates to know
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know or not applicable
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know or not applicable
	(View responses)

	g) Make state-requested changes to the pedagogical content they require teacher candidates to know
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know or not applicable
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know or not applicable
	(View responses)

	h) Make state-requested changes to the length or nature of clinical experiences they require teacher candidates to complete
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know or not applicable
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know or not applicable
	(View responses)

	i) Other (please describe below)
	(View responses)

			Yes, for all traditional TPPs
			Yes, for some traditional TPPs
			No, for all traditional TPPs
			Don't know or not applicable
	(View responses)

			Yes, for all alternative TPPs
			Yes, for some alternative TPPs
			No, for all alternative TPPs
			Don't know or not applicable
	(View responses)

	Describe the other steps TPPs must take to align with CCR standards:

	(View responses)

33.	During the 2013-2014 academic year, was a TPP's alignment with CCR standards a factor in any of the following oversight decisions? (Click one response in each row)

	(View responses)

Oversight Decision

Response

	a) TPP denied during the approval process
	(View responses)

			Not applicable: No TPPs were denied during this AY
			Yes, alignment was a factor for one or more denials
			No, alignment was not a factor for any denials
			Don't know
	(View responses)

	b) TPP granted conditional approval during the approval process
	(View responses)

			Not applicable: No TPPs received conditional approval during this AY
			Yes, alignment was a factor for one or more conditional approvals
			No, alignment was not a factor for any conditional approvals
			Don't know
	(View responses)

	c) TPP identified as "at risk of low performing" or "low performing"
	(View responses)

			Not applicable: No TPPs were identified during this AY
			Yes, alignment was a factor for one or more identified TPPs
			No, alignment was not a factor for any identified TPPs
			Don't know
	(View responses)

	d) TPP identified as high performing
	(View responses)

			Not applicable: No TPPs were identified during this AY
			Yes, alignment was a factor for one or more identified TPPs
			No, alignment was not a factor for any identified TPPs
			Don't know
	(View responses)

34.	If alignment with CCR standards was a factor in any denials, conditional approvals, or identifications as "at risk of being low performing" or "low performing", please describe any resulting requirements for the affected TPPs.

	(View responses)

35.	In your opinion, how important or unimportant are each of the following aspects of teacher preparation for ensuring that teaching candidates are sufficiently trained to teach in line with CCR standards? (Click one response in each row)

	(View responses)

Response

	a) Training in pedagogy
	(View responses)

			Very important
			Somewhat important
			Neither important nor unimportant
			Somewhat unimportant
			Very unimportant
			Don't know
	(View responses)

	b) Clinical experiences
	(View responses)

			Very important
			Somewhat important
			Neither important nor unimportant
			Somewhat unimportant
			Very unimportant
			Don't know
	(View responses)

	c) Subject-matter content provided through a college or university's Education department of School of Education
	(View responses)

			Very important
			Somewhat important
			Neither important nor unimportant
			Somewhat unimportant
			Very unimportant
			Don't know/not applicable
	(View responses)

	d) Subject-matter content provided through other departments at the college or university (where applicable)
	(View responses)

			Very important
			Somewhat important
			Neither important nor unimportant
			Somewhat unimportant
			Very unimportant
			Don't know/not applicable
	(View responses)

	e) Subject-matter content provided through community colleges (where applicable)
	(View responses)

			Very important
			Somewhat important
			Neither important nor unimportant
			Somewhat unimportant
			Very unimportant
			Don't know/not applicable
	(View responses)

	f) Coordination between TPPs and K-12 school districts
	(View responses)

			Very important
			Somewhat important
			Neither important nor unimportant
			Somewhat unimportant
			Very unimportant
			Don't know
	(View responses)

	g) TPP admissions standards
	(View responses)

			Very important
			Somewhat important
			Neither important nor unimportant
			Somewhat unimportant
			Very unimportant
			Don't know
	(View responses)

	h) TPPs' process for evaluating teacher candidates' knowledge, skills and/or disposition
	(View responses)

			Very important
			Somewhat important
			Neither important nor unimportant
			Somewhat unimportant
			Very unimportant
			Don't know
	(View responses)

	i) Initial licensing requirements
	(View responses)

			Very important
			Somewhat important
			Neither important nor unimportant
			Somewhat unimportant
			Very unimportant
			Don't know
	(View responses)

	j) Other (please specify below):
	(View responses)

			Very important
			Somewhat important
			Neither important nor unimportant
			Somewhat unimportant
			Very unimportant
			Don't know
	(View responses)

	Describe the other factor that you feel is important in training teachers to teach to CCR standards:

	(View responses)

36.	Approximately how many TPPs in your state are taking steps to align with the CCR standards adopted by your state? (Include only providers or individual programs that train teachers for subjects relevant to your state's CCR standards.) (Click one response in each row)

	(View responses)

Amount of TPPs taking steps to align with state CCR standards

	Traditional TPPs
	(View responses)

			All
			Most
			About half
			Few
			None
			Don't know or too early to tell
	(View responses)

	Alternative TPPs
	(View responses)

			All
			Most
			About half
			Few
			None
			Don't know or too early to tell
	(View responses)

37.	Approximately how many TPPs in your state have adequately aligned with the CCR standards adopted by your state? (Include only providers or individual programs that train teachers for subjects relevant to your state's CCR standards.) (Click one response in each row)

	(View responses)

Amount of TPPs that have adequately aligned with state CCR standards

	Traditional TPPs
	(View responses)

			All
			Most
			About half
			Few
			None
			Don't know or too early to tell
	(View responses)

	Alternative TPPs
	(View responses)

			All
			Most
			About half
			Few
			None
			Don't know or too early to tell
	(View responses)

38.	Please provide any additional comments that you may have about how TPPs align with CCR standards or how your state is supporting, or plans to support, that alignment.

	(View responses)

Section VII: Role of Federal Reporting Requirements and the U.S. Department of Education

	The following questions relate to your usage of HEA Title II reports and the role of the U.S. Department of Education in supporting your oversight of TPPs. Unless otherwise noted, references to HEA Title II reporting requirements or reports include information required for the Institutional and Program Report Cards (IPRC) under section 205(a) and the State Report Cards (SRC) under section 205(b) of the HEA. See the attached links for a reference copy of the Institutional and Program Report Card template click here and the State Report Card template click here.

	(View responses)

39.	We are interested in whether your state oversight activities are informed by the Title II information reported by TPPs. Please review the following list of sections from the Title II Institutional and Program Report Cards (IPRC) which is often used to compile Title II information from TPPs and then indicate whether your state uses any of this information. (Click one response in each row)

	(View responses)

Report Section

Any information used for state oversight?

	a) Institution information (no section number)
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	b) Section I. Program information
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	c) Section II. Goals and assurances
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	d) Section III. Pass rates and scaled scores
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	e) Section IV. Statement and designation as low-performing
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	f) Section VI. Teacher training
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	g) Section VII. Contextual information (optional)
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

40.	Approximately what proportion of the information that you use from the Institutional and Program Report Card (IPRC) must TPPs also report to the state for other purposes that are not related to HEA Title II reporting requirements, (e.g. to comply with requirements other federal program or state requirements)? (Check one)

		All of the information
		Most of the information
		About half of the information
		Little of the information
		None of the information
		Not applicable - we do not use any information from the IPRCs
		Don't know
	(View responses)

41.	Does your state use any HEA Title II reporting information on TPPs (collected in the IPRCs and/or SRCs) for the following purposes? (Click one response in each row)

	(View responses)

Purpose

Response

	a) Inform state funding decisions
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	b) Inform decisions during the TPP approval process
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	c) Inform decisions about identifying programs as "at risk of being low performing" or "low performing"
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	d) Inform other TPP evaluations or performance discussions (outside the approval process or process for identifying low-performing TPPs)
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	e) Inform the public (including potential TPP enrollees) about TPP quality
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	f) Provide information to districts that hire teachers from TPPs
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	g) Inform state actions related to aligning TPPs with CCR standards
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	h) Inform state agency discussions about proposed TPP requirements
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	i) Other (please specify below)
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	Describe the other purpose for which your state uses HEA Title II reporting data:

	(View responses)

42.	Overall, how useful for your state's oversight is the information collected for Title II (either collected through the IPRCs or the SRCs)? (Click one response)

		Very useful
		Moderately useful
		Neither useful nor not useful
		Slightly useful
		Not useful
		Don't know
	(View responses)

43.	What types of additional information on TPPs, if any, would be useful to collect through HEA Title II reports for the purposes of your state's oversight or to inform the public about TPP quality? (Check all that apply)

		No additional information on TPPs would be useful
		More information about individual programs, if one provider has multiple programs
		Information about how TPPs are aligning with CCR standards
		Recent TPP completers' effectiveness, as measured by k-12 student assessment results
		Teacher evaluation results for recent TPP completers
		Surveys of recent TPP completer satisfaction with the preparation they received from the TPP
		Surveys of district satisfaction with the performance of recent TPP completers
		Information on individuals exiting the TPP without completing
		Information about licensure pass rates that is not already collected for HEA Title II reporting requirements
		TPP completer placement rates
		Proportion of TPP completers who stay in the teaching field
		Program participants' student loan default rates
		Other (please describe below)
	(View responses)

	Please describe the other types of information that would be useful to collect through HEA Title II reports.

	(View responses)

44.	For AY 2013-2014 Title II reports, how many state staff members helped to comply with HEA Title II reporting requirements? (Please include both state employees and contractors and include all aspects of the HEA Title II reporting process, including staff who discuss the reporting requirements with TPPs, compile TPP responses, complete state responses, verify the accuracy of TPP or state responses, etc.) Number of staff members:

	(View responses)

45.	For AY 2013-2014 Title II reports, approximately how many combined staff hours did these staff members expend to comply with HEA Title II reporting requirements related to the information contained in the Institutional and Program Report Cards? (Check one response)

		0-20 hours
		21-50 hours
		51-100 hours
		101-300 hours
		301-900 hours
		More than 900 hours
		Do not know - insufficient information/records available to determine
	(View responses)

46.	For AY 2013-2014 Title II reports, approximately how many combined staff hours did these staff members expend to fulfill Title II reporting requirements related to the information contained in the State Report Card? (Check one response)

		0-20 hours
		21-50 hours
		51-100 hours
		101-300 hours
		301-900 hours
		More than 900 hours
		Do not know - insufficient information/records available to determine
	(View responses)

47.	What information did you use to answer questions 44-46? (Check all that apply)

		Not applicable - did not respond to questions 44 through 46
		Knowledge of individual(s) completing this questionnaire
		Consultation with staff who complete HEA Title II requirements
		Consultation with other staff
		Budgetary records
		Staffing or time-keeping records
		Other (please describe below)
	(View responses)

	Describe the other information you used to answer questions 44-46

	(View responses)

48.	Has the U.S. Department of Education or its contractors provided your state with any of the following resources? (Click one response in each row)

	(View responses)

Resource

Response

	Regarding HEA Title II reporting requirements
	(View responses)

	a. Guidance documents (including definitions and templates)
	(View responses)

			Yes
			No
			Don't Know
	(View responses)


	(View responses)

	b. One-on-one discussions (via phone, teleconference or in person)
	(View responses)

			Yes
			No
			Don't Know
	(View responses)


	(View responses)

	c. Group conference calls, webinars or in-person sessions
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	Regarding strategies for overseeing TPPs or enhancing TPP quality
	(View responses)

	d. Dissemination of information on best practices
	(View responses)

			Yes
			No
			Don't Know
	(View responses)


	(View responses)

	e. One-on-one discussions (via phone, teleconference or in person)
	(View responses)

			Yes
			No
			Don't Know
	(View responses)


	(View responses)

	f. Group conference calls, webinars or in-person sessions
	(View responses)

			Yes
			No
			Don't Know
	(View responses)


	(View responses)

	g. Other (please specify below)
	(View responses)

			Yes
			No
			Don't Know
	(View responses)

	Describe the other resources your state has received:

	(View responses)

49.	How clear, if at all, are the HEA Title II reporting definitions, templates and other guidance provided by the U.S. Department of Education and its contractors? (Click one response)

		Very clear
		Moderately clear
		Minimally clear
		Not at all clear
		Don't know
	(View responses)

	Please describe aspects of the definitions, templates or guidance that are unclear.

	(View responses)

50.	If the U.S. Department of Education or its contractors have provided any support regarding strategies for evaluating or enhancing TPP quality (as described in rows d-g of Question 48 above), please identify the specific office within the Department or specific contractor that provided each type of support.

	(View responses)

51.	Would your state benefit from more, the same amount, or less of the following types of support from the U.S. Department of Education and its contractors? (Click one response in each row)

	(View responses)

Resource

Response

	Regarding HEA Title II reporting requirements:
	(View responses)

	a. Guidance documents (including definitions and templates)
	(View responses)

			More
			About the same amount
			Less
			Don't Know
	(View responses)


	(View responses)

	b. One-on-one discussions (via phone, teleconference or in person)
	(View responses)

			More
			About the same amount
			Less
			Don't Know
	(View responses)


	(View responses)

	c. Group conference calls, webinars or in-person sessions
	(View responses)

			More
			About the same amount
			Less
			Don't Know
	(View responses)

	Regarding strategies for overseeing TPPs or enhancing TPP quality:
	(View responses)

	d. Dissemination of information on best practices
	(View responses)

			More
			About the same amount
			Less
			Don't Know
	(View responses)


	(View responses)

	e. One-on-one discussions (via phone, teleconference or in person)
	(View responses)

			More
			About the same amount
			Less
			Don't Know
	(View responses)


	(View responses)

	f. Group conference calls, webinars or in-person sessions
	(View responses)

			More
			About the same amount
			Less
			Don't Know
	(View responses)


	(View responses)

	g. Other (please specify below)
	(View responses)

			More
			About the same amount
			Less
			Don't Know
	(View responses)

	Describe the other resources from which your state would benefit:

	(View responses)

52.	Please provide any additional comments about the U.S. Department of Education's role in supporting state oversight of TPPs, including any recommendations for changes to that role.

	(View responses)

Section VIII: Contact Information

	Please provide the following contact information to allow for any follow-up on information provided in this survey.

	(View responses)

	Name:

	(View responses)

	Position:

	(View responses)

	Agency:

	(View responses)

	Telephone Number:

	(View responses)

	Email Address:

	(View responses)

	Are you done with this questionnaire? Clicking "Yes" below tells GAO your answers are final. We will not use your answers unless the "Yes" button is checked when you last exit the questionnaire.

			Yes
			No
	(View responses)

	If you would like a record of your answers to this questionnaire, click the "view & print summary of responses" link in the menu pane at left. Click the "Save & Exit" button below to save your answers and close the questionnaire.

	(View responses)

State Survey on Teacher Preparation Programs

U.S. Government Accountability Office

Survey Definitions

Section I: State Oversight Offices and Agencies

Section II: Approval Process for TPPs

Section III: Identifying TPPs as 'Low Performing'

Section IV: Identifying TPPs as 'High Performing'

Section V: Licensing Requirements

Section VI: TPP Alignment with College and Career Ready Standards

Section VII: Role of Federal Reporting Requirements and the U.S. Department of Education

Section VIII: Contact Information

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