Data and Program Effectiveness

A. Narrative Summary of Preliminary Findings

The EPP stated that they collect data within their program through their Program of Study, periodic Field Experience Evaluations, interviews and an advisory council. They further state that site supervisors complete a midterm and final evaluation, aligned with Tennessee School Counseling Standards and the American School Counseling Association requirements and standards, on each candidate. The EPP stated that they meet with their advisory council each spring to receive feedback on the program. The EPP stated they would begin collecting completer survey data with candidates graduating in December 2024. The EPP provided no data to support that they are producing educators who are effectively educating students and meeting the needs of the partner districts for these programs.

B. Evidence Consistent with Meeting the Expectations

None.

C. Evidence Inconsistent with Meeting the Expectations

The narrative provides no evidence (data) presented to support that the EPP are producing educators who are effectively educating students and meeting the needs of the partner district for these programs.

D. Additional Evidence Requested

• Provide three cycles of program data (e.g., Praxis Scores, Field Experience Evaluation Data, Disposition Data, etc.) for School Counselor pre-K-12 program that support the EPP are producing educators who are effectively educating students and meeting the needs of the partner district for this program.

• Provide three cycles of post candidate data (e.g., Completer Satisfaction, Employer Satisfaction, etc.) for the School Counselor pre-K-12 program that support the EPP are producing educators who are effectively educating students and meeting the needs of the partner district for this program.

• Provide an example(s) of how the data are used to improve candidate performance and strengthen the program.

E. Preliminary List of Interview Questions

1. What program data are collected to support that the EPP are producing educators who are effectively educating students and meeting the needs of the partner district for these programs?

2. What post candidate data are collected to support that program completers are effective in working with pre-K-12 students?

3. What post candidate data are collected to support that program completers are satisfied with their program?

4. What post candidate data are collected to support that employers are satisfied with the completers of the program?

5. How does the program analyze their data? Who participates in the analysis? How often are the data analyzed?

6. What are some examples of how the data has been used for continuous improvement of the program?

The plan was developed based on the 2022-2024 data regarding enrollment and retention.

• Recruitment and Retention Plan [p. 16]

1. Enrollment, Retention, and Graduation—No substantial data supports continuous improvement or growth. 

2. Active Educators - Based on data in TNCompass, as of the previous data cycle, the data provided suggests that there is no change (0.00%) in the percentage of school counselors (Authorization Type Code 487 and 086) between 2020-2023 and 2021-2024. However, it's important to consider limitations in the data, such as a small sample size or missing information on educator renewals. Nevertheless, 67% of educators with School Counselor PreK-12 (487) or School Counselor K-8 (086) are active in education now. 

3. Program Pathway Assessments—Compounding these issues, the EPP (Educator Preparation Provider) received no key assessment data from this program, hindering the ability to evaluate candidate performance and program quality comprehensively. 

4. Survey data - responses for SC are low and provide no insight into program quality. 

5. Praxis - The School Counselor exam data reveals a shift over three academic years. Initially, in SEPT21_AUG22, the Professional School Counselor exam (5421/0421) showed 6 test-takers with a pass rate of approximately 83.3% (5/6), but test-taking for this exam declined to 3 in SEPT22_AUG23 and 1 in SEPT23_AUG24, with 66% Passing rate (2 out of 3).. Concurrently, a new School Counselor exam (5422/0422) was introduced in SEPT22_AUG23 with 2 test-takers, with a 100% passing rate (2 out of 2 passing) and became the dominant exam in SEPT23_AUG24 with 5 test-takers, 2 of whom passed, yielding a 40% pass rate, 3 tests being one student. 

6. Program Update - The program is currently making adjustments to change from a stand-alone program to a concentration. This signifies Professional School Counseling will be a concentration under the Master’s in Science Counseling track alongside Clinical Mental Health Counseling. Professional School Counseling Students will now have a curriculum that further overlaps with Clinical Mental Health Counseling students. This is part of a recruitment and retention plan actively being conducted within the program. 

7. Professional School Counseling Official Page