Title II Higher Education Act Report Card - Gallaudet University

Print Report Card 

SUBMIT REPORTS 


Program Information 

Name of Institution: Gallaudet University 

Institution/Program Type: Traditional 

Academic Year: 2010-11 

State: District of Columbia 

Address: 800 Florida Avenue NE 

Washington, DC, 20002 

Contact Name: Dr. Helen Thumann 

Phone: 202-651-5530 

Email: helen.thumann@gallaudet.edu 

Contact Us - Glossary - Log out 

Is your institution a member of a Teacher Quality Enhancement (TQE) partnership grant: No 

TQE partnership name or grant number, if applicable: 

Section I.a Program Admission 

For each element listed below, check if it is required for admission into any of your initial teacher 

certification program(s) at either the undergraduate or postgraduate level. 

Gallaudet University 

Traditional Program 

Element Undergraduate Postgraduate 

Application Yes Yes 

Fee/Payment No Yes 

Transcript Yes Yes 

Fingerprint check No Yes 

Background check No Yes 

Experience in a classroom or working with children Yes Yes 

https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx 

2010-11 

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Minimum number of courses/credites/semester hours completed Yes No 

Minimum high school GPA No No 

Minimum undergraduate GPA Yes Yes 

Minimum GPA in content area coursework Yes Yes 

Minimum GPA in professional education coursework Yes Yes 

Minimum ACT score No No 

Minimum SAT score No No 

Minimum GRE score No No 

Minimum basic skills test score Yes Yes 

Subject area/academic content test or other subject matter verification Yes Yes 

Recommendation(s) Yes Yes 

Essay or personal statement Yes Yes 

Interview Yes No 

Resume Yes No 

Bachelor's degree or higher No Yes 

Job offer from school/district No No 

Personality test No No 

Other (specify: American Sign Language Proficiency Interview ) No Yes 

Provide a link to your website where additional information about admissions requirements can be 

found: 

http://www.gallaudet.edu/education.html 

Indicate when students are formally admitted into your initial teacher certification program: 

Other varies by student and program 

Does your initial teacher certification program conditionally admit students? Yes 

Please provide any additional about or exceptions to the admissions information provided above: 

The Undergraduate program does admit students with conditions that can include: showing improvement in GPA by a 

specified time, proof of Praxis scores, obtaining additional work/volunteer experience with children or verification of 

admission to the content major for Secondary Education programs. The postgraduate program does admit students with 

the condition that they complete some pre-requisite coursework, satisfy a background check, meet minimum GPA,provide 

proof of Praxis scores or provide proof of completed Undergraduate degree. 

Section I.b Program Enrollment 

Provide the number of students in the teacher preparation program in the following categories. Note that 

you must report on the number of students by ethnicity and race separately. Individuals who are non- 

Hispanic/Latino will be reported in one of the race categories. Also note that individuals can belong to one 

or more racial groups, so the sum of the members of each racial category may not necessarily add up to 

the total number of students enrolled. 

Total number of students enrolled in 2010-11: 83 

Unduplicated number of males enrolled in 2010-11: 17 


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Unduplicated number of females enrolled in 2010-11: 66 

Ethnicity 

2010-11 Number enrolled 

Hispanic/Latino of any race: 3 

Race 

American Indian or Alaska Native: 0 

Asian: 5 

Black or African American: 6 

Native Hawaiian or Other Pacific Islander: 0 

White: 64 

Two or more races: 2 

Section I.c Supervised Experience 

Provide the following information about supervised clinical experience in 2010-11. 

Average number of clock hours required prior to student teaching 87 

Average number of clock hours required for student teaching 350 

Number of full-time equivalent faculty in supervised clinical experience during this academic year 10 

Number of full-time equivalent adjunct faculty in supervised clinical experience during this academic year (IHE 

and PreK-12 staff) 

Number of students in supervised clinical experience during this academic year 77 

Please provide any additional information about or descriptions of the supervised clinical experiences: 

The number of students in supervised clinical experience may count the same students twice in one year as a student could 

go from one practicum to another or from practicum to student teaching in the academic year. In our Undergraduate and 

Graduate programs we have General Ed licensure programs (ECE, Elementary, Secondary). These students (the majority of 

whom are Deaf or Hard of Hearing) do their placements in local-Metropolitan DC- Public/Private schools with interpreters. 

The Graduate program has a Deaf Education licensure program. These students do their practicum placements in the DC 

Metro area but their student teaching is typically outside of the DC area (Texas, New Mexico, etc). Many of these Deaf Ed 

graduate students are getting their 2nd initial license (after completing a General Ed licensure program). 

Section I.d Teachers Prepared by Subject Area 

Please provide the number of teachers prepared by subject area for academic year 2010-11. For the 

purposes of this section, number prepared means the number of program completers. "Subject area" 

refers to the subject area(s) an individual has been prepared to teach. An individual can be counted in 

more than one subject area. If no individuals were prepared in a particular subject area, please leave that 

cell blank. (§205(b)(1)(H)) 

Education - General 

Subject Area Number Prepared 

Teacher Education - Special Education 12 


0 

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Teacher Education - Early Childhood Education 0 

Teacher Education - Elementary Education 3 

Teacher Education - Junior High/Intermediate/Middle School Education 

Teacher Education - Secondary Education 2 

Teacher Education - Multiple Levels 

Teacher Education - Agriculture 

Teacher Education - Art 

Teacher Education - Business 

Teacher Education - English/Language Arts 1 

Teacher Education - Foreign Language 

Teacher Education - Health 

Teacher Education - Family and Consumer Sciences/Home Economics 

Teacher Education - Technology Teacher Education/Industrial Arts 

Teacher Education - Mathematics 1 

Teacher Education - Music 

Teacher Education - Physical Education and Coaching 

Teacher Education - Reading 

Teacher Education - Science Teacher Education/General Science 

Teacher Education - Social Science 

Teacher Education - Social Studies 

Teacher Education - Technical Education 

Teacher Education - Computer Science 

Teacher Education - Biology 

Teacher Education - Chemistry 

Teacher Education - Drama and Dance 

Teacher Education - French 

Teacher Education - German 

Teacher Education- History 

Teacher Education - Physics 

Teacher Education - Spanish 

Teacher Education - Speech 

Teacher Education - Geography 

Teacher Education - Latin 

Teacher Education - Psychology 

Teacher Education - Earth Science 

Teacher Education - English as a Second Language 

Teacher Education - Bilingual, Multilingual, and Multicultural Education 


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Education - Other 

Specify: 

Section I.d Teachers Prepared by Academic Major 

Please provide the number of teachers prepared by academic major for academic year 2010-11. For the 

purposes of this section, number prepared means the number of program completers. "Academic major" 

refers to the actual major(s) declared by the program completer. An individual can be counted in more 

than one academic major. If no individuals were prepared in a particular academic major, please leave 

that cell blank. (§205(b)(1)(H)) 


Academic Major Number Prepared 


Teacher Education - Early Childhood Education 







Teacher Education - English/Language Arts 





Teacher Education - Mathematics 




Teacher Education - Science 











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Teacher Education - History 










Education - Curriculum and Instruction 

Education - Social and Philosophical Foundations of Education 

Liberal Arts/Humanities 

Psychology 

Social Sciences 

Anthropology 

Economics 

Geography and Cartography 

Political Science and Government 

Sociology 

Visual and Performing Arts 

History 

Foreign Languages 

Family and Consumer Sciences/Human Sciences 

English Language/Literature 1 

Philosophy and Religious Studies 

Agriculture 

Communication or Journalism 

Engineering 

Biology 

Mathematics and Statistics 1 

Physical Sciences 

Astronomy and Astrophysics 

Atmospheric Sciences and Meteorology 

Chemistry 

Geological and Earth Sciences/Geosciences 

Physics 


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Business/Business Administration/Accounting 

Computer and Information Sciences 

Other 

Specify: 

Section I.e Program Completers 

Provide the total number of initial teacher certification preparation program completers in each of the 

following academic years: 

2010-11: 17 

2009-10: 10 

2008-09: 10 

Section II. Annual Goals 

Each institution of higher education (IHE) that conducts a traditional teacher preparation program 

(including programs that offer any ongoing professional development programs) or alternative routes to 

state certification or licensure program, and that enrolls students receiving Federal assistance under this 

Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in 

teacher shortage areas designated by the Secretary or by the state educational agency, including 

mathematics, science, special education, and instruction of limited English proficient students. IHEs that 

do not have a teacher preparation program in one or more of the areas listed below can enter NA for the 

area(s) in which the IHE does not have that program. 

Teacher shortage 

area 

Mathematics 

Science 

Academic year: 2011-12 

Goal: 2 

Goal met? No 

Goal for increasing prospective teachers trained 

Description of strategies used to achieve goal: 

In 2010-11 we had one Program Completer in Secondary Mathematics. During the 2010-2011 

academic year the Education Department worked with the Math Department to provide an elective 

course focused on passing the Praxis II content exam. 

Description of steps to improve performance in meeting goal or lessons learned in 

meeting goal: 

Because our biggest barrier at this point is the Praxis II content exam, we focus our efforts on 

improving the pass rate. This academic year we were able to find a tutor for our Math Education 

majors. We also have worked with the Math Department to try to insure timely application to the 

Education programs and shared information. 


Goal: 0 

Goal met? No 


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Special education 

Instruction of 

limited English 

proficient students 

NA 


This year we had a student who was in Secondary Biology who did not graduate as a program 

completer as he was not able to complete the required performance assessments. We continue to 

have low enrollment in this program. We have met with representatives from each of the Science 

majors on campus in an effort to improve this. 


meeting goal: 

We hope by adding the additional content areas in the sciences we will be able to increase our 

enrollment in the Secondary Sciences program. We are also working with the Chemistry 

Department Faculty to address increasing enrollment. We have also been in discussions with STEM 

faculty about developing a Noyce Grant application to support STEM/Education majors. This is a 

long term goal for the program. 


Goal: 10 

Goal met? Yes 


We had 12 Deaf Ed program completers this year. Three had previous General Education licensure 

or program completion. We have worked to clarify our program recruitment and increase our 

enrollment in the dual license programs. 


meeting goal: 

We had 12 program completers in our k - 12 Deaf Education (Special Education) programs. By 

requiring students to pass the Praxis I (and or equivalent) exam early in the program (or prior to 

admission) we have been able to increase our program completion rate in the Graduate Program. 


Goal: NA 

Goal met? 



meeting goal: 


Goal: NA 

Goal met? 



meeting goal: 


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Provide any additional comments, exceptions and explanations below: 

Over the past several years the programs have begun requiring students to pass Praxis I exams for entry into student 

teaching (and for graduate students passing the Praxis I and II Content Knowledge exam is a requirement for admission). 

This resulted in the number of candidates we expected to go into Student Teaching and graduating from the program with 

licensure recommendations not matching the goals we had set. The majority of our students who are struggling to pass the 

Praxis exams are struggling with the Praxis I exams. To address this, we have provided professional development 

workshops, tutoring (both through our on-campus tutoring center and the department), begun incorporating Praxis 1 

practice and study into our Introduction to Education courses and are providing free study materials to applicants and 

students. Additionally this year (2011-12) DC has begun to accept alternative Basic Skills tests (ACT, GRE, SAT, instead of 

just the Praxis). We believe this will help with recruitment as many more students have taken the ACT or other equivalent 

exam than the Praxis I exams. 

The one Praxis II Content Knowledge exam that our candidates do not do well on is the Praxis II Secondary Mathematics 

Content Knowledge exam. During the 2011-12 academic year we worked with the Math Department on campus to provide 

tutoring for this exam and have begun to see some improvement. 

Section II. Assurances 

Please indicate whether your institution is in compliance with the following assurances. 

Training provided to prospective teachers responds to the identified needs of the local educational 

agencies or States where the institution’s graduates are likely to teach, based on past hiring and 

recruitment trends. 

Yes 

Training provided to prospective teachers is closely linked with the needs of schools and the instructional 

decisions new teachers face in the classroom. 

Yes 

Prospective special education teachers receive coursework in core academic subjects and receive training 

in providing instruction in core academic subjects. 

Yes 

General education teachers receive training in providing instruction to children with disabilities. 

Yes 

General education teachers receive training in providing instruction to limited English proficient 

students. 

Yes 

General education teachers receive training in providing instruction to children from low-income 

families. 

Yes 

Prospective teachers receive training on how to effectively teach in urban and rural schools, as applicable. 

Yes 

Describe your institution’s most successful strategies in meeting the assurances listed above: 

Our program provides preparation and training for teachers to work with all children and deaf/hard of hearing children 

with an emphasis on bilingual education (American Sign Language and English) and support for English Language 

Learners. Our program provides experiences in schools in the Metropolitan District of Columbia area. many of the schools 

we work with have a high number of low income families and are in an urban environment. All of our students in the 

undergraduate programs focus on General Education for their licensure area and many of those students go on to our 

Graduate program in Deaf Education. Beginning in the fall 2010, we began new graduate majors that allow candidates to 


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complete both a General Education and a Deaf Education license during their graduate course of study. We also continue to 

have our Deaf Education only graduate program (which requires those admitted to be eligible for a general education 

license). As a result all of the candidates who are recommended for a k - 12 Special Education: Deaf/Hard of Hearing 

license are also prepared to teach General Education content. 

Section III. Assessment Rates 

Assessment code - Assessment name 

Test Company 

Group 

ETS0235 -BIOLOGY CONTENT KNOWLEDGE 

Educational Testing Service (ETS) 

Other enrolled students 

ETS0353 -ED OF EXCEPTIONAL STUDENTS: CORE CK 





All program completers, 2010-11 







ETS0021 -EDUCATION OF YOUNG CHILDREN 









ETS0012 -ELEM ED CONTENT AREA EXERCISES 










Number Avg. Number Pass 

taking scaled passing rate 

tests score tests (%) 

1 

State 

Average 

pass 

rate 

(%) 

State 

Average 

scaled 

score 

1 100 168 

5 100 174 

3 100 176 

3 99 178 

1 90 183 

1 93 185 

1 93 184 

5 95 155 

1 99 160 

3 99 161 

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ETS0014 -ELEMENTARY ED CONTENT KNOWLEDGE 












ETS0041 -ENG LANG LIT COMP CONTENT 

KNOWLEDGE 




KNOWLEDGE 



ETS0043 -ENG LANG LIT COMP PEDAGOGY 






ETS0234 -LIFE SCIENCE: PEDAGOGY 



ETS0065 -MATHEMATICS PEDAGOGY 



ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE 



ETS0730 -PRAXIS I MATHEMATICS 







1 98 160 

5 98 164 

1 100 172 

3 98 172 

1 97 171 

2 100 172 

1 100 183 

2 77 154 

1 97 158 

1 

1 

2 88 161 

41 179 38 93 93 180 

10 181 10 100 94 181 

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ETS0710 -PRAXIS I READING 












ETS0720 -PRAXIS I WRITING 












ETS0354 -SE CORE KNOWLEDGE & APPLICATIONS 






Section III. Summary Rates 

Group 

8 93 181 

4 96 182 

41 177 37 90 97 180 

10 178 10 100 100 181 

8 99 181 

4 99 182 

41 175 38 93 97 178 

10 177 10 100 100 179 

8 100 179 

4 100 179 

3 96 166 

3 100 174 

State 

Number Number Pass 

Average 

taking passing rate 

pass rate 

tests tests (%) 

(%) 

All program completers, 2010-11 10 10 100 95 

All program completers, 2009-10 8 91 


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All program completers, combined 3 academic years 22 22 100 100 

Section IV. Low-Performing 

Provide the following information about the approval or accreditation of your teacher preparation 

program. 

Is your teacher preparation program currently approved or accredited? 

Yes 

If yes, please specify the organization(s) that approved or accredited your program: 

State 

NCATE 

Is your teacher preparation program currently under a designation as "low-performing" by the state (as 

per section 207(a) of the HEA of 2008)? 

No 

Section V. Technology 

Does your program prepare teachers to: 

• integrate technology effectively into curricula and instruction 

Yes 

• use technology effectively to collect data to improve teaching and learning 

Yes 

• use technology effectively to manage data to improve teaching and learning 

Yes 

• use technology effectively to analyze data to improve teaching and learning 

Yes 

Provide a description of how your program prepares teachers to integrate technology effectively into 

curricula and instruction, and to use technology effectively to collect, manage, and analyze data in order 

to improve teaching and learning for the purpose of increasing student academic achievement. Include a 

description of how your program prepares teachers to use the principles of universal design for learning, 

as applicable. Include planning activities and a timeline if any of the four elements listed above are not 

currently in place. 

All of our candidates are required to demonstrate planning and instruction that includes technology. We also require our 

candidates to complete a number of Teacher Work Samples (both formatively and summatively) and in these Teacher Work 

Samples they must demonstrate the use of technology, gather data to improve teaching and learning, manage and analyze 

the data to demonstrate that they have made an impact on teaching and learning of K – 12 students. 

Section VI. Teacher Training 

Does your program prepare general education teachers to: 

• teach students with disabilities effectively 

Yes 


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• participate as a member of individualized education program teams 

Yes 

• teach students who are limited English proficient effectively 

Yes 

Provide a description of how your program prepares general education teachers to teach students with 

disabilities effectively, including training related to participation as a member of individualized education 

program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and 

to effectively teach students who are limited English proficient. Include planning activities and a timeline 

if any of the three elements listed above are not currently in place. 

Since 1984 our Undergraduate programs have provided our students with a General Education licensure teacher 

preparation program. The majority of our undergraduates go on to a graduate program in Deaf or Special Education either 

at Gallaudet University or another university. Our program philosophy has been that all Special Education teachers need a 

strong background in general education. 

Currently our postgraduate Deaf Education program requires candidates without a license in General Education to take pre 

-requisites to attain fundamental knowledge and skills in teaching general education courses. 

In 2009 the Department of Education revised the postgraduate programs to add the ability to receive both a general 

education licensure and a k – 12 Special Education Deaf/Hard of haring licensure. This new program began in Fall 2010. 

Additionally all candidates who wish to receive just the k – 12 Special Education: Deaf/Hard of hearing license must 

demonstrate either a Bachelor’s degree in General Education or licensure in general education or a content area. 

The majority of our candidates plan to work with Deaf/hard of hearing students. Many Deaf/hard of hearing students meet 

the definition for limited English proficiency. So many of our literacy courses in both the undergraduate and postgraduate 

programs provide preparation in working with students who are limited English proficient. 

Additionally in our recent curriculum revisions we placed a particular emphasis on including working with students with 

disabilities in all of our course work. We also worked to infuse a bilingual education focus including a focus on working with 

students with limited English proficiency. 

Does your program prepare special education teachers to: 


Yes 


Yes 


Yes 

Provide a description of how your program prepares special education teachers to teach students with 





All candidates are required to take at least one course focused on working with students with disabilities and that course 

provides information and training on how to participate in (and lead) an IEP meeting. Candidates plan and role-play IEP 

meetings. Candidates observe IEP meetings and candidates are required to incorporate planning for instruction and 

teaching of students with special needs in their clinical experiences. 


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disabilities in all of our course work. 

Section VII. Contextual Information 

Please use this space to provide any additional information that describes your teacher preparation 

program(s). You may also attach information to this report card. The U.S. Department of Education is 

especially interested in any evaluation plans or interim or final reports that may be available. 

Gallaudet University, the world's only university in which all programs and services are specifically designed to 

accommodate deaf and hard of hearing students, was founded in 1864. Because Gallaudet University is a bilingual 

community that values the use of American Sign Language (A.S.L.) and English the majority of instruction is delivered in 

ASL with print English. The Department of Education has Teacher Preparation Programs at both the Undergraduate and 

Graduate levels. Our Undergraduate students, who are primarily deaf and hard of hearing, are pursuing degrees and 

licensure in General Education (including Early Childhood Education, Elementary Education, and Secondary Education in 

Biology, Chemistry, General Sciences, English, Mathematics and Social Studies. Our Graduate programs are designed so 

that all Deaf Education program completers will be eligible BOTH General Education and Deaf (Special) Education licenses 

(either from Gallaudet or from their previous university and Gallaudet). All of our teacher preparation programs are 

recognized by the Specialized Professional Associations that oversee the content area of the program. The Professional 

Education Unit is also accredited by the National Council for Accreditation of Teacher Education and the District of 

Columbia. 

Supporting Files 

Title II, Higher Education Act 

OMB Control No.: 1840-0744 (exp. 9/30/2012) 




2010-11 


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SUBMIT REPORTS 


Program Information 

Name of Institution: Gallaudet University 

Institution/Program Type: Traditional 

Academic Year: 2010-11 

State: District of Columbia 

Address: 800 Florida Avenue NE 

Washington, DC, 20002 

Contact Name: Dr. Helen Thumann 

Phone: 202-651-5530 

Email: helen.thumann@gallaudet.edu 


Is your institution a member of a Teacher Quality Enhancement (TQE) partnership grant: No 

TQE partnership name or grant number, if applicable: 

Section I.a Program Admission 

For each element listed below, check if it is required for admission into any of your initial teacher 

certification program(s) at either the undergraduate or postgraduate level. 



Element Undergraduate Postgraduate 

Application Yes Yes 

Fee/Payment No Yes 

Transcript Yes Yes 

Fingerprint check No Yes 

Background check No Yes 

Experience in a classroom or working with children Yes Yes 


2010-11 

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Minimum number of courses/credites/semester hours completed Yes No 

Minimum high school GPA No No 

Minimum undergraduate GPA Yes Yes 

Minimum GPA in content area coursework Yes Yes 

Minimum GPA in professional education coursework Yes Yes 

Minimum ACT score No No 

Minimum SAT score No No 

Minimum GRE score No No 

Minimum basic skills test score Yes Yes 

Subject area/academic content test or other subject matter verification Yes Yes 

Recommendation(s) Yes Yes 

Essay or personal statement Yes Yes 

Interview Yes No 

Resume Yes No 

Bachelor's degree or higher No Yes 

Job offer from school/district No No 

Personality test No No 

Other (specify: American Sign Language Proficiency Interview ) No Yes 

Provide a link to your website where additional information about admissions requirements can be 

found: 

http://www.gallaudet.edu/education.html 

Indicate when students are formally admitted into your initial teacher certification program: 

Other varies by student and program 

Does your initial teacher certification program conditionally admit students? Yes 

Please provide any additional about or exceptions to the admissions information provided above: 

The Undergraduate program does admit students with conditions that can include: showing improvement in GPA by a 

specified time, proof of Praxis scores, obtaining additional work/volunteer experience with children or verification of 

admission to the content major for Secondary Education programs. The postgraduate program does admit students with 

the condition that they complete some pre-requisite coursework, satisfy a background check, meet minimum GPA,provide 

proof of Praxis scores or provide proof of completed Undergraduate degree. 

Section I.b Program Enrollment 

Provide the number of students in the teacher preparation program in the following categories. Note that 

you must report on the number of students by ethnicity and race separately. Individuals who are non- 

Hispanic/Latino will be reported in one of the race categories. Also note that individuals can belong to one 

or more racial groups, so the sum of the members of each racial category may not necessarily add up to 

the total number of students enrolled. 

Total number of students enrolled in 2010-11: 83 

Unduplicated number of males enrolled in 2010-11: 17 


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Unduplicated number of females enrolled in 2010-11: 66 

Ethnicity 

2010-11 Number enrolled 

Hispanic/Latino of any race: 3 

Race 

American Indian or Alaska Native: 0 

Asian: 5 

Black or African American: 6 

Native Hawaiian or Other Pacific Islander: 0 

White: 64 

Two or more races: 2 

Section I.c Supervised Experience 

Provide the following information about supervised clinical experience in 2010-11. 

Average number of clock hours required prior to student teaching 87 

Average number of clock hours required for student teaching 350 

Number of full-time equivalent faculty in supervised clinical experience during this academic year 10 

Number of full-time equivalent adjunct faculty in supervised clinical experience during this academic year (IHE 

and PreK-12 staff) 

Number of students in supervised clinical experience during this academic year 77 

Please provide any additional information about or descriptions of the supervised clinical experiences: 

The number of students in supervised clinical experience may count the same students twice in one year as a student could 

go from one practicum to another or from practicum to student teaching in the academic year. In our Undergraduate and 

Graduate programs we have General Ed licensure programs (ECE, Elementary, Secondary). These students (the majority of 

whom are Deaf or Hard of Hearing) do their placements in local-Metropolitan DC- Public/Private schools with interpreters. 

The Graduate program has a Deaf Education licensure program. These students do their practicum placements in the DC 

Metro area but their student teaching is typically outside of the DC area (Texas, New Mexico, etc). Many of these Deaf Ed 

graduate students are getting their 2nd initial license (after completing a General Ed licensure program). 

Section I.d Teachers Prepared by Subject Area 

Please provide the number of teachers prepared by subject area for academic year 2010-11. For the 

purposes of this section, number prepared means the number of program completers. "Subject area" 

refers to the subject area(s) an individual has been prepared to teach. An individual can be counted in 

more than one subject area. If no individuals were prepared in a particular subject area, please leave that 

cell blank. (§205(b)(1)(H)) 


Subject Area Number Prepared 



0 

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Teacher Education - Early Childhood Education 0 




Teacher Education - Multiple Levels 




Teacher Education - English/Language Arts 1 





Teacher Education - Mathematics 1 




Teacher Education - Science Teacher Education/General Science 










Teacher Education- History 











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Education - Other 

Specify: 

Section I.d Teachers Prepared by Academic Major 

Please provide the number of teachers prepared by academic major for academic year 2010-11. For the 

purposes of this section, number prepared means the number of program completers. "Academic major" 

refers to the actual major(s) declared by the program completer. An individual can be counted in more 

than one academic major. If no individuals were prepared in a particular academic major, please leave 

that cell blank. (§205(b)(1)(H)) 


Academic Major Number Prepared 


Teacher Education - Early Childhood Education 







Teacher Education - English/Language Arts 





Teacher Education - Mathematics 




Teacher Education - Science 











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Teacher Education - History 










Education - Curriculum and Instruction 

Education - Social and Philosophical Foundations of Education 

Liberal Arts/Humanities 

Psychology 

Social Sciences 

Anthropology 

Economics 

Geography and Cartography 

Political Science and Government 

Sociology 

Visual and Performing Arts 

History 

Foreign Languages 

Family and Consumer Sciences/Human Sciences 

English Language/Literature 1 

Philosophy and Religious Studies 

Agriculture 

Communication or Journalism 

Engineering 

Biology 

Mathematics and Statistics 1 

Physical Sciences 

Astronomy and Astrophysics 

Atmospheric Sciences and Meteorology 

Chemistry 

Geological and Earth Sciences/Geosciences 

Physics 


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Business/Business Administration/Accounting 

Computer and Information Sciences 

Other 

Specify: 

Section I.e Program Completers 

Provide the total number of initial teacher certification preparation program completers in each of the 

following academic years: 

2010-11: 17 

2009-10: 10 

2008-09: 10 

Section II. Annual Goals 

Each institution of higher education (IHE) that conducts a traditional teacher preparation program 

(including programs that offer any ongoing professional development programs) or alternative routes to 

state certification or licensure program, and that enrolls students receiving Federal assistance under this 

Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in 

teacher shortage areas designated by the Secretary or by the state educational agency, including 

mathematics, science, special education, and instruction of limited English proficient students. IHEs that 

do not have a teacher preparation program in one or more of the areas listed below can enter NA for the 

area(s) in which the IHE does not have that program. 

Teacher shortage 

area 

Mathematics 

Science 


Goal: 2 

Goal met? No 

Goal for increasing prospective teachers trained 


In 2010-11 we had one Program Completer in Secondary Mathematics. During the 2010-2011 

academic year the Education Department worked with the Math Department to provide an elective 

course focused on passing the Praxis II content exam. 


meeting goal: 

Because our biggest barrier at this point is the Praxis II content exam, we focus our efforts on 

improving the pass rate. This academic year we were able to find a tutor for our Math Education 

majors. We also have worked with the Math Department to try to insure timely application to the 

Education programs and shared information. 


Goal: 0 

Goal met? No 


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Special education 

Instruction of 

limited English 

proficient students 

NA 


This year we had a student who was in Secondary Biology who did not graduate as a program 

completer as he was not able to complete the required performance assessments. We continue to 

have low enrollment in this program. We have met with representatives from each of the Science 

majors on campus in an effort to improve this. 


meeting goal: 

We hope by adding the additional content areas in the sciences we will be able to increase our 

enrollment in the Secondary Sciences program. We are also working with the Chemistry 

Department Faculty to address increasing enrollment. We have also been in discussions with STEM 

faculty about developing a Noyce Grant application to support STEM/Education majors. This is a 

long term goal for the program. 


Goal: 10 

Goal met? Yes 


We had 12 Deaf Ed program completers this year. Three had previous General Education licensure 

or program completion. We have worked to clarify our program recruitment and increase our 

enrollment in the dual license programs. 


meeting goal: 

We had 12 program completers in our k - 12 Deaf Education (Special Education) programs. By 

requiring students to pass the Praxis I (and or equivalent) exam early in the program (or prior to 

admission) we have been able to increase our program completion rate in the Graduate Program. 


Goal: NA 

Goal met? 



meeting goal: 


Goal: NA 

Goal met? 



meeting goal: 


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Provide any additional comments, exceptions and explanations below: 

Over the past several years the programs have begun requiring students to pass Praxis I exams for entry into student 

teaching (and for graduate students passing the Praxis I and II Content Knowledge exam is a requirement for admission). 

This resulted in the number of candidates we expected to go into Student Teaching and graduating from the program with 

licensure recommendations not matching the goals we had set. The majority of our students who are struggling to pass the 

Praxis exams are struggling with the Praxis I exams. To address this, we have provided professional development 

workshops, tutoring (both through our on-campus tutoring center and the department), begun incorporating Praxis 1 

practice and study into our Introduction to Education courses and are providing free study materials to applicants and 

students. Additionally this year (2011-12) DC has begun to accept alternative Basic Skills tests (ACT, GRE, SAT, instead of 

just the Praxis). We believe this will help with recruitment as many more students have taken the ACT or other equivalent 

exam than the Praxis I exams. 

The one Praxis II Content Knowledge exam that our candidates do not do well on is the Praxis II Secondary Mathematics 

Content Knowledge exam. During the 2011-12 academic year we worked with the Math Department on campus to provide 

tutoring for this exam and have begun to see some improvement. 

Section II. Assurances 

Please indicate whether your institution is in compliance with the following assurances. 

Training provided to prospective teachers responds to the identified needs of the local educational 

agencies or States where the institution’s graduates are likely to teach, based on past hiring and 

recruitment trends. 

Yes 

Training provided to prospective teachers is closely linked with the needs of schools and the instructional 

decisions new teachers face in the classroom. 

Yes 

Prospective special education teachers receive coursework in core academic subjects and receive training 

in providing instruction in core academic subjects. 

Yes 

General education teachers receive training in providing instruction to children with disabilities. 

Yes 

General education teachers receive training in providing instruction to limited English proficient 

students. 

Yes 

General education teachers receive training in providing instruction to children from low-income 

families. 

Yes 

Prospective teachers receive training on how to effectively teach in urban and rural schools, as applicable. 

Yes 

Describe your institution’s most successful strategies in meeting the assurances listed above: 

Our program provides preparation and training for teachers to work with all children and deaf/hard of hearing children 

with an emphasis on bilingual education (American Sign Language and English) and support for English Language 

Learners. Our program provides experiences in schools in the Metropolitan District of Columbia area. many of the schools 

we work with have a high number of low income families and are in an urban environment. All of our students in the 

undergraduate programs focus on General Education for their licensure area and many of those students go on to our 

Graduate program in Deaf Education. Beginning in the fall 2010, we began new graduate majors that allow candidates to 


Page 9 of 15 

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complete both a General Education and a Deaf Education license during their graduate course of study. We also continue to 

have our Deaf Education only graduate program (which requires those admitted to be eligible for a general education 

license). As a result all of the candidates who are recommended for a k - 12 Special Education: Deaf/Hard of Hearing 

license are also prepared to teach General Education content. 

Section III. Assessment Rates 

Assessment code - Assessment name 

Test Company 

Group 

ETS0235 -BIOLOGY CONTENT KNOWLEDGE 


































Number Avg. Number Pass 

taking scaled passing rate 

tests score tests (%) 

1 

State 

Average 

pass 

rate 

(%) 

State 

Average 

scaled 

score 

1 100 168 

5 100 174 

3 100 176 

3 99 178 

1 90 183 

1 93 185 

1 93 184 

5 95 155 

1 99 160 

3 99 161 

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KNOWLEDGE 




KNOWLEDGE 









ETS0234 -LIFE SCIENCE: PEDAGOGY 



ETS0065 -MATHEMATICS PEDAGOGY 



ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE 










1 98 160 

5 98 164 

1 100 172 

3 98 172 

1 97 171 

2 100 172 

1 100 183 

2 77 154 

1 97 158 

1 

1 

2 88 161 

41 179 38 93 93 180 

10 181 10 100 94 181 

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Section III. Summary Rates 

Group 

8 93 181 

4 96 182 

41 177 37 90 97 180 

10 178 10 100 100 181 

8 99 181 

4 99 182 

41 175 38 93 97 178 

10 177 10 100 100 179 

8 100 179 

4 100 179 

3 96 166 

3 100 174 

State 

Number Number Pass 

Average 

taking passing rate 

pass rate 

tests tests (%) 

(%) 

All program completers, 2010-11 10 10 100 95 



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All program completers, combined 3 academic years 22 22 100 100 

Section IV. Low-Performing 

Provide the following information about the approval or accreditation of your teacher preparation 

program. 

Is your teacher preparation program currently approved or accredited? 

Yes 

If yes, please specify the organization(s) that approved or accredited your program: 

State 

NCATE 

Is your teacher preparation program currently under a designation as "low-performing" by the state (as 

per section 207(a) of the HEA of 2008)? 

No 

Section V. Technology 

Does your program prepare teachers to: 

• integrate technology effectively into curricula and instruction 

Yes 

• use technology effectively to collect data to improve teaching and learning 

Yes 

• use technology effectively to manage data to improve teaching and learning 

Yes 

• use technology effectively to analyze data to improve teaching and learning 

Yes 

Provide a description of how your program prepares teachers to integrate technology effectively into 

curricula and instruction, and to use technology effectively to collect, manage, and analyze data in order 

to improve teaching and learning for the purpose of increasing student academic achievement. Include a 

description of how your program prepares teachers to use the principles of universal design for learning, 

as applicable. Include planning activities and a timeline if any of the four elements listed above are not 

currently in place. 

All of our candidates are required to demonstrate planning and instruction that includes technology. We also require our 

candidates to complete a number of Teacher Work Samples (both formatively and summatively) and in these Teacher Work 

Samples they must demonstrate the use of technology, gather data to improve teaching and learning, manage and analyze 

the data to demonstrate that they have made an impact on teaching and learning of K – 12 students. 

Section VI. Teacher Training 

Does your program prepare general education teachers to: 


Yes 


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Yes 


Yes 

Provide a description of how your program prepares general education teachers to teach students with 





Since 1984 our Undergraduate programs have provided our students with a General Education licensure teacher 

preparation program. The majority of our undergraduates go on to a graduate program in Deaf or Special Education either 

at Gallaudet University or another university. Our program philosophy has been that all Special Education teachers need a 

strong background in general education. 

Currently our postgraduate Deaf Education program requires candidates without a license in General Education to take pre 

-requisites to attain fundamental knowledge and skills in teaching general education courses. 

In 2009 the Department of Education revised the postgraduate programs to add the ability to receive both a general 

education licensure and a k – 12 Special Education Deaf/Hard of haring licensure. This new program began in Fall 2010. 

Additionally all candidates who wish to receive just the k – 12 Special Education: Deaf/Hard of hearing license must 

demonstrate either a Bachelor’s degree in General Education or licensure in general education or a content area. 

The majority of our candidates plan to work with Deaf/hard of hearing students. Many Deaf/hard of hearing students meet 

the definition for limited English proficiency. So many of our literacy courses in both the undergraduate and postgraduate 

programs provide preparation in working with students who are limited English proficient. 


disabilities in all of our course work. We also worked to infuse a bilingual education focus including a focus on working with 

students with limited English proficiency. 

Does your program prepare special education teachers to: 


Yes 


Yes 


Yes 

Provide a description of how your program prepares special education teachers to teach students with 





All candidates are required to take at least one course focused on working with students with disabilities and that course 

provides information and training on how to participate in (and lead) an IEP meeting. Candidates plan and role-play IEP 

meetings. Candidates observe IEP meetings and candidates are required to incorporate planning for instruction and 

teaching of students with special needs in their clinical experiences. 


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disabilities in all of our course work. 

Section VII. Contextual Information 

Please use this space to provide any additional information that describes your teacher preparation 

program(s). You may also attach information to this report card. The U.S. Department of Education is 

especially interested in any evaluation plans or interim or final reports that may be available. 

Gallaudet University, the world's only university in which all programs and services are specifically designed to 

accommodate deaf and hard of hearing students, was founded in 1864. Because Gallaudet University is a bilingual 

community that values the use of American Sign Language (A.S.L.) and English the majority of instruction is delivered in 

ASL with print English. The Department of Education has Teacher Preparation Programs at both the Undergraduate and 

Graduate levels. Our Undergraduate students, who are primarily deaf and hard of hearing, are pursuing degrees and 

licensure in General Education (including Early Childhood Education, Elementary Education, and Secondary Education in 

Biology, Chemistry, General Sciences, English, Mathematics and Social Studies. Our Graduate programs are designed so 

that all Deaf Education program completers will be eligible BOTH General Education and Deaf (Special) Education licenses 

(either from Gallaudet or from their previous university and Gallaudet). All of our teacher preparation programs are 

recognized by the Specialized Professional Associations that oversee the content area of the program. The Professional 

Education Unit is also accredited by the National Council for Accreditation of Teacher Education and the District of 

Columbia. 

Supporting Files 

Title II, Higher Education Act 

OMB Control No.: 1840-0744 (exp. 9/30/2012) 




2010-11 


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Title II Higher Education Act Report Card - Gallaudet University

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