Common Entrance Survey Results:

Teacher Education Students Pursuing Mathematics Entering in 2012-2013

October 2012

The Common Entrance Survey was administered to all incoming students enrolled in the University of Connecticut’s Neag School of Education’s teacher preparation program in the fall of the 2012-13 school year. This report presents results of this survey for 17 respondents pursuing a concentration in Mathematics Education in either the Integrated Bachelors/Masters (IB/M) Program or the Teacher Certification Program for College Graduates (TCPCG). The first half of this report includes results for the 8 students from the IB/M program (47.1%), and the second half contains results for the remaining 9 students (52.9%) from TCPCG.

ü Within the sample, 6 students (62.5%) identified themselves as male, and 12 respondents (70.1%) reported being White/Caucasian.

ü All 17 respondents (100%) indicated that they had attended a public high school. Of these, the majority (82.4%) reported that their high school was in a suburban area.

ü Of the students who reported on their high school’s ethnic composition, half (50.0%) indicated the student body was made up of primarily white students, and half (50%) reported the student body was a mixture of white and non-white students.

ü Results suggest that 52.9% of respondents’ mothers and 52.9% of fathers attained an education level of college completion or beyond.

ü With regard to educating English Language Learners (ELLs), IB/M students were reported feeling that most confident in making a difference in the lives of my students (M = 4.0) and providing a positive learning environment and create a climate characterized by high expectations (M = 4.0); TCPCG students also reported feeling most confident about making a difference in the lives of my students (M = 4.4).

This report also includes information regarding respondents’ experiences working with English Language Learners (ELLs) and students with disabilities, as well as their confidence with assessment practices and their knowledge of the Common Core State Standards (CCSS).

In addition, qualitative data are presented in this report. A thematic analysis of students’ responses to one open-ended question was conducted: “Aside from getting a teaching job, what do you feel will be your most important achievements and/or accomplishments in the Teacher Education Program at the Neag School?” A total of 12 common themes emerged from students in the mathematics field. Overall, the goals most often cited by these respondents involved becoming successful teachers, learning to assess and differentiate instruction, and having a positive impact on students’ lives. The following table further elaborates on all 12 themes in order of popularity among mathematics education students.

Aside from getting a teaching job, what do you feel will be your most important achievements and/or accomplishments in the Teacher Education Program at the Neag School?

Theme / Definition / # / % / Example
Successful teacher / Participant hopes to become a successful teacher. / 6/17 / 23.08% / “The Education Program at the Neag School was a great opportunity to acquire the necessary skills and knowledge to be a successful teacher.”
Assessment & differentiation / Participant hopes to assess the needs of students and differentiate instruction. / 3/17 / 11.54% / “I think that the most important accomplishment that I will gain from the program is the ability to more easily assess the needs of others.”
Positive impact / Have a positive impact on his/her students' lives / 2/17 / 7.69% / “Feeling confident in myself that I can go into a classroom and teach what I need to in a way that will make a difference in a student's life.”
Theory to classroom / Apply educational theory within his/her classroom / 2/17 / 7.69% / “I will have gained knowledge of teaching pedagogy that will help me tremendously throughout my teaching career.”
Content area knowledge / Participant hopes to have a strong understanding of his/her content area (eg., math, science, Spanish). / 2/17 / 7.69% / “The most important achievement in the TCPCG at the Neag School is to prepare us all the knowledge needed to attend educational settings in a short amount of time.”
Completing program / Complete the teacher education program including student teaching and inquiry project / 2/17 / 7.69% / “I feel that my most important achievement in the Neag School of Education will be succeeding in my student teacher position.”
Teacher identity / Create identity as a teacher / 1/17 / 3.85% / “Feeling confident in myself that I can go into a classroom and teach what I need to in a way that will make a difference in a student's life.”
Helping students overcome struggles / Help future students overcome personal and academic struggles / 1/17 / 3.85% / “Learning how to effectively help students, whether it be in the academic subject they are studying or with any problem they have.”
Educational politics / "Gaining an understanding of the education system in America." / 1/17 / 3.85% / “Gaining an understanding of the education system in America.”
Challenging myself / Challenge his or herself and take risks with teaching / 1/17 / 3.85% / “I hope to push and challenge both my students and myself.”
Effective lesson planning / Learn how to effectively lesson plan / 1/17 / 3.85% / “I think that the most important achievement/accomplishment in the UCONN TCPCG program will be the knowledge I gain about planning, instructing, and assessing students.”
Cultural awareness / Participant hopes to promote cultural awareness with students. / 1/17 / 3.85% / “So, what would I take away from this if I don't get hired? I would have to say a deeper respect and appreciation for the profession of teaching.”
No response / Participant did not respond / 3/17 / 11.54%

Appendix A:

Integrated Bachelor’s/Master’s Teacher Education Program (IB/M)

Gender:

Answer / Count / Percent
Female / 2 / 25.00%
Male / 6 / 75.00%

Race/ethnicity:

Answer / Count / Percent
Hispanic America / 1 / 14.29%
White/Caucasian / 6 / 85.71%

Primary language spoken in your childhood home:

Answer / Count / Percent
English / 6 / 85.71%
Spanish / 1 / 14.29%

Can youspeak any language other than English?

Answer / Count / Percent
No / 1 / 14.29%
Yes / 6 / 85.71%

Highest level of education attained by your mother:

Answer / Count / Percent
Completed college / 3 / 42.86%
Completed graduate school / 1 / 14.29%
Some college / 1 / 14.29%
Completed high school / 2 / 28.57%

Highest level of education attained by your father:

Answer / Count / Percent
Completed college / 2 / 28.57%
Some graduate school / 1 / 14.29%
Completed junior/community college / 1 / 14.29%
Completed high school / 3 / 42.86%

What type of high school did you attend?

Answer / Count / Percent
Public / 7 / 100.00%

How would you describe the location of your high school?

Answer / Count / Percent
Rural / 1 / 14.29%
Suburban / 5 / 71.43%
Urban / 1 / 14.29%

How would you describe the racial/ethnic composition of your high school?

Answer / Count / Percent
A mixture of both white and non-white students / 4 / 57.14%
Primarily white students / 3 / 42.86%

The nextseveral questionsrefer toyour preparation for working with English language learners (ELL) students. Please use the following scale to rate your level of agreement with each statement: 1 =Strongly Disagree; 2 = Disagree; 3 = Neutral; 4 = Agree; 5 = Strongly Agree

1 / 2 / 3 / 4 / 5 / Average Rating
I am prepared to tailor instructional and other services to the needs to ELL students. / 0
(0.00%) / 2
(28.57%) / 3
(42.86%) / 2
(28.57%) / 0
(0.00%) / 3
I possess a clear understanding of the language demands of the content area that I will teach. / 0
(0.00%) / 3
(42.86%) / 1
(14.29%) / 3
(42.86%) / 0
(0.00%) / 3
I am knowledgeable of teaching strategies and instructional practices for ELL students that are developmentally appropriate. / 0
(0.00%) / 4
(57.14%) / 3
(42.86%) / 0
(0.00%) / 0
(0.00%) / 2.4
I am knowledgeable of alternate ways of giving feedback. / 0
(0.00%) / 0
(0.00%) / 4
(57.14%) / 3
(42.86%) / 0
(0.00%) / 3.4
I am knowledgeable of teaching practices that are attuned to students’ language proficiencies and cognitive levels. / 0
(0.00%) / 4
(57.14%) / 2
(28.57%) / 1
(14.29%) / 0
(0.00%) / 2.6
I am knowledgeable of teaching practices that are culturally supportive and relevant. / 0
(0.00%) / 2
(28.57%) / 2
(28.57%) / 3
(42.86%) / 0
(0.00%) / 3.1
If I try hard, I can get through to most of the ELL students. / 0
(0.00%) / 0
(0.00%) / 4
(57.14%) / 2
(28.57%) / 1
(14.29%) / 3.6
I am confident in my ability to handle most discipline problems with ELL students. / 0
(0.00%) / 1
(14.29%) / 5
(71.43%) / 1
(14.29%) / 0
(0.00%) / 3
I am confident in my ability to teach all ELL students to high levels. / 0
(0.00%) / 2
(28.57%) / 2
(28.57%) / 3
(42.86%) / 0
(0.00%) / 3.1
I am confident I am making a difference in the lives of my students. / 0
(0.00%) / 0
(0.00%) / 3
(42.86%) / 1
(14.29%) / 3
(42.86%) / 4
I am uncertain how to teach some of my ELL students. / 0
(0.00%) / 0
(0.00%) / 3
(42.86%) / 4
(57.14%) / 0
(0.00%) / 3.6
I feel confident I can provide a positive learning environment and create a climate characterized by high expectations. / 0
(0.00%) / 0
(0.00%) / 2
(28.57%) / 3
(42.86%) / 2
(28.57%) / 4
I am confident in my skills to effectively communicate with parents and guardians of ELL students. / 0
(0.00%) / 4
(57.14%) / 2
(28.57%) / 0
(0.00%) / 1
(14.29%) / 2.7
I am confident in my skills to provide alternative/performance assessments to ELL students. / 0
(0.00%) / 3
(42.86%) / 3
(42.86%) / 1
(14.29%) / 0
(0.00%) / 2.7
I feel confident in providing linguistically and culturally appropriate learning experiences for ELL students. / 0
(0.00%) / 2
(28.57%) / 3
(42.86%) / 1
(14.29%) / 1
(14.29%) / 3.1
ELL students in the general education classroom setting slows down the progress of the other students in the class. / 1
(14.29%) / 2
(28.57%) / 3
(42.86%) / 1
(14.29%) / 0
(0.00%) / 2.6
Inclusion of ELL students in general education classes is good in theory, but does not work in the real world. / 1
(14.29%) / 2
(28.57%) / 4
(57.14%) / 0
(0.00%) / 0
(0.00%) / 2.4
Immigrant parents do not try to learn English. / 2
(28.57%) / 4
(57.14%) / 1
(14.29%) / 0
(0.00%) / 0
(0.00%) / 1.9
In order for ELLs to learn English, their parents should attempt to speak English. / 1
(14.29%) / 1
(14.29%) / 4
(57.14%) / 1
(14.29%) / 0
(0.00%) / 2.7

Experience Working with Students with Disabilities

How confident are you in your ability to do the following?

Not at all Confident / Moderately Unconfident / Slightly Unconfident / Slightly Confident / Moderately Confident / Very Confident
Physically prepare space and materials needed to deliver instruction / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 3
(42.86%) / 3
(42.86%) / 1
(14.29%)
Design lesson plans to provide all learners access to the general curriculum / 0
(0.00%) / 0
(0.00%) / 2
(28.57%) / 3
(42.86%) / 2
(28.57%) / 0
(0.00%)
Modify lesson plans to address the needs of students with disabilities / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 4
(57.14%) / 3
(42.86%) / 0
(0.00%)
Maintain a structured learning environment / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 3
(42.86%) / 1
(14.29%) / 3
(42.86%)
Use a small number of positively stated expectations / 0
(0.00%) / 0
(0.00%) / 1
(14.29%) / 2
(28.57%) / 2
(28.57%) / 2
(28.57%)
Reinforce appropriate behavior / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 1
(14.29%) / 3
(42.86%) / 3
(42.86%)
Respond to inappropriate behavior / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 4
(57.14%) / 1
(14.29%) / 2
(28.57%)
Implement individualized behavior strategies for students with disabilities / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 6
(85.71%) / 1
(14.29%) / 0
(0.00%)
Introduce lesson content / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 1
(14.29%) / 4
(57.14%) / 2
(28.57%)
Maximize student engagement / 0
(0.00%) / 0
(0.00%) / 1
(14.29%) / 1
(14.29%) / 4
(57.14%) / 1
(14.29%)
Provide performance-based feedback / 0
(0.00%) / 0
(0.00%) / 1
(14.29%) / 2
(28.57%) / 3
(42.86%) / 1
(14.29%)
Review lesson content at the end of instruction / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 1
(14.29%) / 5
(71.43%) / 1
(14.29%)
Teach lesson content relevant to the student population / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 3
(42.86%) / 2
(28.57%) / 2
(28.57%)
Assess student ability and/or knowledge prior to instruction / 0
(0.00%) / 0
(0.00%) / 1
(14.29%) / 2
(28.57%) / 4
(57.14%) / 0
(0.00%)
Assess student outcomes related to the student's IEP during instruction / 0
(0.00%) / 0
(0.00%) / 3
(42.86%) / 1
(14.29%) / 2
(28.57%) / 1
(14.29%)
Assess student response to instruction / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 3
(42.86%) / 4
(57.14%) / 0
(0.00%)
Uphold high standards of competence in the practice of the profession / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 2
(28.57%) / 1
(14.29%) / 4
(57.14%)
Uphold high standards of integrity in the practice of the profession / 0
(0.00%) / 0
(0.00%) / 1
(14.29%) / 1
(14.29%) / 1
(14.29%) / 4
(57.14%)
Use evidence to guide exercise/exercising sound judgment in the practice of the profession / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 2
(28.57%) / 3
(42.86%) / 2
(28.57%)
Engage in professional activities related to continuous learning and advocacy / 0
(0.00%) / 0
(0.00%) / 1
(14.29%) / 0
(0.00%) / 4
(57.14%) / 2
(28.57%)
Collaborate respectfully with all stakeholders / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 1
(14.29%) / 3
(42.86%) / 3
(42.86%)

Assessment