2024-2025 Report
(2023-2024 Academic Year Data)
In accordance with the accountability provisions of the Higher Education Act, Brockport publishes the following information regarding its teacher education programs on this page:
- Certification exam pass rates and scaled scores
- Goals and assurances
- Program information
- Accreditation statement
- Performance designation
- Use of technology
- Teacher training information
A) Certification exam pass rates and scaled scores
The following table includes New York State (NYS) teacher certification exam data for SUNY Brockport education program completers. Data are aggregated by graduating cohort. Please note that where a program graduated fewer than 10 candidates in a year, the three most recent years’ data are combined. State-wide data are also provided as a benchmark.
| Assessment, and graduating cohort | Brockport number taking tests | Brockport pass rate | NYS average pass rate | Brockport average scaled score | NYS average scaled score |
|---|---|---|---|---|---|
Educating All Students exam, 2023-2024 |
148 |
99% |
94% |
531 |
529 |
Educating All Students exam, 2022-2023 |
155 |
95% |
95% |
529 |
530 |
Educating All Students exam, 2021-2022 |
156 |
94% |
94% |
527 |
529 |
BEA Spanish Content Specialty Test (CST), 2021-2024 |
7 |
low n |
94% |
low n |
550 |
English Language Arts CST, 2021-2024 |
20 |
85% |
86% |
543 |
539 |
ESOL CST, 2023-2024 |
17 |
100% |
94% |
564 |
553 |
ESOL CST, 2022-2023 |
23 |
95% |
96% |
553 |
551 |
ESOL CST, 2021-2022 |
22 |
100% |
95% |
563 |
554 |
Health CST, 2023-2024 |
22 |
95% |
87% |
547 |
538 |
Health CST, 2022-2021 |
18 |
100% |
87% |
550 |
540 |
Health CST, 2021-2022 |
17 |
100% |
89% |
553 |
541 |
Literacy CST, 2021-2024 |
27 |
96% |
91% |
548 |
545 |
Math CST, 2021-2024 |
17 |
100% |
77% |
552 |
531 |
Multi-Subject 1-6 Part One, 2023-2024 |
42 |
90% |
91% |
539 |
538 |
Multi-Subject 1-6 Part One, 2022-2023 |
43 |
100% |
91% |
545 |
539 |
Multi-Subject 1-6 Part One, 2021-2022 |
44 |
100% |
91% |
543 |
539 |
Multi-Subject 1-6 Part Two, 2023-2024 |
38 |
94% |
87% |
542 |
538 |
Multi-Subject 1-6 Part Two, 2022-2023 |
42 |
97% |
89% |
541 |
539 |
Multi-Subject 1-6 Part Two, 2021-2022 |
43 |
95% |
88% |
543 |
540 |
Multi-Subject 7-12 Part One, 2023-2024 |
20 |
90% |
78% |
543 |
531 |
Multi-Subject 7-12 Part One, 2022-2023 |
31 |
93% |
80% |
547 |
532 |
Multi-Subject 7-12 Part One, 2021-2022 |
28 |
96% |
77% |
544 |
530 |
Multi-Subject 7-12 Part Two, 2023-2024 |
17 |
100% |
87% |
563 |
541 |
Multi-Subject 7-12 Part Two, 2022-2023 |
28 |
96% |
87% |
553 |
541 |
Multi-Subject 7-12 Part Two, 2021-2022 |
27 |
96% |
88% |
553 |
543 |
Multi-Subject Part Three, 2023-2024 |
58 |
100% |
96% |
563 |
553 |
Multi-Subject Part Three, 2022-2023 |
77 |
100% |
96% |
565 |
554 |
Multi-Subject Part Three, 2021-2022 |
69 |
100% |
96% |
566 |
555 |
Physical Education CST, 2023-2024 |
59 |
94% |
90% |
544 |
540 |
Physical Education CST, 2022-2023 |
74 |
98% |
91% |
545 |
540 |
Physical Education CST, 2021-2022 |
60 |
96% |
90% |
544 |
540 |
Biology CST, 2021-2024 |
11 |
100% |
91% |
557 |
545 |
Chemistry CST, 2021-2024 |
2 |
low n |
96% |
low n |
554 |
Earth Science CST, 2021-2024 |
4 |
low n |
90% |
low n |
547 |
Physics CST, 2021-2024 |
2 |
low n |
91% |
low n |
544 |
School Building Leader CST Part 1, 2023-2024 |
15 |
100% |
95% |
552 |
545 |
School Building Leader CST Part 1, 2022-2023 |
15 |
100% |
96% |
552 |
545 |
School Building Leader CST Part 1, 2021-2022 |
13 |
100% |
95% |
555 |
546 |
School Building Leader CST Part 2, 2023-2024 |
14 |
92% |
96% |
547 |
541 |
School Building Leader CST Part 2, 2022-2023 |
15 |
100% |
96% |
549 |
541 |
School Building Leader CST Part 2, 2021-2022 |
14 |
100% |
97% |
547 |
546 |
School District Leader CST Part 1, 2023-2024 |
16 |
100% |
93% |
244 |
242 |
School District Leader CST Part 1, 2022-2023 |
18 |
100% |
95% |
252 |
243 |
School District Leader CST Part 1, 2021-2022 |
20 |
100% |
96% |
252 |
248 |
School District Leader CST Part 2, 2023-2024 |
14 |
92% |
94% |
238 |
241 |
School District Leader CST Part 2, 2022-2023 |
21 |
95% |
95% |
249 |
242 |
School District Leader CST Part 2, 2021-2022 |
20 |
100% |
95% |
249 |
242 |
School District Business Leader CST Part 1, 2021-2024 |
11 |
100% |
95% |
256 |
256 |
School District Business Leader CST Part 2, 2021-2024 |
11 |
100% |
91% |
254 |
247 |
Social Studies CST, 2023-2024 |
12 |
100% |
90% |
552 |
544 |
Social Studies CST, 2022-2023 |
25 |
96% |
93% |
551 |
545 |
Social Studies CST, 2021-2022 |
16 |
93% |
92% |
548 |
545 |
Spanish CST, 2021-2024 |
7 |
low n |
99% |
low n |
569 |
Students with disabilities CST, 2023-2024 |
55 |
89% |
88% |
545 |
538 |
Students with disabilities CST, 2022-2023 |
69 |
91% |
90% |
543 |
540 |
Students with disabilities CST, 2021-2022 |
65 |
98% |
90% |
544 |
541 |
Summary pass rates
This table shows the pass rate for students that attempted all exams appropriate to their certification titles:
| Cohort | Number taking tests | Pass Rate |
|---|---|---|
All program completers, 2023-24 |
156 |
94% |
All program completers, 2022-23 |
159 |
94% |
All program completers, 2021-22 |
159 |
92% |
B) Goals and assurances
The University has set an annual goal to grow enrollment by one or more students in programs representing teacher shortage areas, which includes mathematics, science, special education, and instruction of limited English proficient students. In 2023-2024, enrollment decreased by 5 students in science programs, and increased in mathematics, special education, and programs that include instruction of limited English proficient students. Strategies to meet the goals include University marketing initiatives, high school visits, recruiting at a careers in education conference, and hosting campus visits for prospective candidates.
Brockport teacher preparation programs assure the following:
- Program preparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and recruitment trends.
- Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom.
- Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects.
- Prospective general education teachers are prepared to provide instruction to students with disabilities.
- Prospective general education teachers are prepared to provide instruction to limited English proficient students.
- Prospective general education teachers are prepared to provide instruction to students from low-income families.
- Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable.
To meet the assurances listed above, the Professional Education Unit maintains an Advisory Board comprised of representatives of local educational agencies and schools to help identify local needs, and to ensure programs prepare candidates for challenges they face in the field. Candidates in all education programs must complete a field experience or student teaching where they practice working with students with disabilities, limited English proficient students, and are placed in a high needs school whereby at least 50% of students receive free or reduced lunch.
C) Program Information
A list of teacher preparation programs at SUNY Brockport are available online.
Criteria for admission and graduation are stated on program webpages.
Clinical Experience Information
The average number of hours of supervised clinical experience required for those in the program prior to student teaching is 131.3 (number of clock hours required prior to student teaching varies from 100-150, depending on the program). The number of clock hours required for student teaching is 560. The number of full-time equivalent faculty supervising clinical experience in 2023-2024 was 17. The number of adjunct faculty supervising clinical experience in 2023-2024 was 27. The number of cooperating teachers/K-12 staff supervising clinical experience during this academic year was 602. The number of students in supervised clinical experience during this academic year was 487.
Enrollment information
The table below shows the number of enrolled candidates in first initial certification programs, and the number of program completers for the academic year:
| Gender or Race/Ethnicity | Number of enrolled candidates | Number of program completers |
|---|---|---|
Male |
454 |
82 |
Female |
554 |
98 |
Non-Binary/Other |
1 |
0 |
No Gender Reported |
0 |
0 |
Race/Ethnicity |
|
|
American Indian or Alaska native |
1 |
1 |
Asian |
22 |
2 |
Black of African America |
67 |
5 |
Hispanic/Latino of any race |
47 |
10 |
Native Hawaiian or Other Pacific Islander |
0 |
0 |
White |
835 |
155 |
Two or more races |
0 |
0 |
No Race/Ethnicity Reported |
37 |
17 |
Total |
1009 |
190 |
The table below shows the number of program completers for the academic year of initial certification programs, disaggregated by subject and area of certification or licensure:
| Subject and area of certification | Number of completers |
|---|---|
Special Education |
98 |
Elementary Education |
56 |
ELA |
12 |
Foreign Language |
1 |
Mathematics |
8 |
Physical Education |
73 |
Social Studies |
23 |
Biology |
3 |
Chemistry |
1 |
Earth Science |
2 |
Physics |
1 |
The table below shows the number of program completers for the academic year of initial certification programs, disaggregated by academic major:
| Academic major | Number of completers |
|---|---|
Teacher Education – Special Education |
98 |
Teacher Education – Childhood Education |
56 |
Teacher Education – English/Language Arts |
12 |
Teacher Education – Foreign Language |
1 |
Teacher Education – Mathematics |
8 |
Teacher Education – Physical Education |
73 |
Teacher Education – Social Studies |
23 |
Teacher Education – Biology |
3 |
Teacher Education – Chemistry |
1 |
Teacher Education – Earth Science |
2 |
Teacher Education - Physics |
1 |
D) Accreditation Statement
SUNY Brockport programs are currently accredited by the Council for the Accreditation of Educator Preparation (CAEP).
E) Performance designation
SUNY Brockport programs are not designated as “low performing” by the state.
F) Use of technology
SUNY Brockport programs prepare teachers to integrate technology effectively into curricula and instruction, use technology effectively to collect data to improve teaching and learning, use technology effectively to manage data to improve teaching and learning, and use technology effectively to analyze data to improve teaching and learning.
The integration of technology into curriculum & instruction, including the principles of design for learning, is assessed via a student teaching evaluation. There are also program-specific course assessments that assess candidates’ abilities with technology. Data from these assessments are analyzed annually by Education programs’ faculty and staff, who then implement changes to improve candidate performance. Data are posted publicly on the Brockport Professional Education Unit’s website. Overall, data indicate candidates are successful in implementing technology into instruction.
G) Teacher training information
Below are descriptions of activities that prepare general education teachers to:
-
Teach students with disabilities effectively
All general education programs have required coursework in special education. In field experience or student teaching, all students are required to work with children with special learning needs. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator. -
Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act.
All education programs have required coursework in special education. All teacher candidates must also work with students with disabilities during a field experience and student teaching. In Adolescence and Childhood Inclusive Programs, IEP team function is a part of the special education core curriculum. -
Effectively teach students who are limited English proficient.
Teacher candidates are required to work with students of limited English proficiency in field experience and student teaching. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator. -
Teach students with disabilities effectively
All general education programs have required coursework in special education. In field experience or student teaching, all students are required to work with children with special learning needs. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator. -
Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act.
In Adolescence and Childhood Inclusive Programs, IEP team function is a part of the special education core curriculum (9 credits of coursework focusing on foundations, methods, and assessment of students with disabilities, plus 6-9 credits of additional coursework focusing on inclusive pedagogy in the content areas). Teacher candidates also take the students with disabilities CST. They also take a 50 hour field experience in students with disabilities. -
Effectively teach students who are limited English proficient.
Teacher candidates are required to work with students of limited English proficiency in field experience and student teaching. This is assessed on the student teacher and field experience evaluations by the school-based teacher educator.