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To infer completer impact on K-12 student learning, we compare data reflecting the performance of students taught by our 1st-3rd year completers with the growth of early career teachers in the district. Because Bellarmine sample sizes do not meet threshold for science and social studies, we limited to reviewing data in reading and math. For all three cycles (2022-2023, 2023-2024, and 2024-2025), the district provided scale scores on the Kentucky State Assessment in reading and math.  

In reading instruction, Bellarmine graduates generally perform the same or better than their peers across all three cycles when examining means. In cycle 1 (2022-2023), Bellarmine completers performed at similar or better levels in elementary, middle, and high school. Cycle 2 means (2023-2024) indicate a generally positive trend with completers at the middle and high school levels performing notably better than their peers; middle school means are approximately 30 points above other early career teachers and high school means are 22 points above. Elementary reading means declined in cycle 2, with Bellarmine completers performing below their peers by approximately 15 points. Cycle 3 (2024-2025) means see a return to generally positive scores with elementary and middle completers outperforming their peers by five and eight points, respectively, and high school completers falling 12 points below.  We will continue to monitor these data across cycles.  

Math means reflects less consistency across cycles with a general trend towards improvement. In cycle 1 (2022-2023), elementary completers outperformed their peers by four points with middle school completers performing five points below the mean and high school completers performing about the same as their peers. Cycle 2 (2023-2024) means saw a decline in performance for elementary and middle school completers with both performing below their peers by 12 and eight points, respectively. The mean reflecting high school completers rose above their peers by four points in this cycle. Cycle 3 (2024-2025) data reflect an upward trend with elementary and middle school means above district means by five and eight points, respectively, while the high school mean fell 12 points below. We will continue to monitor these data across cycles.   

• Student Academic Growth Cycles 1-3

We examined the Kentucky Impact Survey for two components: Educating all Students and Managing Student Behavior. Items in these components reflect educator perceptions of working with different populations of students (Educating all Students) and perceptions of classroom management and student-teacher relationships (Managing Student Behavior), making them adequate indicators of how teachers perceive their application of professional knowledge, skills, and dispoasitions. This survey is administered every two years, reflecting completer effectiveness for cycle 1 (2022-2023) and cycle 3 (2024-2025). There were no data available for cycle 2 (2023-2024). Data below reflect comparisons between district level data and elementary school data where our early career educators teach. For both cycles, we were able to identify two schools where six or more of our teachers work, allowing for a comparison across cycles. These schools present cases through which we can consider the effectiveness of our early completers as compared to early career teachers across the district.  

Cycle 1 (2022-2023) and cycle 3 (2024-2025) data provide a partial snapshot of effectiveness. At schools with notable numbers of Bellarmine completers, data indicate an upward trend when it comes to Educating all Students with cycle 3 (2024-2025) completers outperforming other early career educators in the district when measuring overall performance in this domain. Specifically, our completers rate themselves highly when it comes to using assessment to inform instruction (100% favorable in both schools) and including material about people from different backgrounds in the curriculum (100% favorable in both schools). These data reflect growth from cycle 1 (2022-2023) responses when completers fell slightly below the district in overall percentages and comparably on specific items. Managing student behavior also reflects growth from cycle 1 to 3, with overall performance measures outperforming the district in cycle 3 and falling below the district in cycle 1. In cycle 1, less than 50% of completers felt favorable in this domain with cycle 3 data shifting to 76% and 62% (in school A and B, respectively) feeling favorable. Specifically, cycle 3 data increased in completer perceptions for effectively managing a disruptive classes and developing respectful relationships between teachers and students. This growth across cycles is a trend we will continue to monitor. Initial certification programs have been intentional in preparing completers to effectively manage their classrooms while meeting the needs of all students.  

Measure 1 - KY Impact Survey Cycles 1-3

Employers report positive satisfaction levels of Bellarmine completers across all three cycles of data and across all survey domains. 

Cycle 1 data (2022-2023) report the majority of employers scoring completers as accomplished or exemplary in every domain and demonstrating particular strengths in use of technology to improve learning and opportunities to collaborate with others. The lowest scoring domain was use of multiple instructional modalities, with 71.43% of employers rating completers accomplished or exemplary. Cycle 2 data (2023-2024) maintain this trend with the majority of employers indicating completer performance as accomplished or exemplary on every indicator and 100% of employers rating completers accomplished or exemplary in fostering inclusive learning environments, and more than 90% of completers accomplished or exemplary in creating environments that support individual and collaborative learning and demonstrating the central concepts of the discipline taught. Cycle 2 data indicate dips in using multiple modalities for instruction along with multiple methods of assessment. Cycle 3 (2024-2025)data point to strengths in fostering inclusive learning climates that integrate culturally relevant content, modeling national or state technology standards to improve student learning, evaluating the effects of one’s actions, and seeking opportunities to collaborate with 100% of respondents scoring completers as exemplary or accomplished. Areas for growth include understanding the central concept of the discipline taught and using multiple methods of assessment as areas of lower performance.  

These data will be monitored in ongoing cycles. Qualitative comments indicated a desire for students to improve classroom management, support for multilingual learners, and continued development of assessment and standards-based instruction. Overall, employers find early completers to be effective classroom teachers and report that they would be likely to hire Bellarmine graduates again, specifically valuing their well-rounded approach to supporting students and openness to feedback. We will continue to monitor the data with a focus on these areas for growth. 

Employer satisfaction surveys for advanced program graduates ask employers to report candidate preparation in relation to specific program association standards. The Teacher Leader program is aligned to the Teacher Leader Model Standards. The Principal Preparation program is aligned to the Professional Standards of Educational Leaders (PSEL). The Literacy Leader program is aligned with the standards set forth by the International Literacy Association (ILA). Because our completers reflect a small sample size, response rates per program are small. These data will continue to be monitored across cycles. As noted previously, Cycle 1 (2022-2023) survey responses failed to meet the threshold. Discussion reflects Cycle 2 (2023-2024) and Cycle 3 (2024-2025) survey responses. 

Across the two available cycles of data (Cycle 2 - 2023-2024 & Cycle 3 - 2024-2025), employers indicated high rates of satisfaction for teacher leader completers across all Teacher Leader Model Standards. One hundred percent of employers agree or somewhat agree completers create collaborative environments, promote continuous improvement, model behaviors that promote instructional improvement, optimize school improvement strategies across both cycles. In cycle 2, 100% of employers also agreed that completers facilitate collaboration among stakeholders, and advocate for educational policy. Cycle 3 data saw a downturn in advocating for educational policy, the use of systemic inquiry, and facilitating stakeholder collaboration. We will continue to monitor these data and support increased response rates to document the effectiveness of completers at advanced levels.  

Across both cycles of data (2023-2024 & 2024-2025), employers indicated high rates of satisfaction for Ed.S. completers across all PSEL standards with employers rating completers highly across all standards. In cycle 2, 100% of employers agree or somewhat agree completers enact core values for academic success, demonstrate professional standards, support culturally responsive practices, support rigorous instruction, cultivate inclusivity, fosters professional community, positively engages with stakeholders, manage resources well, and practices continuous improvement.  We will continue to monitor these data across cycles. Qualitative comments in cycle 3 indicate candidate strengths as working with data, fostering confidence and competence, and knowledge of best practices.  

ILA standards are only assessed in cycle 2 (2023-2024) due to low numbers of completers in cycle 3 (2024-2025). Cycle 2 (2023-2024) data indicate high rates of employer satisfaction for Literacy Leader completers across all ILA standards with employers agreeing or somewhat agreeing that completers demonstrate these standards in observable ways. All respondents agree or somewhat agree that completers demonstrate evidence-based foundations of literacy, employ evidence-based instruction, create inclusive learning environments, utilize appropriate assessment methods, employ multiple modes of materials, and facilitate ongoing professional learning. There were no identified deficiencies across these standards. Qualitative comments indicated a need to focus more on the science of reading and a specific request to prepare new teachers with this in mind.  The School of Education has revised literacy methods courses at the initial and advanced levels to better accomplish this request. We will continue to monitor feedback to better understand the impact of these revisions.  

The cycle 3 (2024-2025) survey asked employers to evaluate how well Å©·òµ¼º½ prepares candidates to apply data literacy, use research methods, analyze data, lead collaborative activities, support the application of appropriate technology, and apply profession dispositions, ethics, and standards specific to their fields. Overall, employers rated completers as prepared or well prepared in each of these competencies. Specific strengths were identified in collaboration, support of technology, and application of dispositions and standards in each field. We will continue to monitor these data across cycles.   

• Cycle 3 (2024-2025) Initial Certification Employer Satisfaction
• Cycle 2 (2023-2024) Initial Certification Employer Satisfaction 
• Cycle 1 (2022-2023) Initial Certification Employer Satisfaction 
• Cycle 3 (2024-2025) Advanced Programs Employer Satisfaction 
• Cycle 2 (2023-2024) Advanced Programs Employer Satisfaction 

In order to co-construct a mutually beneficial partnership between the AFTSE and our partner districts, the AFTSE meets as an entire unit twice a year with our Advisory Council on Education (ACE) committee, which includes multiple stakeholders from our partner districts. ACE committee meetings are devoted to a specific need each year identified by both our partner districts and our EPP. A smaller committee, the Bellarmine Educators Stakeholders Team (BEST), which consists of some AFTSE faculty members, administrators, teachers, and recruiters from JCPS and the Archdiocese of Louisville, meets three times a semester to provide input about individual programs, key assessments, and innovations. The AFTSE and our clinical partners share responsibility for the co-construction of key instruments used in the field, big picture curricular decisions, and programmatic changes. Over time, this collaborative process leads to purposeful changes and creates a cohesive experience for our candidates. Summaries of annual stakeholder activity are outlined in the tables below. 

• Cycle 3 (2024-2025) ACE Table 
• Cycle 2 (2023-2024) ACE Table 
• Cycle 1 (2022-2023) ACE Table 
• Cycle 3 (2024-2025) BEST Table 
• Cycle 2 (2023-2024) BEST Table 
• Cycle 1 (2022-2023) BEST Table 

Bellarmine works with ETS Praxis data to track candidate success rates on licensure assessments. Across all three cycles of data at the initial certification level, Bellarmine’s pass rates remain high when the data samples reach the reporting threshold. For cycle 1 (2022-2023), 100% of our traditional and alternative program completers passed the required assessments pathways. Cycle 2 (2023-2024) 96% of our traditional completers passed the required assessments. In cycle 3 (2024-2025), 97% of our traditional completers passed the required assessments. Numbers of alternative program completers fell below threshold for cycles 2 and 3. When these two cycles are combined, data indicate 100% of alternative program completers passed the required assessments. Across all three cycles, Bellarmine data exceed the statewide pass rates.  

• Praxis Data – Initial certification, traditional and alternative pathways – Cycles 1 through 3

Across all three cycles of data at the advanced certification level, Bellarmine’s pass rates indicate candidate competency at completion. The Literacy Specialist assessment reflects a 100% pass rate in cycle 1 (2022-2023), cycle 2 (2023-2024), and cycle 3 (2024-2025). The Principal Preparation assessments reflect 100% pass rate across all three cycles as well. Bellarmine’s pass rates remain at or above state averages on these assessments.  

Beginning in the 2022-2023 academic year, Kentucky adjusted all ETS pass rates to include scores within one standard error of measure (-1 SEM); the passing score on each table reflects this statewide adoption.  

• Advanced program Praxis data – Cycles 1 through 3

Data reflect all School of Education graduates: initial certification and advanced programs and are a logical indicator of these completers ability to be hired. Cycle 3 (2024-2025) data indicate 96% of students are working. Cycle 2 (2023-2024) data indicate that 100% of completers are working. One hundred percent of cycle 3 working completers are employed in their field and 96% of cycle 2 working completers are employed in their field. Cycle 1 (2022-2023) data indicating that 87% of education graduates are working with 100% of those completers employed in their field. For cycles 1 and 2, the remaining graduates report pursuing continuing education. Jefferson County Public Schools, the local district, is identified as the highest employer of School of Education graduates across each cycle with the Archdiocese and suburban districts ranking second and third.

While undergraduates represent the bulk of data collected, graduate completers are included across all three cycles, making it clear that Bellarmine’s advanced program completers are working. Because advanced practitioners may not immediately obtain a license upon program completion, we are unable to determine how many of these graduates are working in their most current field. We monitor licensure exam pass rates as these suggest the number of completers who intend to seek employment based on their new credentials. Across all three cycles, these pass rates indicate that some completers would be seeking employment that reflects their new credential. See measure three for these specific data.

• Cycle 3 (2024-2025): Complete First Destination Survey
• Cycle 2(2023-2024): Complete First Destination Survey
• Cycle 1 (2022-2023): Complete First Destination Survey