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ECE Program Outcomes Measures

As part of the program’s achieving and maintaining NAEYC accreditation, it must report annually on at least three of the following measures and display these data via an easily located link on its website. The program is strongly encouraged to meet with its Institutional Research (IR) office to assist in gathering the data on the outcome measures. Below are suggested data reporting templates, but the program is encouraged to report the data in a format that best meets its program needs.  For institutions with more than one accredited program, data must be disaggregated and reported for each program.

 

1)    Outcome Measure #1: The Number of Program Completers

In the chart below, please indicate the number of program completers for the three most recent academic years. (note: the percentages in each row should add up to 100%)

Academic Year

Number of program completers

% of program completers who were attending full-time (at the time of completion)

% of program completers who were attending part-time[1] (at the time of completion)

2017 – 2018

10

10.0%

90.0%

2016 – 2017

15

13.3%

86.7%

2015 – 2016

13

23.1%

76.9%

 

2)   Outcome Measure #2:  The Program Completion Rate

What is the published timeframe[2] for full-time candidates to complete the early childhood program(s) included in this Annual Report?  2 years/5 semesters

In the following chart, please indicate the percentage of full-time candidates completing the program within the program's published timeframe (institutions submitting multiple programs in a single Annual Report should complete a separate chart for each program) for the three most recent academic years for which the program has data.  The program must complete the information for the 150% indicator and choose to report on either the 100%, 200% (or twice) or 300% (three times) indicator.  The academic years selected must fall within eight years of the date this annual report is submitted. If reporting on the 200% or 300% measure, the percentage of completers who finished within this time frame will include those counted in the 150% measure.

Example:  A program with a published timeline of two years (four semesters at 15 credits a semester) to complete an A.A.S. in Early Childhood could select a Fall 2011 cohort on which to report.  At the 150% indicator, it would report on the members of the Fall 2011 cohort (full-time at the time of enrollment) who completed the program by Spring 2014. At the 100% indicator it would report on the members of the Fall 2011 cohort who completed the program by Spring 2013. At the 200% indicator it would report on the members of the Fall 2011 cohort who completed the program by Spring 2015. At the 300% indicator it would report on the members of the Fall 2011 cohort who completed the program by Spring 2017.

Program Name: Early Childhood Development

Academic year in which a Fall cohort of full-time students enrolled at the institution (select three sequential years)

Percentage of those students who completed the program within 150% of the published timeframe

Percentage of those students who completed the program within 100%, 200% (twice) or 300% (three times) of the published timeframe (Please circle or underline the indicator above on which the program will report.)

Fall 2015

8.3%

8.3%

Fall 2014

35.7%

35.7%

Fall 2013

22.2%

22.2%

A program may (but is not required to) provide a short narrative description (150 words) of the data reflected above to provide context. 

This is a difficult and inauthentic measurement for our program.  Lower numbers of full-time students skew this data.  There was also a shift in 2015 that changed our program from a General Technology degree with an Early Childhood Development emphasis to an A.A.S of Early Care and Education.  Numbers seem skewed with the changes made to graduate students under the old degree and the change of major for students staying and completing the new degree.  Many ECE students have begun this program after starting in other majors or even after completing other degrees, thus first-time, full-time ECE major status is not our typical student.  Additionally, we are an open-enrollment college and program, allowing any student to declare an ECE major, regardless of desire or ability.  We are still fighting the perception that ECE is a babysitting preparation program, and are trying to strengthen our name as an applied science program.

 

3)       Outcome Measure #3:  Institutional Selected Data

All programs are required to select at least one of the following outcome measures on which to report.  (Institutions submitting multiple programs in a single Annual Report may select the same or a different measure for each program and should complete a separate chart for each program.)

(A)   The fall-to-fall retention rate in the program for each of the three most recently completed academic years

Academic Year

% of Part-Time Candidates Enrolled (% of Total Enrollment)

Retention Rate among Part-Time Candidates

% of Full-Time Candidates Enrolled (% of Total Enrollment)

Retention Rate among Full-Time Candidates

2017 – 2018

25

72.0%

33

51.5%

2016 – 2017

27

81.5%

21

52.4%

2015 – 2016

33

57.6%

36

50.0%

OR

(B)    The number and percentage of program graduates employed in the early childhood profession or pursuing further education in the profession within one year of graduation for each of the three most recent academic years for which information is available.

Academic Year

(*Used fiscal year graduates, per state reporting guidelines)

Number of Graduates

Number of Graduates (and % of total) who are employed in the early childhood profession within one year of graduation*

Number of Graduates (and % of total) who are pursuing further education in the early childhood profession within one year of graduation*

2016 – 2017

12

9 (75.0%)

2 (16.7%)

2015 – 2016

12

10 (83.3%)

1 (8.3%)

2014 – 2015

22

21 (95.5%)

0 (0%)

*The figures in these two columns do not need to add up to 100%

OR

(C)    Institutionally designed measure that speaks to candidate outcomes in the program (list the measure and the data for the measure). The data must be reported for the most recent three academic years. Such measures might include the average GPA of the graduating class, the number of candidates who completed their courses with a “C” or above, the pass rate on national performance assessments such as edTPA, etc.

Academic Year

Outcome Measure

Performance Data

Count

2016-17

GPA

3.18

13

2017-18

GPA

3.20

13

2018-19

GPA

3.27

11

 

**Our tracking system only collects data in one category or the other.  There may be individuals who are actually pursuing further education AND are also employed.  This would not be captured.

 

[1] Part-time status is defined by the institution.

[2]The Commission defines the published timeframe as the number of terms an individual student was actually enrolled in the program. The terms do not have to be consecutive, but the total number of terms must meet the program’s expected time frame for completion. University-approved withdrawals (e.g., leaves of absence for reasons of health, maternity/paternity, mission work, military assignment) do not count toward the number of terms a student was enrolled in the program. Students taking longer due to reasons other than university-approved withdrawals (e.g., course repeats, remediation plans) cannot be considered as meeting completion expectations.” Language adapted from the Council on Academic Accreditation for Audiology, Speech Language Pathology of the American Speech Language Hearing Association at http://caa.asha.org/news/calculating-program-completion-rates/.