Assessment and Accreditation

Assessment and Accreditation

National Accreditation, Recognition, and State Approval

The Department of Education at USCB is accredited under the National Council for Accreditation of Teacher Education (NCATE) Standards through the Council for the Accreditation of Education Preparation (CAEP) Accreditation System, and approved by the South Carolina Department of Education, for a period of seven years, from 2015-2022. The Early Childhood Education and Elementary Education programs were included during the 2015 accreditation review.

All teacher preparation programs offered at USCB including the Bachelor of Arts in Early Childhood Education, the Bachelor of Arts in Elementary Education program, the Bachelor of Arts in Secondary English, and the Bachelor of Science in Secondary Mathematics are all approved by the South Carolina Department of Education.

Impact on P-12 learning and development

AY 2019-2020

Due to Covid-19 related school closures in AY 2019-2020 MAP (Math and Reading) and SC Ready Scores are currently not available.

AY 2018-2019

  1. MAP Scores
    Measures of Academic Progress (MAP is a formative assessment system that measures what students know and informs teachers on what they are ready to learn next.  The dynamic system adjusts to each student's performance while they are being assessed.  The assessment is administered to students in grades K-8 three times per year in the areas of reading and mathematics.  The data collected from the assessment assists teachers with developing meaningful instructional units specific to student needs.
    1. Math MAP Scores
    2. Reading MAP Scores
  1. SC Ready Scores
    The South Carolina College-and Career-Ready Assessments (SC READY) are statewide assessments in English language arts (ELA) and mathematics. All students in grades 3–8 are required to take the SC READY except those students with significant cognitive disabilities who qualify for the South Carolina Alternate Assessment (SC-Alt).
    1. SC Ready: ELA and Mathematics Scores
  1. Teacher SLO Scores
    The South Carolina Department of Education (SCDE) requires one Student Learning Objective (SLO) be created annually as part of a teacher’s evaluation. The SLO serves to measure the impact of teaching performance on student growth, determined by the teacher’s ability to set appropriate goals for student learning and development, accurately measure and analyze student growth, and to plan, implement, and adjust instruction to ensure maximum student progress.

AY 2019-2020 SLO Scores

Program Area N Exemplary Proficient Needs Improvement Unsatisfactory N/A
    n Percent n Percent n Percent n Percent n Percent
Early Childhood 6 2 33.3 1 16.7 0 0.0 0 0.0 3 50.0
Elementary 4 3 75.0 1 25.0 0 0.0 0 0.0 0 0.0

AY 2018-2019 SLO Scores

N Exemplary Proficient Needs Improvement Unsatisfactory
  n Percent n Percent n Percent n Percent
5 1 20.0 2 40.0 2 40.0 0 0.0

Indicators of teaching effectiveness (ADEPT Pass Rates)

The SCTS 4.0 rubric is based on sets of performance standards designed and validated by the National Institute for Excellence in Teaching (NIET) and establishes the expectations for what classroom-based teachers are to know, be able to do, and carry out as an integral part of their practice. These expectations, called the SCTS Indicators, are the foundation for good teaching and are designed to grow classroom- based teachers throughout their career continuum, beginning with teacher preparation and continuing through induction, high-stakes performance evaluations, and ongoing professional growth and development. A classroom-based teacher’s proficiency in each of the standards is expected to occur developmentally and to increase continuously throughout the entirety of the teaching career.

    1. AY 2019-2020 Expanded ADEPT SCTS 4.0 Scores 
    2. AY 2018-2019 Expanded ADEPT SCTS 4.0 Scores

Satisfaction of Employers and Employment Milestones

Program Impact Surveys are sent electronically to Administrators in an employing school once a[BR1]  year. Respondents are asked to evaluate USCB completers performance on a four-point scale from Strongly Agree (1) to Strongly Disagree (4).

AY 2019-2020 USCB Employer Program Impact Survey 

Seven Administrators completed the survey in AY 2018-2019. Below is a summary of the  responses:

-100% of the respondents Agreed or Strongly Agreed that USCB completers created measurable goals and presented instructional content using a variety of formats.
-85% of the respondents Agreed or Strongly Agreed that USCB completers provide instruction that is relevant and engaging and effectively implement appropriate pacing, structure, and transitions.
-100% of the Spring 2019 respondents Agreed or Strongly Agreed that USCB completers effectively managed a classroom and engaged in professional growth and development.

Satisfaction of Completers

Program Impact Surveys are sent electronically to Completers once a year. Respondents are asked to evaluate their preparation on a four-point scale from Strongly Agree (1) to Strongly Disagree (4).

AY 2019-2020 USCB Completer Program Impact Survey 

In AY 2018-2019 there was only one, incomplete, Completer response to the Program Impact Survey; therefore, there is no data to report at this time.

Graduation Rates

AY 2019-2020
Completer Rates
N=20

Program n Number of Completers Percentage
Early Childhood 16 16 100.0
Elementary 9 9 100.0
Secondary Mathmatics 1 1 100.0
Overall 26 26 100

AY 2018-2019
Completer Rates
N=20

Program n Number of Completers Percentage
Early Childhood 10 10 100
Elementary 10 10 100
Overall 20 20 100


Ability of Completers to meet licensing and any additional state requirements

Praxis II and PLT Score Results 2019 – Aug 2020

Exam n Passed Pass Rate Comments
5235 Biology Content Knowledge (148) 0 0 0  
5002 Elem Ed. Reading/Language Arts Subtest (157) 8 5 62.5%  
5003 Elem Ed. Mathematics Subtest (157) 10 8 80%  
5004 Elem Ed. Social Studies Subtest (159) 5 6 100%  
5005 Elem Ed. Science Subtest (159) 4 * * Fewer than 5 reported
5161 Mathematics Content Knowledge (150) 0 0 0  
5622 Principles of Learning and Teaching Grades K-6 (160) 1 * * Fewer than 5 reported
5024 Ed. of Young Children (160) 14 12 85.7%  
5025 Early Childhood Education (156) 0      
5621 Principles of Learning and Teaching: Early Childhood 8 8 100%  

Praxis II and PLT Score Results 2018-19

Exam n Passed Pass Rate Sept. 2018 to present Comments
5235 Biology Content Knowledge 1 * * Fewer than 5 reported, no pass rate given
5002 Elem Ed. Reading/Language Arts Subtest 10 9 90%  
5003 Elem. Ed. Mathematics Subtest 10 10 100%  
5004 Elem. Ed. Social Studies Subtest 11 8 72.73%  
5005 Elem. Ed Science Subtest 11 7 63.64%  
         
5622  Principles of Learning and Teaching Grades k-6 8 8 100%  
5024 Ed. of Young Children 8 8 100%  
5621 Principles of Learning and Teaching: Early Childhood 6 6 100%  

2020 Title II Report 

2019 Title II Report

Ability of Completers to be hired in education positions for which they have prepared

Employment Rate
AY 2019-2020 Completers

Program Area n Number of Completers Hired in Area of Preparation Percentage
Early Childhood 16 16 100.0
Elementary 9 8 88.9
Secondary Mathmatics 1 1 100.0
Total 26 25 96.2

Employment Rate
AY 2018-2019 Completers

Program Area n Number of Completers Hired in Area of Preparation Percentage
Early Childhood 10 8 80.0
Elementary 10 9 90.0
Total 20 17 85.0


Student Loan Default Rates and Other Consumer Information

Student Loan Default Rates are collected and reported by the US Department of Education (USDE), by institution, over a 3-year period.

University of South Carolina Beaufort
Student Loan Default Rate as reported by the USDE

  FY 2017 FY 2016 FY 2015
Default Rate 12.6 9.9 6.5
No. in Default 76 58 37
No. in Repay 603 581 567
Enrollment Figures
Percentage Calculation
2,247
26.8
2,079
7.9
2,026
27.0