July 2014 In the following report, Hanover Research assesses the market for a bachelor’s in education at Clarion University of Pennsylvania by examining degree completions data, labor market projections, and existing programs in the region. Executive Summary and Key Findings ............................................................................... 3 Introduction ...........................................................................................................................3 Key Findings ...........................................................................................................................3 Section I: Student Demand for Education Programs .......................................................... 5 The Continuing Teacher Shortage .........................................................................................5 Student Demand Methodology .............................................................................................7 National Degree Completions................................................................................................8 Regional Degree Completions .............................................................................................11 Pennsylvania ........................................................................................................................13 Distance Education Programs ..............................................................................................14 Serving Veterans ..................................................................................................................16 Section II: Labor Market Analysis .................................................................................... 17 Employment Projections Methodology ...............................................................................17 National Employment Projections .......................................................................................17 Regional Employment Projections.......................................................................................19 Pennsylvania Employment Projections ...............................................................................20 Section III: Program Profiles ........................................................................................... 21 Drexel University..................................................................................................................21 Military Friendly University .............................................................................................22 Curriculum .......................................................................................................................22 Pennsylvania State University .............................................................................................24 Boston University.................................................................................................................26 Ashford University ...............................................................................................................28 Appendix: Degree Completions Data .............................................................................. 31 INTRODUCTION In this report, Hanover Research assesses the market for a bachelor's in education at Clarion University of Pennsylvania. Drawing on historical degree conferral data and long-term labor market projections, we evaluate trends in student and employer demand for programs designed to prepare individuals for a career in teaching. This report comprises three main sections:  Section I: Student Demand for Education Programs evaluates potential student demand for a program in education by examining recent bachelor’s degree completions. This section examines degree conferral trends nationwide, as well as trends in Pennsylvania and bordering states, with an eye towards male students, transfer students, online students, and veterans/military service personnel.  Section II: Labor Market Analysis considers the employment outlook for teaching occupations. As with degree conferrals, this section examines trends nationwide, as well as trends in Pennsylvania and bordering states.  Section III: Competitor Profiles identifies potential competitors by examining institutions that offer a bachelor’s in education, including regional universities and programs focused on specific high growth concentrations. KEY FINDINGS  The most promising concentrations for a bachelor’s in education are early childhood education, special education, and bilingual and multilingual education. These majors report growth in degree completion numbers over the last five years and are also high-demand majors in the state of Pennsylvania, according to the United States Department of Education.  Majors such as elementary education, physical education, and general education are also still in high demand. Physical education in particular is a popular choice for male students. Other concentrations for which teacher shortages currently exist in Pennsylvania include chemistry, mathematics, and Spanish.  The most popular majors for male students by overall headcount include physical education, elementary education, and secondary education. Other majors with high proportions of male students and high compound annual growth rates include social studies teacher education, technical teacher education, and physics teacher education.  Employment for teachers is projected to grow in line with the broader economy. From 2012 to 2022, the number of individuals in teaching positions will increase by 10.1 percent, compared to projected growth of 10.8 percent for all occupations. Preschool teachers, both special education and non-special education, will increase at higher rates, between 16 and 17 percent. Growth is projected to be lower in Pennsylvania but the Pennsylvania labor market data are two years older than the national data and may not reflect the latest conditions.  An institution can employ a number of practices to attract and support veteran students. For example, networking opportunities, community building, and policies specifically for veterans can be helpful. Accommodation for veteran-specific health and mental health issues, such as peer groups and trained counselors and staff, can create a welcoming environment for veterans.  The bachelor in education concentrations most commonly offered through distance education include: elementary education and teaching, early childhood education and teaching, special education and teaching, general education, and religious education. In the state of Pennsylvania, Drexel University already operates an online bachelor’s in education program specifically targeted at the degree completion market.  Potential competitor programs profiled for this report have the following qualities: o Programs typically require 120-130 credits, which include general education requirements, pedagogical coursework, and practical coursework. o Field experience is generally required, such as student teaching. Special education programs may also require interaction with students with disabilities during the program. These experiences are often separate from the practical coursework. o Programs do not grant teaching licensure. Rather, they encourage students to take licensure exams during the program and, upon completion of the degree and the exams, students will be licensed. This also allows flexibility for students from out-of-state. o Some programs, such as the Boston University Bachelor of Science in Social Studies Education, offer several specializations, such as specific areas of study or degree paths tailored to special education or teaching English as a second language. o Programs appear to translate well to an online format, provided they account for field work requirements needed for state licensure. Some institutions, such as Drexel University, work with students for out-of-state field placements. In this section, Hanover estimates potential student demand for a bachelor's program in education by examining current trends and analyzing degree completions data obtained from the National Center for Education Statistics (NCES). THE CONTINUING TEACHER SHORTAGE For over a decade, experts have cited increasing student enrollments, smaller class sizes, and looming baby boomer teacher retirements as the reasons for a teacher shortage that has no end in sight.1 However, a number of issues complicate the teacher shortage:2  Many states do not have the budget to attract high numbers of new teachers and many of the most in-demand areas, such as math and science, require the highest teacher salaries.  Data on the overall growth in the public school workforce can be misleading, as that workforce also includes administrators, counselors, librarians, nurses, aides, and custodians.  Many districts experience high turnover, so the need for teachers is predicated on retaining them as much or more than attracting them. For example, on average, about 55 percent of new public school teachers leave their district within five years. This rate is even higher in low income districts.  Shortages are not evenly distributed. Low income school districts face greater challenges in attracting and retaining teachers. The distribution of teachers presents a particularly difficult problem, as it is challenging to attract teachers to geographic areas or teaching subjects that are viewed as less desirable. The federal government is attempting to combat this by designating areas with particular need as “teacher shortage areas.” For individuals who teach in these areas, additional financial aid programs are available. For instance, federal Perkins Loan borrowers who teach mathematics, science, foreign languages, bilingual education, or other fields with a designated shortage can “qualify for cancellation of up to 100 percent of their loan.”3 1 Voke, H. “Chapter 1. Responding to the Teacher Shortage, Keeping Good Teachers.” ASCD. http://www.ascd.org/publications/books/104138/chapters/Responding-to-the-Teacher-Shortage.aspx 2 Gardner, W. “A Closer Look at the Teacher Shortage.” Education Week. July 18, 2012. http://blogs.edweek.org/edweek/walt_gardners_reality_check/2012/07/a_closer_look_at_the_teacher_shortage .html 3 “Teacher Shortage Areas Nationwide Listing 1990-1991 through 2014-2015.” U.S. Department of Education Office of Postsecondary Education. March 2014. P. 1. http://www2.ed.gov/about/offices/list/ope/pol/tsa.pdf In Pennsylvania, there are numerous high-need areas where the teacher shortage is critical. According to the Department of Education, the state of Pennsylvania has a current shortage of teachers in the following subject areas.4 Figure 1.1: Pennsylvania Statewide Teacher Shortage, Academic Areas 2014-2015 STATEWIDE ACADEMIC DISCIPLINES Chemistry Building Maintenance English as a Second Language Business Related Hearing Impaired (Pre-Kindergarten – Grade 12) Carpentry Mathematics (Grades 7 -12) Electronic Spanish Health/Dental Speech and Language Impaired (Pre-Kindergarten – Grade 12) Masonry Special Education (Pre-Kindergarten – Grade 12) ROTC Source: Department of Education 5 The Department of Education also identifies several geographic locations with high need in Pennsylvania, as depicted in Figure 1.2. Figure 1.2: Pennsylvania Statewide Teacher Shortage, Geographic Areas GEOGRAPHIC REGIONS School Districts Erie City Harrisburg City Keystone Central Lancaster Philadelphia City Reading Warren County William Penn School - Intermediate Units Intermediate Unit 3 – Allegheny Intermediate Unit 8 – Appalachian Intermediate Unit 9 – Seneca Highland Intermediate Unit 12 – Lincoln Intermediate Unit 13 - Lancaster-Lebanon Intermediate Unit 14 – Berks County Intermediate Unit 21 - Carbon Lehigh Intermediate Unit 24 - Chester County Intermediate Unit 25 – Delaware County Schools Antonia Pantoja Community Charter School Northumberland County Career and Technology Center Cumberland Perry Area Vocational Technical School Vista School Delaware County Technical High School Walter D. Palmer Leadership Learning Devereux Leo Kanner Learning Center Partners Charter School Easter Seals of Southeastern Pennsylvania Western Pennsylvania School for the Deaf Independence Charter School Woods Services Lancaster County Career and Technical Center Wordsworth Academy Lehigh Career and Technical Institute York County School of Technology Mastery Charter School-Pickett Campus Source: Department of Education 4 Ibid, 122. Ibid. 6 Ibid. 5 6 Thus, there are many subjects and districts in need in Clarion University’s geographic area. The following section details the national and regional demand from students for bachelor’s degrees in education. STUDENT DEMAND METHODOLOGY Hanover Research uses student completions data from the National Center for Education Statistics (NCES) to analyze current trends in student demand. The NCES uses a taxonomic system of numeric codes to classify higher education academic programs; these codes are called the Classification of Instructional Programs, or CIP.7 All higher education institutions nationwide submit degree completions data to the NCES’s Integrated Postsecondary Education Data System (IPEDS). These data are classified by CIP code and academic award level. The completions data analyzed in this report were drawn from IPEDS.8 In considering these data, it should be noted that institutions classify their programs independently, meaning that two programs that are identical in all respects could hypothetically be classified under different CIP codes, which can skew trends. Year-to-year trends in degree completions are analyzed in terms of Compound Annual Growth Rate (CAGR), Average Annual Change (AAC), and Standard Deviation (STDEV):  CAGR reflects the percentage growth that would occur each year if the same change occurred yearly between the first year and the final year. This measure offers an impression of a theoretical, steady growth rate by ignoring data presented during the middle years.  AAC is determined by calculating the average numerical year-to-year difference, allowing for a better gauge of annual fluctuations.  STDEV highlights the variation or “dispersion” that exists from the AAC. It provides a metric to understand variance between the AAC and the actual year-to-year change. Utilizing all three metrics allows measurement not only of the magnitude of completions growth, but also the consistency of growth over time. Note that the three metrics are calculated only when data for all five years are present, so as not to misrepresent trends. All data are for the academic year ending in the year indicated in the table. Additionally, a “-” alone in a cell indicates that no data were reported by any institution for that year, CIP code, and award level. Hanover includes all education-related CIP classifications in this report. Note that Hanover eliminated from the top majors by CAGR figures in this section any CIP classifications that had: 7 For more information, see “CIP 2010.” Integrated Postsecondary Education Data System. National Center for Education Statistics. http://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55 8 “Integrated Postsecondary Education Data System,” Op. cit.    Nationally: Fewer than 50 conferrals in 2012, Regionally: Fewer than 20 conferrals in 2012, and Statewide: Fewer than 10 conferrals in 2012. This is to eliminate CIP classifications that would not lead to a conclusive discussion. A full list of degree completions can be found in the Appendix of this report. The completions data below include the education-related CIP classifications with the highest growth rates and those with the highest headcount. Information is presented at the national, regional, and state level for the CIP codes of interest. The Appendix includes completions data for all CIP classifications examined for this report. The regional data includes completion statistics for Delaware, Maryland, New Jersey, New York, Ohio, Pennsylvania, and West Virginia. Hanover also outlines completions data specific to the state of Pennsylvania. NATIONAL DEGREE COMPLETIONS Nationwide conferral data suggest that, overall, student demand for education bachelor’s degrees has remained essentially flat in recent years. Between 2008 and 2012, bachelor’s conferrals increased by 0.3 percent across all educational CIP classifications examined for this report (see Appendix). Some specific education specializations, however, saw a more rapid increase in bachelor’s completions over this period, as shown in the following figures, which present the top 10 majors by CAGR and headcount for all students, as well as the top majors by percentage and overall numbers of male students. The highest growing CIP classifications across all education-related fields are 13.1015 – Education/Teaching of Individuals in Early Childhood Special Education Programs and 13.0201 – Bilingual and Multilingual Education. Note that these majors do not overlap with the top majors by headcount, which are more standard educational specialties, such as elementary education, early childhood education, physical education, and special education. Among the top 10 majors by headcount, 13.1210 – Early Childhood Education and Teaching and 13.0101 – Education, General are growing fastest. Figure 1.3: Top 10 Majors by CAGR, National CIP 13.1015 Education/Teaching of Individuals in Early Childhood Special Education Programs 13.0201 Bilingual and Multilingual Education 13.1007 Education/Teaching of Individuals with Multiple Disabilities 13.1301 Agricultural Teacher Education 13.1329 Physics Teacher Education 13.1210 Early Childhood Education and Teaching 13.1323 Chemistry Teacher Education 13.0101 Education, General 13.1319 Technical Teacher Education 13.1325 French Language Teacher Education 2008 2009 2010 2011 2012 CAGR AAC STDEV 72 111 105 166 236 34.6% 41 29.4 178 393 415 431 415 23.6% 59 91.1 116 78 121 155 176 11.0% 15 31.6 455 48 499 53 528 38 556 44 655 62 9.5% 6.6% 50 4 29.0 11.8 9,521 9,765 10,186 11,287 12,162 6.3% 660 343.1 78 2,798 253 61 68 2,950 263 72 71 3,066 251 68 84 3,425 267 58 99 3,541 304 72 6.1% 6.1% 4.7% 4.2% 5 186 13 3 9.9 101.1 17.5 10.0 Source: IPEDS Figure 1.4: Top 10 Majors by 2012 Headcount, National CIP 13.1202 Elementary Education and Teaching 13.1210 Early Childhood Education and Teaching 13.1314 Physical Education Teaching and Coaching 13.1001 Special Education and Teaching, General 13.1205 Secondary Education and Teaching 13.1312 Music Teacher Education 13.0101 Education, General 13.1305 English/Language Arts Teacher Education 13.1203 Junior High/Intermediate/Middle School Education and Teaching 13.1311 Mathematics Teacher Education 2008 43,410 2009 42,628 2010 41,649 2011 41,288 2012 40,387 CAGR -1.8% AAC -756 STDEV 238.5 9,521 9,765 10,186 11,287 12,162 6.3% 660 343.1 9,521 9,664 9,277 9,168 9,047 -1.3% -119 187.5 6,962 7,134 7,377 7,515 8,073 3.8% 278 166.2 4,564 3,429 2,798 4,495 3,717 2,950 4,241 3,951 3,066 4,203 4,017 3,425 4,474 3,913 3,541 -0.5% 3.4% 6.1% -23 121 186 188.5 153.5 101.1 2,898 2,759 2,674 2,873 2,984 0.7% 22 138.4 2,747 2,706 2,645 2,857 2,958 1.9% 53 111.1 2,144 2,111 2,252 2,249 2,438 3.3% 74 93.7 Source: IPEDS Across all education majors nationally, men made up approximately 20 percent of the bachelor’s degree completions between 2008 and 2012. Thus, majors in which male students accounted for over 50 percent of completions can be considered to have a particularly strong draw for men. Nationally, these include 13.1309 – Technology Teacher Education/Industrial Arts Teacher Education, 13.0403 – Adult and Continuing Education Administration, and 13.1329 – Physics Teacher Education, all of which are disproportionately male. The highest overall male headcounts are in physical education teaching, elementary education and teaching, and secondary education and teaching. Note that 13.1314 – Physical Education Teaching and Coaching is both the highest number of males and a highly disproportionately male major, suggesting that it is may be a good choice for an education major that would appeal to men. Figure 1.5: Top 10 Male Majors by Percentage, National CIP 13.1309 Technology Teacher Education/Industrial Arts Teacher Education 13.1329 Physics Teacher Education 13.1320 Trade and Industrial Teacher Education 13.1314 Physical Education Teaching and Coaching 13.1328 History Teacher Education 13.1318 Social Studies Teacher Education 13.1332 Geography Teacher Education 13.1319 Technical Teacher Education 13.1337 Earth Science Teacher Education 13.1317 Social Science Teacher Education 2008-2012 TOTAL 2008-2012 TOTAL MALE CAGR % MALE 3,101 2,542 -2.4% 82% 245 5,405 46,677 4,506 10,789 50 1,338 94 3,164 162 3,493 27,232 2,573 6,097 28 739 49 1,647 6.6% -9.1% -1.3% -4.6% -1.8% -14.5% 4.7% --0.7% 66% 65% 58% 57% 57% 56% 55% 52% 52% Source: IPEDS Figure 1.6: Top 10 Male Majors by Overall Headcount, National CIP 13.1314 Physical Education Teaching and Coaching 13.1202 Elementary Education and Teaching 13.1205 Secondary Education and Teaching 13.1312 Music Teacher Education 13.1318 Social Studies Teacher Education 13.1001 Special Education and Teaching, General 13.1311 Mathematics Teacher Education 13.1320 Trade and Industrial Teacher Education 13.1203 Junior High/Intermediate/Middle School Education and Teaching 13.1305 English/Language Arts Teacher Education Source: IPEDS 2008-2012 TOTAL 46,677 209,362 21,977 19,027 10,789 37,061 11,194 5,405 2008-2012 TOTAL MALE 27,232 18,880 8,781 7,753 6,097 3,848 3,704 3,493 13,913 14,188 CAGR % MALE -1.3% -1.8% -0.5% 3.4% -1.8% 3.8% 3.3% -9.1% 58% 9% 40% 41% 57% 10% 33% 65% 3,147 1.9% 23% 2,936 0.7% 21% REGIONAL DEGREE COMPLETIONS Regionally, the fastest growing major is 13.1015 – Education/Teaching of Individuals in Early Childhood Special Education Programs. In spite of overall smaller numbers, this major has expanded from only 19 students in 2008 to 143 in 2012, presenting a CAGR of almost 66 percent. Note that 13.1312 – Music Teacher Education has grown at a rate of 6.6 percent since 2008 and is a well-established, larger major. Figure 1.7: Top 10 Majors by CAGR, Regional CIP 13.1015 Education/Teaching of Individuals in Early Childhood Special Education Programs 13.1007 Education/Teaching of Individuals with Multiple Disabilities 13.1329 Physics Teacher Education 13.1323 Chemistry Teacher Education 13.1319 Technical Teacher Education 13.1325 French Language Teacher Education 13.1099 Special Education and Teaching, Other 13.1312 Music Teacher Education 13.1301 Agricultural Teacher Education 13.1206 Teacher Education, Multiple Levels 2008 2009 2010 2011 2012 CAGR AAC STDEV 19 32 42 91 143 65.6% 31.0 19.6 21 15 15 65 81 40.1% 15.0 21.7 14 20 58 18 171 913 57 360 17 12 55 24 158 1,187 47 331 12 21 62 18 139 1,225 49 449 18 23 64 22 152 1,242 60 468 25 27 78 24 222 1,181 69 427 15.6% 7.8% 7.7% 7.5% 6.7% 6.6% 4.9% 4.4% 2.8 1.8 5.0 1.5 12.8 67.0 3.0 16.8 4.7 6.2 6.3 4.6 35.2 125.1 8.2 62.6 Source: IPEDS Regional majors with the overall highest headcount are similar to those at the national level. Among those in the top 10, music teacher education again seems to be a particularly promising major, as it demonstrates high growth that the others in the top 10 lack. Figure 1.8: Top 10 Majors by 2012 Headcount, Regional CIP 13.1202 Elementary Education and Teaching 13.1001 Special Education and Teaching, General 13.1210 Early Childhood Education and Teaching 13.1314 Physical Education Teaching and Coaching 13.1312 Music Teacher Education 13.1205 Secondary Education and Teaching 31.0501 Health and Physical Education/Fitness, General 13.1209 Kindergarten/Preschool Education and Teaching 13.1203 Junior High/Intermediate/Middle School Education and Teaching 13.1318 Social Studies Teacher Education Source: IPEDS 2008 8,465 2,594 1,936 2009 8,230 2,534 1,887 2010 8,011 2,753 1,951 2011 8,006 2,484 1,938 2012 7,877 2,438 2,185 CAGR -1.8% -1.5% 3.1% AAC -147.0 -39.0 62.3 STDEV 91.4 173.2 114.2 1,896 1,738 1,651 1,718 1,700 -2.7% -49.0 83.3 913 1,167 1,187 1,070 1,225 960 1,242 1,060 1,181 1,158 6.6% -0.2% 67.0 -2.3 125.1 101.4 872 947 922 896 966 2.6% 23.5 49.0 922 883 759 874 892 -0.8% -7.5 86.9 1,031 943 790 767 805 -6.0% -56.5 71.3 866 808 713 742 713 -4.7% -38.3 45.3 The most disproportionately male majors in the region are similar to the national figures. Note that 13.1318 – Social Studies Teacher Education is an established major that reports 58 percent of its degree completions from males. Figure 1.9: Top 10 Male Majors by Percentage, Regional CIP 13.1309 Technology Teacher Education/Industrial Arts Teacher Education 13.1329 Physics Teacher Education 13.1314 Physical Education Teaching and Coaching 31.0501 Health and Physical Education/Fitness, General 13.1320 Trade and Industrial Teacher Education 13.1317 Social Science Teacher Education 13.1318 Social Studies Teacher Education 13.1319 Technical Teacher Education 39.0401 Religious Education 31.0599 Health and Physical Education/Fitness, Other 2008-2012 TOTAL 2008-2012 TOTAL MALE CAGR % MALE 598 488 -6.8% 81.6% 86 8,703 57 5,308 -3.8% -3.4% 66.3% 61.0% 4,603 2,757 1.4% 59.9% 102 66 3,842 317 774 1,289 61 39 2,211 178 411 672 3.7% 7.5% -4.7% 1.7% -2.1% -6.7% 59.8% 59.1% 57.5% 56.2% 53.1% 52.1% Source: IPEDS Among the top 10 CIP classifications with the highest male headcounts, 13.1312 – Music Teacher Education major is particularly promising, with a highly-male student population, high growth, and high overall numbers. Note that Physical Education appears to be extremely popular among male students, with highly disproportionate male completions and large overall numbers. Figure 1.10: Top 10 Male Majors by Overall Headcount, Regional CIP 13.1314 Physical Education Teaching and Coaching 13.1202 Elementary Education and Teaching 31.0501 Health and Physical Education/Fitness, General 13.1318 Social Studies Teacher Education 13.1205 Secondary Education and Teaching 13.1312 Music Teacher Education 13.1001 Special Education and Teaching, General 13.1203 Junior High/Intermediate/Middle School Education and Teaching 13.1311 Mathematics Teacher Education 13.1305 English/Language Arts Teacher Education Source: IPEDS 2008-2012 TOTAL 8,703 40,589 2008-2012 TOTAL MALE 5,308 4,293 4,603 CAGR % MALE -3.4% -1.4% 61.0% 10.6% 2,757 1.4% 59.9% 3,842 5,415 5,748 12,803 2,211 2,191 2,074 1,337 -4.7% -4.8% 7.6% 1.5% 57.5% 40.5% 36.1% 10.4% 4,336 1,099 -6.4% 25.3% 2,911 3,293 1,030 716 0.2% -2.6% 35.4% 21.7% PENNSYLVANIA The top majors by CAGR in Pennsylvania are altogether less high-growth than the regional and national counterparts. While 13.1015 – Education/Teaching of Individuals in Early Childhood Special Education Programs has shown tremendous growth since 2008, it is a small major overall. Among the top 10, 13.1210 – Early Childhood Education and Teaching shows both high growth and high overall numbers. Figure 1.11: Top 10 Majors by CAGR, Pennsylvania CIP 13.1015 Education/Teaching of Individuals in Early Childhood Special Education Programs 13.1324 Drama and Dance Teacher Education 13.1210 Early Childhood Education and Teaching 13.1099 Special Education and Teaching, Other 13.1314 Physical Education Teaching and Coaching 13.1330 Spanish Language Teacher Education 13.1399 Teacher Education and Professional Development, Specific Subject Areas, Other 13.1318 Social Studies Teacher Education 13.1302 Art Teacher Education 13.1209 Kindergarten/Preschool Education and Teaching 2008 2009 2010 2011 2012 CAGR AAC STDEV 2 1 7 56 91 159.7% 22.3 20.5 6 242 62 104 11 6 255 77 118 15 8 302 45 134 6 5 270 72 150 5 11 395 100 134 13 16.4% 13.0% 12.7% 6.5% 4.3% 1.3 38.3 9.5 7.5 0.5 3.3 57.4 24.5 13.6 6.3 40 54 58 44 47 4.1% 1.8 10.1 99 69 91 89 105 92 116 104 111 75 2.9% 2.1% 3.0 1.5 9.6 18.6 110 99 115 106 119 2.0% 2.3 12.3 Source: IPEDS The top CIP classifications by headcount are similar in Pennsylvania to those nationally and regionally. However, note that the growth rates among the largest overall majors is small across the board, apart from 13.1210 – Early Childhood Education and Teaching and 13.1314 – Physical Education Teaching and Coaching. Figure 1.12: Top 10 Majors by 2012 Headcount, Pennsylvania CIP 13.1202 Elementary Education and Teaching 13.1001 Special Education and Teaching, General 13.1210 Early Childhood Education and Teaching 13.1205 Secondary Education and Teaching 13.1312 Music Teacher Education 13.1314 Physical Education Teaching and Coaching 13.1209 Kindergarten/Preschool Education and Teaching 13.1318 Social Studies Teacher Education 13.1305 English/Language Arts Teacher Education 13.0101 Education, General Source: IPEDS 2008 4,108 2009 3,989 2010 3,940 2011 3,938 2012 3,934 CAGR -1.1% AAC -43.5 STDEV 47.5 693 714 678 658 717 0.9% 6.0 37.0 242 255 302 270 395 13.0% 38.3 57.4 275 178 282 184 258 199 286 192 280 172 0.5% -0.9% 1.3 -1.5 19.0 13.2 104 118 134 150 134 6.5% 7.5 13.6 110 99 115 106 119 2.0% 2.3 12.3 99 91 105 116 111 2.9% 3.0 9.6 96 95 85 93 103 1.8% 1.8 7.9 101 90 68 66 102 0.2% 0.3 21.8 The top majors for males, by both percentage and headcount, are similar to the regional and national figures. Note again that 13.1318 – Social Studies Teacher Education and 13.1314 – Physical Education Teaching and Coaching are options with high male enrollment and high overall numbers. CIP 13.1314 – Physical Education Teaching and Coaching also shows growth compared to other examined areas. Figure 1.13: Top 10 Male Majors by Percentage, Pennsylvania CIP 13.1329 Physics Teacher Education 13.1203 Junior High/Intermediate/Middle School Education and Teaching 13.1320 Trade and Industrial Teacher Education 13.1318 Social Studies Teacher Education 13.1323 Chemistry Teacher Education 13.1328 History Teacher Education 13.1314 Physical Education Teaching and Coaching 13.0699 Educational Assessment, Evaluation, and Research, Other 13.1319 Technical Teacher Education 13.1331 Speech Teacher Education 2008-2012 TOTAL 14 2008-2012 TOTAL MALE 10 11 CAGR % MALE 0.0% 71.4% 7 -- 63.6% 47 522 16 60 640 29 311 9 33 337 -20.5% 2.9% -12.0% -1.8% 6.5% 61.7% 59.6% 56.3% 55.0% 52.7% 16 8 -- 50.0% 4 2 2 1 --- 50.0% 50.0% CAGR % MALE -1.1% 0.5% -0.9% 6.5% 0.9% 2.9% 1.8% -8.2% 0.2% 12.3% 40.8% 37.5% 52.7% 9.3% 59.6% 25.0% 38.6% 17.3% 4.1% 23.9% Source: IPEDS Figure 1.14: Top 10 Male Majors by Overall Headcount CIP 13.1202 Elementary Education and Teaching 13.1205 Secondary Education and Teaching 13.1312 Music Teacher Education 13.1314 Physical Education Teaching and Coaching 13.1001 Special Education and Teaching, General 13.1318 Social Studies Teacher Education 13.1305 English/Language Arts Teacher Education 13.1311 Mathematics Teacher Education 13.0101 Education, General 13.1399 Teacher Education and Professional Development, Specific Subject Areas, Other 2008-2012 TOTAL 19,909 1,381 925 640 3,460 522 472 303 427 2008-2012 TOTAL MALE 2,450 563 347 337 323 311 118 117 74 243 58 Source: IPEDS DISTANCE EDUCATION PROGRAMS Beginning in 2012, IPEDS lists programs that offer distance education. Note that this does not signify programs with all-distance enrollments; it merely means that that degree option is available via distance education. However, this can provide a rough measure of the commonality of distance education among educational specializations. The figure below details the number of distance education programs listed per CIP classification nationally. According to 2012 data, the most common majors to offer distance education programs are Elementary Education and Teaching, Early Childhood Education and Teaching, Special Education and Teaching, and Religious Education. These programs may be particularly popular and/or may translate well to an online format. Figure 1.15: Distance Education Program Counts, by Major CIP CLASSIFICATION 13.1202 Elementary Education and Teaching 13.1210 Early Childhood Education and Teaching 13.1001 Special Education and Teaching, General 39.0401 Religious Education 13.9999 Education, Other 13.0101 Education, General 13.1305 English/Language Arts Teacher Education 13.1311 Mathematics Teacher Education 13.1205 Secondary Education and Teaching 13.1328 History Teacher Education 13.1209 Kindergarten/Preschool Education and Teaching 13.0501 Educational/Instructional Technology 13.1317 Social Science Teacher Education 13.1320 Trade and Industrial Teacher Education 13.1319 Technical Teacher Education 13.1399 Teacher Education and Professional Development, Specific Subject Areas, Other 13.1099 Special Education and Teaching, Other 13.1302 Art Teacher Education 13.1314 Physical Education Teaching and Coaching 13.1322 Biology Teacher Education 13.1015 Education/Teaching of Individuals in Early Childhood Special Education Programs 13.1017 Education/Teaching of Individuals in Elementary Special Education Programs 13.1203 Junior High/Intermediate/Middle School Education and Teaching 13.1303 Business Teacher Education 13.1309 Technology Teacher Education/Industrial Arts Teacher Education 13.1318 Social Studies Teacher Education 13.0201 Bilingual and Multilingual Education 13.0406 Higher Education/Higher Education Administration 13.0499 Educational Administration and Supervision, Other 13.0901 Social and Philosophical Foundations of Education 13.1011 Education/Teaching of Individuals with Specific Learning Disabilities 13.1014 Education/Teaching of Individuals Who are Developmentally Delayed 13.1206 Teacher Education, Multiple Levels 13.1308 Family and Consumer Sciences/Home Economics Teacher Education 13.1312 Music Teacher Education 13.1316 Science Teacher Education/General Science Teacher Education 13.1323 Chemistry Teacher Education 13.1329 Physics Teacher Education 13.1335 Psychology Teacher Education 13.1337 Earth Science Teacher Education 31.0501 Health and Physical Education/Fitness, General 51.3817 Nursing Education Source: IPEDS NUMBER OF PROGRAMS 64 27 19 17 16 14 12 8 7 7 6 5 5 5 4 4 3 3 3 3 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 SERVING VETERANS In supporting veterans in pursuing higher education, an important concern is to provide commitment and support from the leaders of the institution, as a public commitment from the president or other administrators will have an influence throughout the college or university. It can also be helpful to provide veterans with resources specific to their needs, such as program websites, welcome activities, marketing, handbooks, and financial planning that are specifically geared towards veterans.9 Providing veterans with opportunities to network with one another as well as to voice their specific concerns can be helpful as well. Accommodations for veteran-specific health and mental health issues can be very beneficial, with options including creating a mentor group, having counselors who are trained to assist veterans, and/or making counseling resources more accessible for veterans.10 In order to accomplish all of this, staff and leadership should be trained in accommodating veterans’ needs and there should be a distinct set of policies for veterans and deployed military personnel. Institutions may also consider waiving fees for veterans or offering unique tuition discounts or scholarships. Serving the needs of the veteran community will build popularity for a specific institution or program and attract future veteran students.11 9 “Best Practices for Serving the Student Veteran.” CAEL. 2012. P. 1. http://sunytaaccctpla.files.wordpress.com/2013/12/best-practices-handout-final.pdf 10 Ibid, 2. 11 Ibid. This section considers the employment outlook for the occupations most commonly associated with education. We examine national employment projection data, as well as data for Pennsylvania and the surrounding region gathered from state labor departments. EMPLOYMENT PROJECTIONS METHODOLOGY The BLS and state departments of labor data follow a similar classification process to that of NCES and its CIP codes. The BLS uses Standard Occupational Classification (SOC) codes to classify occupations. When constructing labor market assessments, Hanover Research uses the CIP-SOC Crosswalk to identify SOCs related the relevant academic fields. The crosswalk is provided by NCES.12 For this report, Hanover includes all teaching occupations for birth to 12th grade education, as well as teaching specializations including special education, technical education, and “all other” teachers and instructors. Relevant occupations are listed in the following figure. Figure 2.1: Relevant Occupation by SOC Code SOC 25-2011 25-2012 25-2021 25-2022 25-2023 25-2031 25-2032 25-2041 25-2053 25-2054 25-3011 25-3021 25-3999 OCCUPATION Preschool Teachers, Except Special Education Kindergarten Teachers, Except Special Education Elementary School Teachers, Except Special Education Middle School Teachers, Except Special and Career/Technical Education Vocational Education Teachers, Middle School Secondary School Teachers, Except Special and Career/Technical Education Career/Technical Education Teachers, Secondary School Special Education Teachers, Preschool, Kindergarten, and Elementary School Special Education Teachers, Middle School Special Education Teachers, Secondary School Adult Basic and Secondary Education and Literacy Teachers and Instructors Self-Enrichment Education Teachers Teachers & Instructors, All Other Source: U.S. Bureau of Labor Statistics 13 NATIONAL EMPLOYMENT PROJECTIONS In this section, Hanover Research highlights the occupational projections on a national level to demonstrate how the field is growing on a broader scale. Figure 2.2 displays Bureau of Labor Statistics (BLS) projections for employment trends in education from 2012 to 2022. 12 “Resources: 2000-2010 CIP Conversion.” National Center for Education Statistics. http://nces.ed.gov/ipeds/cipcode/resources.aspx?y=55 13 “Occupational Employment and Wages, May 2013.” United States Department of Labor: Bureau of Labor Statistics. http://www.bls.gov/oes/home.htm Figure 2.2: National Employment Projections, 2012-2022 SOC TITLE 2012 2022 CHANGE # CHANGE % 00-0000 All occupations Preschool teachers, except special education Kindergarten teachers, except special education Elementary school teachers, except special education Middle school teachers, except special and career/technical education Career/technical education teachers, middle school Secondary school teachers, except special and career/technical education Career/technical education teachers, secondary school Special education teachers, preschool Special education teachers, kindergarten and elementary school Special education teachers, middle school Special education teachers, secondary school Special education teachers, all other Adult basic and secondary education and literacy teachers and instructors Self-enrichment education teachers Teachers and instructors, all other Total 145,355.8 160,983.7 15,628.0 10.8% AVERAGE ANNUAL OPENINGS 5,055.7 438.2 514.6 76.4 17.4% 19.9 158.5 179.1 20.6 13.0% 6.5 1,361.2 1,529.1 167.9 12.3% 46.7 614.4 690.4 76.0 12.4% 21.1 18.2 19.1 0.9 5.2% 0.5 955.8 1,008.7 52.9 5.5% 31.3 85.4 89.7 4.3 5.0% 2.8 22.3 25.9 3.6 16.2% 0.7 194.6 206.6 12.0 6.2% 4.5 94.6 99.5 4.9 5.2% 2.1 131.3 137.4 6.1 4.6% 2.9 40.7 44.6 3.9 9.5% 1.1 77.4 84.2 6.7 8.7% 2.0 316.2 981.6 5,490.4 360.1 1,057.5 6,046.5 43.9 75.9 556.1 13.9% 7.7% 10.1% 9.8 24.4 176.3 25-2011 25-2012 25-2021 25-2022 25-2023 25-2031 25-2032 25-2051 25-2052 25-2053 25-2054 25-2059 25-3011 25-3021 25-3099 Source: U.S. Bureau of Labor Statistics All numbers are in thousands. 14 The employment projections on the national level indicate that education is a growing field, increasing at close to the same rate as all occupations, which is 10.8 percent. From 2012 to 2022, the number of individuals in teaching positions will increase by approximately 10.1 percent. In particular, preschool teachers, both special education and non-special education, will increase at higher rates, between 16 and 17 percent. 14 “Employment Projections.” United States Department of Labor: Bureau of Labor Statistics. http://data.bls.gov/projections/occupationProj REGIONAL EMPLOYMENT PROJECTIONS As with the degree completions data in Section I, Hanover Research provides employment projection data for Clarion University’s region. This comprises data from Pennsylvania and all bordering states, including Delaware, Maryland, New Jersey, New York, Ohio, and West Virginia. Growth in teaching occupations is projected to be significantly lower, regionally, with several occupations showing negative change between 2010 and 2020. Note that the state data used for regional projections covers a less recent time period, 2010 to 2020, while the national data covers 2012 to 2022. Thus, these figures may demonstrate slower growth than the most up-to-date figures. Still, self-enrichment education teachers, special education teachers, and preschool teachers all show higher growth than the average. Figure 2.3: Regional Employment Projections, 2010-2020 SOC 25-2011 25-2012 25-2021 25-2022 25-2023 25-2031 25-2032 25-2041 25-2053 25-2054 25-3011 25-3021 25-3999 OCCUPATION Preschool Teachers, Except Special Education Kindergarten Teachers, Except Special Education Elementary School Teachers, Except Special Education Middle School Teachers, Except Special and Career/Technical Education Vocational Education Teachers, Middle School Secondary School Teachers, Except Special and Career/Technical Education Career/Technical Education Teachers, Secondary School Special Education Teachers, Preschool, Kindergarten, and Elementary School Special Education Teachers, Middle School Special Education Teachers, Secondary School Adult Basic and Secondary Education and Literacy Teachers and Instructors Self-Enrichment Education Teachers Teachers & Instructors, All Other Total 2010 2020 CHANGE # CHANGE % AVERAGE ANNUAL OPENINGS 84,515 94,552 10,037 11.9% 3,214 38,144 41,412 3,268 8.6% 1,319 263,243 278,271 15,028 5.7% 7,295 143,135 152,927 9,792 6.8% 4,119 2,865 2,860 0 0.0% 60 223,767 220,190 -3,582 -1.6% 6,281 17,137 15,700 -1,437 -8.4% 467 62,866 70,238 7,377 11.7% 2,589 30,898 34,264 3,371 10.9% 1,252 38,408 37,927 -481 -1.3% 1,163 25,147 26,600 1,453 5.8% 527 68,763 165,376 1,164,264 80,239 173,209 1,228,389 11,471 7,833 64,130 16.7% 4.7% 5.5% 2,198 3,314 33,798 Source: State Departments of Labor Delaware does not maintain projections for 25-2023 – Vocational Education Teachers, Middle School and 25-2032 – Vocational Education Teachers, Secondary School. Maryland does not maintain projections for 25-2021 – Elementary School Teachers, Except Special Education. West Virginia does not maintain projections for 25-2053 – Special Education Teachers, Middle School; 25-3999 – Teachers and Instructors, All; and 25-2023 – Vocational Education Teachers, Middle School. PENNSYLVANIA EMPLOYMENT PROJECTIONS In Pennsylvania, growth across teaching occupations is also much lower than the national figures. Many of the occupations show negative growth through 2020. However, preschool teachers and self-enrichment education teachers report higher than average growth. Again, this may be due to the fact that Pennsylvania’s data are from 2010, while the national figures are up to date as of 2012. Figure 2.4: Pennsylvania Employment Projections, 2010-2020 SOC TITLE 2010 2020 CHANGE # CHANGE % 00-0000 All Occupations Preschool Teachers, Except Special Education Kindergarten Teachers, Except Special Education Elementary School Teachers, Except Special Education Middle School Teachers, Except Special & Vocational Education Vocational Education Teachers, Middle School Secondary School Teachers, Except Special & Vocational Education Vocational Education Teachers, Secondary School Special Education Teachers, Preschool, Kindergarten, & Elementary School Special Education Teachers, Middle School Special Education Teachers, Secondary School Adult Literacy, Remedial Education, & GED Teachers & Instructors Self-Enrichment Education Teachers Teachers & Instructors, All Other Total 5,983,460 6,363,730 43,910 6.4% AVERAGE ANNUAL OPENINGS 185,472 14,100 15,570 1,470 10.4% 514 6,390 6,630 240 3.8% 190 57,570 59,110 1,540 2.7% 1,420 27,490 28,300 810 2.9% 685 550 530 -20 -3.6% 12 49,730 46,790 -2,940 -5.9% 1,360 4,600 4,080 -520 -11.3% 126 9,450 10,030 580 6.1% 337 4,330 4,570 240 5.5% 152 6,920 6,510 -410 -5.9% 204 2,630 2,740 110 4.2% 51 11,590 14,480 209,830 12,470 14,940 212,270 880 460 2,440 7.6% 3.2% 1.2% 265 268 5,584 25-2011 25-2012 25-2021 25-2022 25-2023 25-2031 25-2032 25-2041 25-2053 25-2054 25-3011 25-3021 25-3999 Source: Pennsylvania Department of Labor and Industry. In this section of the report, Hanover Research profiles bachelor’s in education programs at institutions in Pennsylvania. Hanover focuses on programs with the following characteristics:    Programs that are geographically close to Clarion University of Pennsylvania,   Programs that are focused on a transfer student population, and/or Programs that focus on a high-growth specialization, Programs that focus on a specialization which is broadly popular and particularly popular for male students, Programs that are offered online. DREXEL UNIVERSITY Program Name Department Credits Specialization Duration Teaching Certification Tuition Online Bachelor of Science in Education Drexel University Online 120, students may transfer up to 90 PK-4 Elementary Education At least 2.5 years, part-time Yes; Elementary Education Certification $440 per credit (discounted from $732 per credit) Yes 190 hours of in-school, pre-student teaching activities, 12 weeks of full-day student teaching Designed for transfer students Field Work Notable Features Source: Drexel University 15 Drexel University offers an online bachelor of science in education for students who have already completed some college credits. The program offers courses part-time and lasts 10 terms or 2.5 years. Students may take longer to complete the program, dependent on transfer credits into the program. However, enrollment is only offered part-time.16 Students can obtain a teaching certification for elementary education. The program is approved by the Pennsylvania Department of Education. Students must take the PECT and PAPA exams, and those who complete the program are recommended for PK-4 certification. The certification can also be transitioned to those from other states in some instances. 17 In 15 [1] “Bachelor of Science in Education Frequently Asked Questions.” Drexel Online. http://www.drexel.com/onlinedegrees/education-degrees/bs-ed/faq.aspx#Anchor-Wha-26108\ [2] “Bachelor of Science in Education Tuition.” Drexel Online. http://www.drexel.com/online-degrees/educationdegrees/bs-ed/tuition.aspx 16 “Bachelor of Science in Education.” Drexel Online. http://www.drexel.com/online-degrees/education-degrees/bsed/index.aspx 17 Ibid. order to obtain the teacher certification, students must complete 12 consecutive weeks of full-day student teaching and 190 hours of in-school, pre-student teaching activities that are embedded in pedagogical courses. 18 These Field Experiences are formal school and community activities that take place in a “collaborative, educational setting” and are required by the Pennsylvania Department of Education for certification.19 Students in the program are eligible for financial aid including federal grants and loans, state grants, and Drexel loans. 20 Although the program offers educational certification for Pennsylvania, students do not need to be located in Pennsylvania to complete the program. Drexel works with those students who live outside of the Philadelphia area to find suitable field placements.21 MILITARY FRIENDLY UNIVERSITY Note that Drexel University also serves the military and veteran community. There is no cap on the number of veterans who can enroll through the Yellow Ribbon Post-9/11 GI Bill. Military personnel, veterans, and their immediate families are also eligible for a 10 to 30 percent tuition reduction. Drexel also offers credit for military experience or classes that have been evaluated for college equivalency by the American Council on Education. Drexel’s online course offerings are flexible for military personnel and veterans.22 CURRICULUM The program consists of a minimum of 180.5 quarter credits including:    Content courses - 65.5 quarter credits Pedagogy courses - 89.5 quarter credits, and Free electives - 26 quarter credits Altogether, this is equal to 120 semester hours. Students take pedagogy courses in a sequence and are free to choose content and elective courses at their discretion. Students join the sequence at whatever level they have completed previous college coursework. Course offerings can be found in the figures below. 18 Ibid. “Bachelor of Science in Education Frequently Asked Questions,” Op. cit. 20 Ibid. 21 Ibid. 22 “Online Degrees: Military-Friendly University.” Drexel Online. http://www.drexel.com/prospectivestudents/military.aspx 19 Figure 3.1: Drexel University Content Course Requirements CONTENT COURSE REQUIREMENTS Principles of Communication Expository Writing and Reading Persuasive Writing and Reading Analytical Writing and Reading The History of Philadelphia Introduction to Music Introduction to Nutrition & Food Sociology of Education I Literature Elective General Biology I General Biology II General Chemistry I Principles of Microeconomics Environmental Science and Society Mathematical Analysis I Mathematical Analysis II Mathematical Analysis III Applied Physics General Psychology I Educational Psychology Cognitive Psychology 23 Source: Drexel University 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 4 credits 4 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits Figure 3.2: Drexel University Content Course Requirements PEDAGOGY COURSE REQUIREMENTS Foundations in Education I: A Historical and Philosophical Perspective Freshman Pedagogy Seminar I Freshman Pedagogy Seminar II Freshman Pedagogy Seminar III Science Teaching Methods Child Development I: Typical Development Child Development II: Atypical Development Special Education Foundations: Referral and Assessment Sophomore Pedagogy Seminar Early Language Development Diversity and Today's Teacher Math Methods and Content: Early Childhood Math: Methods & Content Early Literacy I Inclusionary Practices for Exceptional Students Literacy and Content Skill Development Instructing English Language Learners Junior Pedagogy Seminar 23 3 credits 1 credits 1 credits 1 credits 3 credits 3 credits 3 credits 4.5 credits 1 credits 3 credits 3 credits 3 credits 3 credits 3 credits 4.5 credits 4.5 credits 3 credits 1 credits “Bachelor of Science in Education Curriculum.” Drexel Online. http://www.drexel.com/online-degrees/educationdegrees/bs-ed/curriculum.aspx PEDAGOGY COURSE REQUIREMENTS Assessment of Young Children I Assessment of Young Children II Current Research in Curriculum & Instruction Multimedia in Instructional Design Language Arts Processes Engaging the Learner Early Literacy II Expressive Arts for PK-4 Social Studies Teaching Methods Senior Pedagogy Seminar Student Teaching Family and Community Partnerships 24 Source: Drexel University 3 credits 4 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 1 credits 9 credits 3 credits PENNSYLVANIA STATE UNIVERSITY Program Name Bachelor of Science in Special Education Department of Educational Psychology, Counseling, and Special Education in the College of Education 121 Special Education Four years Yes, Pennsylvania Instructional I Certificate in Teaching the Mentally and/or Physically Handicapped $670 per credit / $1,194 per credit lower division $725 per credit / $1,255 per credit upper division No 80 hours of field experience with two disability areas Optional combined master’s program Department Credits Specialization Duration Teaching Certification Tuition Online Field Work Notable Features Source: Penn State University 25 The Special Education program is housed in the Department of Educational Psychology, Counseling, and Special Education in the College of Education at Penn State. Upon completion of the program, students become eligible for the Pennsylvania Instructional I Certificate in Teaching the Mentally and/or Physically Handicapped. The program cites four mission statements as its goals:26   24 To have a positive influence on the inclusion of persons who are culturally, physically or intellectually diverse in the mainstream of American life, To provide national leadership in the development and sharing of new knowledge in special education, Ibid. “University Park, Hershey, Dickinson, and Great Valley Tuition.” Penn State University. http://tuition.psu.edu/tuitiondynamic/rates.aspx?location=up 26 Quoted from source. “Program Mission Statement.” Penn State University. http://www.ed.psu.edu/epcse/specialeducation/program-mission 25   To develop the next generation of college and university faculty in special education, and To develop teachers who can apply the current knowledge of effective practices in special education. In addition to the bachelor’s program, there is also a combined bachelor’s and master’s program focused on special education. The bachelor’s program has the following requirements:27  Eighty hours of experience with children with disabilities. Hours must be completed with two different settings serving two different levels of disability. Ideally, this should be in the classroom.   Pass the Praxis 1 (Reading, Writing, and Math) examinations.  Complete required coursework. Maintain a 3.0 GPA as required by the College of Education and the Pennsylvania Department of Education. During the first four semesters of the program, students complete general education requirements. Program checklist courses are required, as well as special education courses. The special education course offerings are provided in the figure below. Figure 3.3: Penn State University Special Education Coursework SPECIAL EDUCATION COURSEWORK Fundamentals of Reading Instruction in Special Education Independent Studies (1-18) (3) Teaching and Assessing Reading Skills of Students with Special Topics (1-9) Special Needs (3) Autism and Related Disorders (3) Specialized Reading Applications in Special Education (3) Special Topics (1-9) Autism: Issues and Concerns (1) Observing in Exceptional Settings (3) Autism and Applied Behavior Analysis (4) Teaching Exceptional Students in General Education Settings Communication and Social Competence (3) (3) Motivating Exceptional Learners (4) Assessment and Curriculum (3) Human Rights: Historical and Current Issues in Special Asperger Syndrome (1) Education (3) Working with Families and Professionals in Special Experience with Exceptional Children (3) Education (3) Fundamental Literacy Skills for Students with Special Needs Practicum in Special Education (15) (3) Writing and Content Literacy for Students with Special Experience with an Integrated Inclusion Classroom (4) Needs (3) Mathematics Instruction for Students with Special Needs (3) Independent Studies (1-18) Intervention for Students with Severe Disabilities (3) Special Topics (1-9) 27 “Frequently Asked Questions.” Penn State University. http://www.ed.psu.edu/epcse/specialeducation/programs/bachelors-of-science/frequently-asked-questions SPECIAL EDUCATION COURSEWORK Foundations of Inclusive : Legal, Etiology, Collaboration, Instruction for Students with Mild Disabilities (4) and Assessment (3) Creating and Maintaining a Positive General Education Early Special Education (3-4) Classroom (3) Technologies for Persons with Disabilities (2) Special Topics (1-9) Orientation to Human Variation and Special Education Students with Autism in Inclusive Settings: Practical Services (3) Applications (1) Foundational Skills for Working with Students with Special Extended Applications for Tutoring in Reading, Math and Education Needs in General Education Classrooms (1) Progress Monitoring (3) Evidenced-Based Methods for Monitoring Student Progress Comprehension Strategies, Motivation and Monitoring and Making Instructional Decisions (2) Progress (3) Evidence-Based Practices for Inclusive Behavior Instructional Design and Delivery in Reading and Math (3) Management (2) Effective and Explicit Instruction for Students with Learning Orton-Gillingham Multisensory Instruction in Reading, Difficulties (2) Spelling and Writing I (3) 434A Evidence-Based Practices for Inclusive Elementary Foundational Skills for Working with Students with Special Classrooms (2) Education Needs in General Education Classrooms (1) Evidenced-Based Practices for Inclusive Secondary Orton-Gillingham Multisensory Instruction in Reading, Classrooms (2) Spelling and Writing I (3) Orton-Gillingham Multisensory Instruction in Reading, Inclusive Education and Assessment (6) Spelling and Writing II (3) Assessment for Instruction (4) Students with Autism in Inclusive Settings (2) Source: Penn State University 28 BOSTON UNIVERSITY Program Name Department Credits Specializations Duration Teaching Certification Tuition Online Field Work Notable Features Source: Boston University 28 Bachelor of Science in Social Studies Education School of Education 128-162 (depending on concentration) History, History with Special Education, History with Teaching of English as a Second Language, Political Science, Political Science with Special Education, Political Science with Teaching of English as a Second Language. Four years Yes, licensure in Elementary Education $45,686 per year No Yes, integrated with courses Six available concentrations in history and political science fields. 29 “Undergraduate Level Coursework Special Education (SPLED).” Penn State University. http://www.ed.psu.edu/epcse/special-education/programs/bachelors-of-science/undergraduate-levelcoursework 29 [1] “Tuition & Fees.” Boston University. http://www.bu.edu/admissions/apply/costs-aid-scholarships/tuition-and-fees/ [2] “B.S. in Social Studies Education.” Boston University. http://www.bu.edu/academics/sed/programs/socialstudies-education/bs/ Boston University’s social studies education program prepares graduates to be “classroom teachers, museum educators, developers of learning materials, social education curriculum specialists, and youth service educators.”30 Students who complete the program are eligible to gain licensure in Elementary Education in Massachusetts. Licenses also include a specialty in History and Political Science/Political Philosophy.31 The program involves field work via the “professional studies” component of the curriculum, which integrates field-based activities with on-campus courses. The undergraduate program culminates in a student-teaching experience. There are six program concentrations, shown below.32 Figure 3.4: Boston University Bachelor of Science in Social Studies Education Options HISTORY CONCENTRATION OPTIONS Concentration options in History at the School of Education include History on its own, or combined with either Special Education (Moderate) 5–12 or Teaching English as a Second Language. History (Total Credits: 128) History with Special Education (Moderate) 5–12 (Total Credits: 154) History with Teaching of English as a Second Language (Total Credits: 156) POLITICAL SCIENCE CONCENTRATION OPTIONS Concentration options in Political Science at the School of Education include Political Science on its own, or combined with either Special Education (Moderate) 5–12 or Teaching English as a Second Language. Political Science (Total Credits: 128) Political Science with Special Education (Moderate) 5–12 (Total Credits: 162) Political Science with Teaching of English as a Second Language (Total Credits: 152) Source: Boston University One example of program curriculum, for the History with Teaching of English as a Second Language concentration, is outlined in the figure below. Figure 3.5: Boston University Bachelor of Science in Social Studies Education Curriculum BACHELOR OF SCIENCE IN SOCIAL STUDIES EDUCATION: HISTORY WITH TEACHING OF ENGLISH AS A SECOND LANGUAGE (TOTAL CREDITS: 156) Distribution Requirements (44) Writing Seminar (4) Writing and Research Seminar (4) Two courses in CAS Humanities (8) World Regional Geography (4) MA (Exempt with score of 580 or above on SAT or 23 or above on ACT) (4) Lab Science (4) Natural Science or Lab Science (4) Two electives (8) History Subject-Specific Requirements (48) World History I and II (8) Emergence of the United States to 1865 (4) 30 “B.S. in Social Studies Education,” Op. cit. Ibid. 32 Ibid. 31 BACHELOR OF SCIENCE IN SOCIAL STUDIES EDUCATION: HISTORY WITH TEACHING OF ENGLISH AS A SECOND LANGUAGE (TOTAL CREDITS: 156) The United States Since 1865 (4) The Historian’s Craft (4) Economic History of the United States or Intro to Macroeconomics (4) Course focused on Asia, Latin America, or Africa (4) 190 or 200-, 300- or higher level courses (HI 190 preferred) (4) Two 400- or 500-level colloquia (8) CAS PH 270 or 271 or HI 203, 302, 448, or 456 (4) Introduction to American Politics (4) Professional Studies (64) Introduction to Education (6) Special Education and Adolescents (2) Introduction to Adolescent Development (2) Pre-Practicum (2) Teaching of Reading (4) Reading and Writing Assessment (2) Social and Civic Context of Education (4) Teaching English Language Learners in Middle/High Schools (4) History Methods (4) Developing Historical Literacy (4) History Laboratory (2) or Project Citizen: Promoting Civic Engagement (2) Classroom Management (2) Practicum (5–8 or 8–12) (8) Literacy Development for Bilingual Students (4) Language Acquisition (4) Methods in Teaching English as a Second Language (4) Half Practicum in Teaching English as a Second Language 5–12 (4) Student Teaching Seminar (2) Foreign Language Requirement Source: Boston University ASHFORD UNIVERSITY Program Name Department Credits Specialization Duration Teaching Certification Tuition Online Field Work Notable Features Source: Ashford University 33 Bachelor of Arts in Physical Education College of Education 125 Physical Education Four years Qualifies students for both elementary and secondary physical education endorsements $420.00 per credit hour (online), $77,010 total Yes No, practicum courses Program can qualify students for elementary, middle, or secondary school licensure 33 [1] “Tuition and Fees.” Ashford University. http://www.ashford.edu/admissions/online_tuition_fees.htm Ashford University’s physical education program prepares students to teach physical education at the elementary, middle school, and secondary school levels. There is no field work requirement, although there are a number of practicum courses that must be completed. The program is also aligned to National Association for Sport and Physical Education (NASPE) K-12 standards. Graduates from the program will be equipped to:34          Identify physical education content and disciplinary concepts related to the development of a physically educated person, Demonstrate how individuals learn and develop by providing opportunities that support their physical, cognitive, social, and emotional development, Apply knowledge of how individuals differ in their approaches to learning, by creating appropriate instruction adapted to these differences, Use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation, Use knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity settings, Use assessment to foster physical, cognitive, social, and emotional development of students in physical activity, Evaluate the effects of their actions on others (e.g., students, parents/guardians, fellow professionals) and seek opportunities to grow professionally, Use information technology to enhance learning and to enhance personal and professional productivity, and Foster relationships with colleagues, parents/guardians, and community agencies to support students' growth and well-being. Financial aid, including private loans, federal loans, and grants, is available for the program.35 The program curriculum is provided in the figure below. Figure 3.6: Ashford University Bachelor of Arts in Physical Education Curriculum DEGREE REQUIREMENTS Physical Education Major Requirements (47 credits): Introduction to Education (Elementary and Secondary) & Field Experience (1 credit) Educational Psychology (3 credits) Foundation of American Education (2 credits) Principles of Education (Preschool, Elementary, and Secondary) & Field Experience II (2 credits) Integrating Technology in the Classroom (2 credits) Human Relations Skills for Educators (1 credit) Child & Adolescent Development (3 credits) [2] “BA Physical Education.” Ashford University. http://www.ashford.edu/degrees/campus/ba-physicaleducation.htm 34 Quoted from source. “BA Physical Education,” Op. cit. 35 “Ashford University Program Disclosures.” Ashford University. http://www.ashford.edu/static/programdisclosures/?p=iape#iape DEGREE REQUIREMENTS Survey of Exceptional Students (3 credits) Behavior Management in the Classroom (3 credits) Reading in Secondary Education Content Areas (3 credits) Specific Methods in Elementary PE (3 credits) Practicum in Elementary PE (1 credit) Specific Methods in Secondary PE (3 credits) Practicum in Secondary PE (1 credit) Student Teaching Elementary PE (8 credits) Student Teaching Secondary PE (7 credits) Student Teaching Seminar (1 credit) Additional Endorsement Requirements (29 credits): Personal Health & Wellness (2 credits) Foundation of Movement & Motor Activities (3 credits) Human Biology (4 credits) Prevention & Care of Athletic Injuries (2 credits) Individual & Team Sports Skills (3 credits) Applied Kinesiology & Biomechanics (3 credits) Curriculum & Administration of Physical Education (3 credits) Adapted Physical Education (3 credits) PED Sport Skills Courses (6 credits): Activity: 1 credit each (6 distinct total courses) Source: Ashford University 36 36 “BA Physical Education,” Op. cit. Figure A.1: National Education Degree Completions CIP 13.0101 Education, General 13.0201 Bilingual and Multilingual Education 13.0202 Multicultural Education 13.0203 Indian/Native American Education 13.0299 Bilingual, Multilingual, and Multicultural Education, Other 13.0301 Curriculum and Instruction 13.0401 Educational Leadership and Administration, General 13.0402 Administration of Special Education 13.0403 Adult and Continuing Education Administration 13.0404 Educational, Instructional, and Curriculum Supervision 13.0406 Higher Education/Higher Education Administration 13.0407 Community College Education 13.0408 Elementary and Middle School Administration/Principalship 13.0409 Secondary School Administration/Principalship 13.0410 Urban Education and Leadership 13.0499 Educational Administration and Supervision, Other 13.0501 Educational/Instructional Technology 13.0601 Educational Evaluation and Research 13.0607 Learning Sciences 13.0699 Educational Assessment, Evaluation, and Research, Other 13.0701 International and Comparative Education 13.0901 Social and Philosophical Foundations of Education 13.1001 Special Education and Teaching, General 13.1003 Education/Teaching of Individuals with Hearing Impairments Including Deafness 13.1004 Education/Teaching of the Gifted and Talented 13.1005 Education/Teaching of Individuals with Emotional Disturbances 13.1006 Education/Teaching of Individuals with Mental Retardation 2008 2,798 178 3 0 1 28 11 39 0 0 4 81 2 54 3 10 6,962 2009 2,950 393 1 7 14 93 7 43 0 0 0 0 76 3 53 0 2 0 7,134 2010 3,066 415 3 9 0 0 0 9 29 12 0 68 1 58 0 5 0 0 7,377 2011 3,425 431 5 6 4 11 14 2 4 42 8 0 72 1 42 0 0 3 2 15 7,515 2012 3,541 415 0 0 0 22 0 10 41 8 83 1 30 0 0 8 2 29 8,073 CAGR 6.1% 23.6% ---116.6% ---2.4% 1.3% ----0.6% -15.9% -13.7% ----30.5% 3.8% AAC 185.8 59.3 ---5.3 ---0.3 0.5 ----0.5 -0.3 -6.0 ----4.8 277.8 STDEV 101.1 91.1 ---11.1 --4.5 9.8 ----7.5 1.1 8.4 ----10.4 166.2 138 146 123 124 143 0.9% 1.3 15.4 132 183 145 180 160 221 144 206 0 154 191 -3.9% 1.1% -5.5 2.0 -12.5 23.0 CIP 13.1007 Education/Teaching of Individuals with Multiple Disabilities 13.1008 Education/Teaching of Individuals with Orthopedic and Other Physical Health Impairments 13.1009 Education/Teaching of Individuals with Vision Impairments Including Blindness 13.1011 Education/Teaching of Individuals with Specific Learning Disabilities 13.1012 Education/Teaching of Individuals with Speech or Language Impairments 13.1013 Education/Teaching of Individuals with Autism 13.1014 Education/Teaching of Individuals Who are Developmentally Delayed 13.1015 Education/Teaching of Individuals in Early Childhood Special Education Programs 13.1017 Education/Teaching of Individuals in Elementary Special Education Programs 13.1018 Education/Teaching of Individuals in Junior High/Middle School Special Education Programs 13.1019 Education/Teaching of Individuals in Secondary Special Education Programs 13.1099 Special Education and Teaching, Other 13.1202 Elementary Education and Teaching 13.1203 Junior High/Intermediate/Middle School Education and Teaching 13.1205 Secondary Education and Teaching 13.1209 Kindergarten/Preschool Education and Teaching 13.1210 Early Childhood Education and Teaching 13.1301 Agricultural Teacher Education 13.1302 Art Teacher Education 13.1303 Business Teacher Education 13.1305 English/Language Arts Teacher Education 13.1306 Foreign Language Teacher Education 13.1307 Health Teacher Education 13.1308 Family and Consumer Sciences/Home Economics Teacher Education 13.1309 Technology Teacher Education/Industrial Arts Teacher Education 2008 116 2009 78 2010 121 2011 155 2012 176 CAGR 11.0% AAC 15.0 STDEV 31.6 58 52 50 63 61 1.3% 0.8 7.3 20 19 24 17 23 3.6% 0.8 5.2 375 374 318 324 333 -2.9% -10.5 26.5 260 270 215 206 273 1.2% 3.3 43.7 2 12 1 18 1 19 4 --- --- --- 72 111 105 166 236 34.6% 41.0 29.4 - - 94 111 159 -- -- -- - - 0 0 2 -- -- -- - - 13 14 12 -- -- -- 400 43,410 2,747 4,564 2,197 9,521 455 1,489 435 2,898 143 1,778 401 818 373 42,628 2,706 4,495 2,202 9,765 499 1,546 418 2,759 153 1,764 375 686 331 41,649 2,645 4,241 1,955 10,186 528 1,529 402 2,674 136 1,678 379 556 333 41,288 2,857 4,203 2,156 11,287 556 1,519 361 2,873 147 1,680 340 553 446 40,387 2,958 4,474 2,149 12,162 655 1,464 346 2,984 112 1,591 369 488 2.8% -1.8% 1.9% -0.5% -0.6% 6.3% 9.5% -0.4% -5.6% 0.7% -5.9% -2.7% -2.1% -12.1% 11.5 -755.8 52.8 -22.5 -12.0 660.3 50.0 -6.3 -22.3 21.5 -7.8 -46.8 -8.0 -82.5 60.7 238.5 111.1 188.5 158.8 343.1 29.0 40.3 10.8 138.4 19.3 41.2 26.4 53.2 CIP 13.1310 Sales and Marketing Operations/Marketing and Distribution Teacher Education 13.1311 Mathematics Teacher Education 13.1312 Music Teacher Education 13.1314 Physical Education Teaching and Coaching 13.1315 Reading Teacher Education 13.1316 Science Teacher Education/General Science Teacher Education 13.1317 Social Science Teacher Education 13.1318 Social Studies Teacher Education 13.1319 Technical Teacher Education 13.1320 Trade and Industrial Teacher Education 13.1321 Computer Teacher Education 13.1322 Biology Teacher Education 13.1323 Chemistry Teacher Education 13.1324 Drama and Dance Teacher Education 13.1325 French Language Teacher Education 13.1326 German Language Teacher Education 13.1327 Health Occupations Teacher Education 13.1328 History Teacher Education 13.1329 Physics Teacher Education 13.1330 Spanish Language Teacher Education 13.1331 Speech Teacher Education 13.1332 Geography Teacher Education 13.1333 Latin Teacher Education 13.1334 School Librarian/School Library Media Specialist 13.1335 Psychology Teacher Education 13.1337 Earth Science Teacher Education 13.1338 Environmental Education 13.1399 Teacher Education and Professional Development, Specific Subject Areas, Other 13.1401 Teaching English as a Second or Foreign Language/ESL Language Instructor 13.1402 Teaching French as a Second or Foreign Language 2008 2009 2010 2011 2012 CAGR AAC STDEV 27 37 27 33 31 3.5% 1.0 7.7 2,144 3,429 9,521 117 754 630 2,308 253 1,248 23 482 78 153 61 21 8 994 48 546 57 15 4 7 10 - 2,111 3,717 9,664 126 739 617 2,140 263 1,168 6 387 68 181 72 15 8 936 53 553 58 14 4 1 13 - 2,252 3,951 9,277 133 740 645 2,050 251 1,115 15 429 71 191 68 14 12 872 38 532 65 11 2 2 12 26 0 2,249 4,017 9,168 148 796 660 2,148 267 1,021 3 423 84 170 58 18 9 882 44 545 58 2 6 2 15 32 1 2,438 3,913 9,047 124 830 612 2,143 304 853 4 478 99 156 72 23 7 822 62 545 44 8 6 8 13 36 1 3.3% 3.4% -1.3% 1.5% 2.4% -0.7% -1.8% 4.7% -9.1% -35.4% -0.2% 6.1% 0.5% 4.2% 2.3% -3.3% -4.6% 6.6% 0.0% -6.3% -14.5% 10.7% 3.4% 6.8% --- 73.5 121.0 -118.5 1.8 19.0 -4.5 -41.3 12.8 -98.8 -4.8 -1.0 5.3 0.8 2.8 0.5 -0.3 -43.0 3.5 -0.3 -3.3 -1.8 0.5 0.3 0.8 --- 93.7 153.5 187.5 15.2 27.7 29.2 98.9 17.5 42.6 10.3 58.8 9.9 19.5 10.0 4.4 2.7 30.7 11.8 12.8 7.9 5.4 2.2 4.3 2.3 --- 540 516 459 413 384 -8.2% -39.0 13.2 317 384 344 313 353 2.7% 9.0 45.6 - - - - 1 -- -- -- CIP 13.1499 Teaching English or French as a Second or Foreign Language, Other 13.1501 Teacher Assistant/Aide 13.1599 Teaching Assistants/Aides, Other 13.9999 Education, Other Grand Total 2008 0 0 1,918 108,497 2009 1,420 107,793 2010 1 1 1,450 106,454 2011 8 0 1,675 108,572 2012 36 0 2,012 110,099 CAGR ---1.2% 0.4% AAC ---23.5 400.5 STDEV ---320.5 1,454.7 2011 660 20 1 3 0 42 37 1 3 3 12 2,484 2012 726 16 0 0 0 41 40 0 1 8 1 10 2,438 CAGR 6.3% -1.5% ---1.9% -3.4% ------1.5% AAC 39.5 -0.3 ---0.8 -1.5 ------39.0 STDEV 74.6 10.2 ---9.9 11.2 -----173.2 Source: National Center for Education Statistics Figure A.2: Regional Education Degree Completions CIP 13.0101 Education, General 13.0201 Bilingual and Multilingual Education 13.0202 Multicultural Education 13.0299 Bilingual, Multilingual, and Multicultural Education, Other 13.0401 Educational Leadership and Administration, General 13.0404 Educational, Instructional, and Curriculum Supervision 13.0410 Urban Education and Leadership 13.0499 Educational Administration and Supervision, Other 13.0501 Educational/Instructional Technology 13.0699 Educational Assessment, Evaluation, and Research, Other 13.0701 International and Comparative Education 13.0901 Social and Philosophical Foundations of Education 13.1001 Special Education and Teaching, General 13.1003 Education/Teaching of Individuals with Hearing Impairments Including Deafness 13.1005 Education/Teaching of Individuals with Emotional Disturbances 13.1006 Education/Teaching of Individuals with Mental Retardation 13.1007 Education/Teaching of Individuals with Multiple Disabilities 13.1008 Education/Teaching of Individuals with Orthopedic and Other Physical Health Impairments 13.1009 Education/Teaching of Individuals with Vision Impairments Including Blindness 2008 568 17 13 38 46 2 2,594 2009 710 3 0 43 56 1 1 2,534 2010 648 17 0 0 29 36 1 1 5 2,753 24 23 24 27 22 -2.2% -0.5 3.0 2 0 21 2 0 15 2 0 15 3 0 65 3 0 81 10.7% -40.1% 0.3 -15.0 0.4 -21.7 -- -- -- 3.0% 0.3 1.8 1 8 10 9 11 9 CIP 13.1011 Education/Teaching of Individuals with Specific Learning Disabilities 13.1012 Education/Teaching of Individuals with Speech or Language Impairments 13.1015 Education/Teaching of Individuals in Early Childhood Special Education Programs 13.1017 Education/Teaching of Individuals in Elementary Special Education Programs 13.1018 Education/Teaching of Individuals in Junior High/Middle School Special Education Programs 13.1019 Education/Teaching of Individuals in Secondary Special Education Programs 13.1099 Special Education and Teaching, Other 13.1101 Counselor Education/School Counseling and Guidance Services 13.1202 Elementary Education and Teaching 13.1203 Junior High/Intermediate/Middle School Education and Teaching 13.1205 Secondary Education and Teaching 13.1206 Teacher Education, Multiple Levels 13.1207 Montessori Teacher Education 13.1209 Kindergarten/Preschool Education and Teaching 13.1210 Early Childhood Education and Teaching 13.1299 Teacher Education and Professional Development, Specific Levels and Methods, Other 13.1301 Agricultural Teacher Education 13.1302 Art Teacher Education 13.1303 Business Teacher Education 13.1305 English/Language Arts Teacher Education 13.1306 Foreign Language Teacher Education 13.1307 Health Teacher Education 13.1308 Family and Consumer Sciences/Home Economics Teacher Education 13.1309 Technology Teacher Education/Industrial Arts Teacher Education 13.1310 Sales and Marketing Operations/Marketing and Distribution Teacher Education 13.1311 Mathematics Teacher Education 13.1312 Music Teacher Education 2008 86 197 2009 106 201 2010 89 162 2011 96 138 2012 97 175 CAGR 3.1% -2.9% AAC 2.8 -5.5 STDEV 13.3 29.0 19 32 42 91 143 65.6% 31.0 19.6 - - 74 81 104 -- -- -- - - 0 0 2 -- -- -- - - 12 11 10 -- -- -- 171 22 8,465 1,031 1,167 360 158 26 8,230 943 1,070 331 922 1,936 883 1,887 139 25 8,011 790 960 449 3 759 1,951 152 15 8,006 767 1,060 468 11 874 1,938 222 20 7,877 805 1,158 427 4 892 2,185 6.7% -2.4% -1.8% -6.0% -0.2% 4.4% --0.8% 3.1% 12.8 -0.5 -147.0 -56.5 -2.3 16.8 --7.5 62.3 35.2 5.9 91.4 71.3 101.4 62.6 -86.9 114.2 135 131 93 117 75 -13.7% -15.0 26.9 57 418 41 667 75 386 49 138 47 428 56 660 87 406 64 135 49 470 46 601 80 422 51 112 60 478 36 655 72 491 47 109 69 415 30 710 64 404 35 104 4.9% -0.2% -7.5% 1.6% -3.9% 1.1% -8.1% -6.8% 3.0 -0.8 -2.8 10.8 -2.8 4.5 -3.5 -8.5 8.2 38.4 10.4 47.5 8.5 56.8 11.2 8.4 2 11 7 6 15 65.5% 3.3 5.8 582 913 584 1,187 586 1,225 534 1,242 625 1,181 1.8% 6.6% 10.8 67.0 51.3 125.1 CIP 13.1314 Physical Education Teaching and Coaching 13.1315 Reading Teacher Education 13.1316 Science Teacher Education/General Science Teacher Education 13.1317 Social Science Teacher Education 13.1318 Social Studies Teacher Education 13.1319 Technical Teacher Education 13.1320 Trade and Industrial Teacher Education 13.1321 Computer Teacher Education 13.1322 Biology Teacher Education 13.1323 Chemistry Teacher Education 13.1324 Drama and Dance Teacher Education 13.1325 French Language Teacher Education 13.1326 German Language Teacher Education 13.1327 Health Occupations Teacher Education 13.1328 History Teacher Education 13.1329 Physics Teacher Education 13.1330 Spanish Language Teacher Education 13.1331 Speech Teacher Education 13.1332 Geography Teacher Education 13.1333 Latin Teacher Education 13.1335 Psychology Teacher Education 13.1337 Earth Science Teacher Education 13.1338 Environmental Education 13.1399 Teacher Education and Professional Development, Specific Subject Areas, Other 13.9999 Education, Other 31.0501 Health and Physical Education/Fitness, General 31.0599 Health and Physical Education/Fitness, Other 31.0601 Outdoor Education 39.0401 Religious Education Grand Total Source: National Center for Education Statistics 2008 1,896 121 9 866 58 19 149 20 35 18 6 80 14 122 2 1 0 1 - 2009 1,738 110 14 808 55 24 86 12 32 24 2 66 17 131 1 8 4 - 2010 1,651 117 12 713 62 22 86 21 40 18 0 1 103 12 138 1 2 1 5 3 0 2011 1,718 0 113 13 742 64 19 90 23 24 22 2 77 18 143 1 4 5 9 - 2012 1,700 142 18 713 78 18 1 107 27 22 24 1 77 25 140 0 0 1 10 - CAGR -2.7% -4.1% 18.9% -4.7% 7.7% -1.3% --7.9% 7.8% -11.0% 7.5% -36.1% --1.0% 15.6% 3.5% ---0.0% --- AAC -49.0 -5.3 2.3 -38.3 5.0 -0.3 --10.5 1.8 -3.3 1.5 -1.3 --0.8 2.8 4.5 ---0.0 --- STDEV 83.3 -15.1 2.9 45.3 6.3 3.1 -31.0 6.2 8.5 4.6 2.2 -23.7 4.7 4.6 ---3.2 --- 101 103 101 81 57 -13.3% -11.0 11.2 860 872 284 170 26,877 757 947 275 149 26,424 661 922 215 1 156 25,812 663 896 230 125 26,009 634 966 285 174 26,464 -7.3% 2.6% 0.1% -0.6% -0.4% -56.5 23.5 0.3 -1.0 -103.3 44.4 49.0 41.6 -31.0 442.4 Figure A.3: Pennsylvania Education Degree Completions CIP 13.0101 Education, General 13.0202 Multicultural Education 13.0299 Bilingual, Multilingual, and Multicultural Education, Other 13.0403 Adult and Continuing Education Administration 13.0699 Educational Assessment, Evaluation, and Research, Other 13.1001 Special Education and Teaching, General 13.1003 Education/Teaching of Individuals with Hearing Impairments Including Deafness 13.1005 Education/Teaching of Individuals with Emotional Disturbances 13.1008 Education/Teaching of Individuals with Orthopedic and Other Physical Health Impairments 13.1009 Education/Teaching of Individuals with Vision Impairments Including Blindness 13.1012 Education/Teaching of Individuals with Speech or Language Impairments 13.1015 Education/Teaching of Individuals in Early Childhood Special Education Programs 13.1017 Education/Teaching of Individuals in Elementary Special Education Programs 13.1018 Education/Teaching of Individuals in Junior High/Middle School Special Education Programs 13.1099 Special Education and Teaching, Other 13.1202 Elementary Education and Teaching 13.1203 Junior High/Intermediate/Middle School Education and Teaching 13.1205 Secondary Education and Teaching 13.1209 Kindergarten/Preschool Education and Teaching 13.1210 Early Childhood Education and Teaching 13.1301 Agricultural Teacher Education 13.1302 Art Teacher Education 13.1303 Business Teacher Education 13.1305 English/Language Arts Teacher Education 2008 101 11 693 2009 90 7 714 2010 68 0 9 5 678 2011 66 1 1 3 3 658 2012 102 0 0 10 8 717 CAGR 0.2% ---2.4% -0.9% AAC 0.3 ---0.3 -6.0 STDEV 21.8 --5.1 -37.0 13 9 7 9 11 -4.1% -0.5 2.6 2 2 2 3 3 10.7% 0.3 0.4 1 - - - - -- -- -- 8 10 9 11 9 3.0% 0.3 1.8 9 20 15 - - -- -- -- 2 1 7 56 91 159.7% 22.3 20.5 - - 24 18 16 -- -- -- - - - - 1 -- -- -- 62 4,108 275 110 242 77 3,989 282 99 255 69 12 96 89 16 95 45 3,940 0 258 115 302 8 92 15 85 72 3,938 1 286 106 270 4 104 9 93 100 3,934 10 280 119 395 12 75 3 103 12.7% -1.1% -0.5% 2.0% 13.0% -2.1% -29.3% 1.8% 9.5 -43.5 -1.3 2.3 38.3 -1.5 -2.3 1.8 24.5 47.5 -19.0 12.3 57.4 -18.6 4.1 7.9 CIP 13.1306 Foreign Language Teacher Education 13.1307 Health Teacher Education 13.1308 Family and Consumer Sciences/Home Economics Teacher Education 13.1311 Mathematics Teacher Education 13.1312 Music Teacher Education 13.1314 Physical Education Teaching and Coaching 13.1316 Science Teacher Education/General Science Teacher Education 13.1317 Social Science Teacher Education 13.1318 Social Studies Teacher Education 13.1319 Technical Teacher Education 13.1320 Trade and Industrial Teacher Education 13.1321 Computer Teacher Education 13.1322 Biology Teacher Education 13.1323 Chemistry Teacher Education 13.1324 Drama and Dance Teacher Education 13.1325 French Language Teacher Education 13.1326 German Language Teacher Education 13.1328 History Teacher Education 13.1329 Physics Teacher Education 13.1330 Spanish Language Teacher Education 13.1331 Speech Teacher Education 13.1333 Latin Teacher Education 13.1338 Environmental Education 13.1399 Teacher Education and Professional Development, Specific Subject Areas, Other 13.1401 Teaching English as a Second or Foreign Language/ESL Language Instructor 13.1499 Teaching English or French as a Second or Foreign Language, Other 13.9999 Education, Other Grand Total Source: National Center for Education Statistics 37 Ibid. 37 2008 29 27 17 76 178 104 14 6 99 10 12 5 6 0 1 14 2 11 0 - 2009 32 20 21 64 184 118 11 5 91 14 7 3 6 1 0 13 5 15 1 1 - 2010 31 12 22 61 199 134 16 3 105 13 6 5 8 1 0 13 2 6 0 0 0 2011 27 3 13 48 192 150 18 5 116 6 10 0 5 5 0 7 3 5 1 1 - 2012 26 14 14 54 172 134 12 8 111 4 4 1 11 3 11 0 0 13 2 13 0 - CAGR -2.7% -15.1% -4.7% -8.2% -0.9% 6.5% -3.8% 7.5% 2.9% --20.5% --2.2% -12.0% 16.4% ---1.8% 0.0% 4.3% ---- AAC -0.8 -3.3 -0.8 -5.5 -1.5 7.5 -0.5 0.5 3.0 --1.5 --0.3 -0.5 1.3 ---0.3 0.0 0.5 ---- STDEV 2.5 8.3 4.9 7.7 13.2 13.6 4.3 2.1 9.6 -3.9 -3.3 3.2 3.3 --4.3 2.2 6.3 ---- 40 54 58 44 47 4.1% 1.8 10.1 0 - - - - -- -- -- 58 6,523 53 6,474 1 60 6,440 0 46 6,417 51 6,704 --3.2% 0.7% --1.8 45.3 -8.4 139.9 Figure A.4: CIP Classifications by Percentage Male, National CIP All CIPs Listed Below 13.1329 Physics Teacher Education 13.1320 Trade and Industrial Teacher Education 13.1314 Physical Education Teaching and Coaching 13.1328 History Teacher Education 13.1318 Social Studies Teacher Education 13.1332 Geography Teacher Education 13.1319 Technical Teacher Education 13.1337 Earth Science Teacher Education 13.1317 Social Science Teacher Education 13.1321 Computer Teacher Education 13.0699 Educational Assessment, Evaluation, and Research, Other 13.1338 Environmental Education 13.0501 Educational/Instructional Technology 13.1333 Latin Teacher Education 13.1008 Education/Teaching of Individuals with Orthopedic and Other Physical Health Impairments 13.1310 Sales and Marketing Operations/Marketing and Distribution Teacher Education 13.1323 Chemistry Teacher Education 13.1303 Business Teacher Education 13.1312 Music Teacher Education 13.1301 Agricultural Teacher Education 13.1205 Secondary Education and Teaching 13.1019 Education/Teaching of Individuals in Secondary Special Education Programs 13.1316 Science Teacher Education/General Science Teacher Education 13.1326 German Language Teacher Education 13.0410 Urban Education and Leadership 13.1322 Biology Teacher Education 13.1311 Mathematics Teacher Education 13.1307 Health Teacher Education 13.1499 Teaching English or French as a Second or Foreign Language, Other 13.1335 Psychology Teacher Education TOTAL 538,272 245 5,405 46,677 4,506 10,789 50 1,338 94 3,164 51 16 2 237 22 284 155 400 1,962 19,027 2,693 21,977 39 3,859 91 380 2,199 11,194 8,491 45 63 TOTAL MALE 109,510 162 3,493 27,232 2,573 6,097 28 739 49 1,647 26 8 1 109 10 125 66 169 801 7,753 1,081 8,781 15 1,449 33 136 779 3,704 2,781 14 19 PERCENTAGE MALE 20.3% 66.1% 64.6% 58.3% 57.1% 56.5% 56.0% 55.2% 52.1% 52.1% 51.0% 50.0% 50.0% 46.0% 45.5% 44.0% 42.6% 42.3% 40.8% 40.7% 40.1% 40.0% 38.5% 37.5% 36.3% 35.8% 35.4% 33.1% 32.8% 31.1% 30.2% CIP 13.1331 Speech Teacher Education 13.0203 Indian/Native American Education 13.1399 Teacher Education and Professional Development, Specific Subject Areas, Other 13.0299 Bilingual, Multilingual, and Multicultural Education, Other 13.0408 Elementary and Middle School Administration/Principalship 13.9999 Education, Other 13.1203 Junior High/Intermediate/Middle School Education and Teaching 13.1305 English/Language Arts Teacher Education 13.1401 Teaching English as a Second or Foreign Language/ESL Language Instructor 13.1330 Spanish Language Teacher Education 13.0404 Educational, Instructional, and Curriculum Supervision 13.0101 Education, General 13.0401 Educational Leadership and Administration, General 13.1302 Art Teacher Education 13.1334 School Librarian/School Library Media Specialist 13.1005 Education/Teaching of Individuals with Emotional Disturbances 13.1306 Foreign Language Teacher Education 13.0901 Social and Philosophical Foundations of Education 13.1325 French Language Teacher Education 13.1324 Drama and Dance Teacher Education 13.0499 Educational Administration and Supervision, Other 13.0406 Higher Education/Higher Education Administration 13.1001 Special Education and Teaching, General 13.1006 Education/Teaching of Individuals with Mental Retardation 13.1011 Education/Teaching of Individuals with Specific Learning Disabilities 13.1202 Elementary Education and Teaching 13.1099 Special Education and Teaching, Other 13.0301 Curriculum and Instruction 13.1017 Education/Teaching of Individuals in Elementary Special Education Programs 13.1013 Education/Teaching of Individuals with Autism 13.1009 Education/Teaching of Individuals with Vision Impairments Including Blindness 13.1007 Education/Teaching of Individuals with Multiple Disabilities TOTAL 282 22 2,312 4 4 8,475 13,913 14,188 1,711 2,721 194 15,780 135 7,547 20 735 691 54 331 851 8 28 37,061 981 1,724 209,362 1,883 48 364 51 103 646 TOTAL MALE 85 6 590 1 1 2,006 3,147 2,936 314 482 34 2,760 23 1,212 3 110 103 8 49 119 1 3 3,848 101 164 18,880 159 4 29 4 8 45 PERCENTAGE MALE 30.1% 27.3% 25.5% 25.0% 25.0% 23.7% 22.6% 20.7% 18.4% 17.7% 17.5% 17.5% 17.0% 16.1% 15.0% 15.0% 14.9% 14.8% 14.8% 14.0% 12.5% 10.7% 10.4% 10.3% 9.5% 9.0% 8.4% 8.3% 8.0% 7.8% 7.8% 7.0% CIP 13.1315 Reading Teacher Education 13.1015 Education/Teaching of Individuals in Early Childhood Special Education Programs 13.0201 Bilingual and Multilingual Education 13.1003 Education/Teaching of Individuals with Hearing Impairments Including Deafness 13.1327 Health Occupations Teacher Education 13.1210 Early Childhood Education and Teaching 13.1012 Education/Teaching of Individuals with Speech or Language Impairments 13.1209 Kindergarten/Preschool Education and Teaching 13.1308 Family and Consumer Sciences/Home Economics Teacher Education 13.0202 Multicultural Education 13.0402 Administration of Special Education 13.0601 Educational Evaluation and Research 13.0701 International and Comparative Education 13.1014 Education/Teaching of Individuals Who are Developmentally Delayed 13.1018 Education/Teaching of Individuals in Junior High/Middle School Special Education Programs 13.1402 Teaching French as a Second or Foreign Language TOTAL 648 690 1,832 674 44 52,921 1,224 10,659 1,864 12 2 3 6 6 TOTAL MALE 37 37 91 32 2 1,819 36 291 50 0 0 0 0 0 PERCENTAGE MALE 5.7% 5.4% 5.0% 4.7% 4.5% 3.4% 2.9% 2.7% 2.7% 0.0% 0.0% 0.0% 0.0% 0.0% 2 0 0.0% 1 0 0.0% Source: National Center for Education Statistics Figure A.5: CIP Classifications by Percentage Male, Regional CIP All CIPs Listed Below 13.1309 Technology Teacher Education/Industrial Arts Teacher Education 13.0501 Educational/Instructional Technology 13.1329 Physics Teacher Education 13.1314 Physical Education Teaching and Coaching 31.0501 Health and Physical Education/Fitness, General 13.1320 Trade and Industrial Teacher Education 13.1317 Social Science Teacher Education 13.1318 Social Studies Teacher Education 13.1319 Technical Teacher Education TOTAL TOTAL MALE PERCENTAGE MALE 130,973 29,273 22.4% 598 6 86 8,703 4,603 102 66 3,842 317 488 4 57 5,308 2,757 61 39 2,211 178 81.6% 66.7% 66.3% 61.0% 59.9% 59.8% 59.1% 57.5% 56.2% CIP 39.0401 Religious Education 31.0599 Health and Physical Education/Fitness, Other 13.1337 Earth Science Teacher Education 13.0699 Educational Assessment, Evaluation, and Research, Other 13.1316 Science Teacher Education/General Science Teacher Education 13.1328 History Teacher Education 13.1323 Chemistry Teacher Education 13.1310 Sales and Marketing Operations/Marketing and Distribution Teacher Education 13.1303 Business Teacher Education 13.0410 Urban Education and Leadership 13.1205 Secondary Education and Teaching 13.1331 Speech Teacher Education 13.1019 Education/Teaching of Individuals in Secondary Special Education Programs 13.1332 Geography Teacher Education 13.1312 Music Teacher Education 13.1311 Mathematics Teacher Education 13.1307 Health Teacher Education 13.1322 Biology Teacher Education 13.1301 Agricultural Teacher Education 13.1203 Junior High/Intermediate/Middle School Education and Teaching 13.1333 Latin Teacher Education 13.1305 English/Language Arts Teacher Education 13.1206 Teacher Education, Multiple Levels 13.1101 Counselor Education/School Counseling and Guidance Services 13.0101 Education, General 13.1399 Teacher Education and Professional Development, Specific Subject Areas, Other 13.1326 German Language Teacher Education 13.0201 Bilingual and Multilingual Education 13.0404 Educational, Instructional, and Curriculum Supervision 13.1306 Foreign Language Teacher Education 13.9999 Education, Other 13.1302 Art Teacher Education TOTAL 774 1289 22 16 603 403 103 41 209 215 5,415 5 33 11 5,748 2,911 2109 518 282 4,336 9 3,293 2035 108 3312 443 11 73 193 378 3575 2209 TOTAL MALE 411 672 11 8 299 198 48 17 86 87 2,191 2 13 4 2,074 1,030 703 167 78 1,099 2 716 411 21 641 83 2 13 34 58 541 328 PERCENTAGE MALE 53.1% 52.1% 50.0% 50.0% 49.6% 49.1% 46.6% 41.5% 41.1% 40.5% 40.5% 40.0% 39.4% 36.4% 36.1% 35.4% 33.3% 32.2% 27.7% 25.3% 22.2% 21.7% 20.2% 19.4% 19.4% 18.7% 18.2% 17.8% 17.6% 15.3% 15.1% 14.8% CIP 13.1299 Teacher Education and Professional Development, Specific Levels and Methods, Other 13.1325 French Language Teacher Education 13.1330 Spanish Language Teacher Education 13.1324 Drama and Dance Teacher Education 13.1202 Elementary Education and Teaching 13.1001 Special Education and Teaching, General 13.1007 Education/Teaching of Individuals with Multiple Disabilities 13.0901 Social and Philosophical Foundations of Education 13.1009 Education/Teaching of Individuals with Vision Impairments Including Blindness 13.1335 Psychology Teacher Education 13.1011 Education/Teaching of Individuals with Specific Learning Disabilities 13.1017 Education/Teaching of Individuals in Elementary Special Education Programs 13.1099 Special Education and Teaching, Other 13.1210 Early Childhood Education and Teaching 13.1015 Education/Teaching of Individuals in Early Childhood Special Education Programs 13.1003 Education/Teaching of Individuals with Hearing Impairments Including Deafness 13.1308 Family and Consumer Sciences/Home Economics Teacher Education 13.1209 Kindergarten/Preschool Education and Teaching 13.1012 Education/Teaching of Individuals with Speech or Language Impairments 13.0202 Multicultural Education 13.0299 Bilingual, Multilingual, and Multicultural Education, Other 13.0499 Educational Administration and Supervision, Other 13.0701 International and Comparative Education 13.1005 Education/Teaching of Individuals with Emotional Disturbances 13.1008 Education/Teaching of Individuals with Orthopedic and Other Physical Health Impairments 13.1018 Education/Teaching of Individuals in Junior High/Middle School Special Education Programs 13.1207 Montessori Teacher Education 13.1327 Health Occupations Teacher Education Source: National Center for Education Statistics TOTAL 551 106 674 153 40,589 12,803 197 22 47 12 474 259 842 9897 327 120 246 4330 873 1 3 5 1 12 1 2 18 1 TOTAL MALE 76 13 82 17 4,293 1,337 19 2 4 1 35 18 48 491 16 5 8 126 19 0 0 0 0 0 0 0 0 0 PERCENTAGE MALE 13.8% 12.3% 12.2% 11.1% 10.6% 10.4% 9.6% 9.1% 8.5% 8.3% 7.4% 6.9% 5.7% 5.0% 4.9% 4.2% 3.3% 2.9% 2.2% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Figure A.6: CIP Classifications by Percentage Male, Pennsylvania CIP All CIPs Listed Below 13.1329 Physics Teacher Education 13.1203 Junior High/Intermediate/Middle School Education and Teaching 13.1320 Trade and Industrial Teacher Education 13.1318 Social Studies Teacher Education 13.1323 Chemistry Teacher Education 13.1328 History Teacher Education 13.1314 Physical Education Teaching and Coaching 13.0699 Educational Assessment, Evaluation, and Research, Other 13.1319 Technical Teacher Education 13.1331 Speech Teacher Education 13.1307 Health Teacher Education 13.1317 Social Science Teacher Education 13.1303 Business Teacher Education 13.1316 Science Teacher Education/General Science Teacher Education 13.1205 Secondary Education and Teaching 13.1311 Mathematics Teacher Education 13.1312 Music Teacher Education 13.1322 Biology Teacher Education 13.1305 English/Language Arts Teacher Education 13.1301 Agricultural Teacher Education 13.1399 Teacher Education and Professional Development, Specific Subject Areas, Other 13.1324 Drama and Dance Teacher Education 13.0101 Education, General 13.1306 Foreign Language Teacher Education 13.1325 French Language Teacher Education 13.1330 Spanish Language Teacher Education 13.1302 Art Teacher Education 13.1202 Elementary Education and Teaching 13.9999 Education, Other 13.1001 Special Education and Teaching, General TOTAL 32,517 14 11 47 522 16 60 640 16 4 2 76 27 55 71 1,381 303 925 46 472 24 243 36 427 145 7 50 429 19,909 268 3,460 TOTAL MALE 5,134 10 7 29 311 9 33 337 8 2 1 36 12 24 30 563 117 347 14 118 6 58 8 74 23 1 7 57 2,450 28 323 PERCENTAGE MALE 15.8% 71.4% 63.6% 61.7% 59.6% 56.3% 55.0% 52.7% 50.0% 50.0% 50.0% 47.4% 44.4% 43.6% 42.3% 40.8% 38.6% 37.5% 30.4% 25.0% 25.0% 23.9% 22.2% 17.3% 15.9% 14.3% 14.0% 13.3% 12.3% 10.4% 9.3% CIP 13.1009 Education/Teaching of Individuals with Vision Impairments Including Blindness 13.1003 Education/Teaching of Individuals with Hearing Impairments Including Deafness 13.1017 Education/Teaching of Individuals in Elementary Special Education Programs 13.1015 Education/Teaching of Individuals in Early Childhood Special Education Programs 13.1012 Education/Teaching of Individuals with Speech or Language Impairments 13.1099 Special Education and Teaching, Other 13.1210 Early Childhood Education and Teaching 13.1209 Kindergarten/Preschool Education and Teaching 13.1308 Family and Consumer Sciences/Home Economics Teacher Education 13.0202 Multicultural Education 13.0299 Bilingual, Multilingual, and Multicultural Education, Other 13.1005 Education/Teaching of Individuals with Emotional Disturbances 13.1008 Education/Teaching of Individuals with Orthopedic and Other Physical Health Impairments 13.1018 Education/Teaching of Individuals in Junior High/Middle School Special Education Programs 13.1326 German Language Teacher Education 13.1333 Latin Teacher Education 13.1499 Teaching English or French as a Second or Foreign Language, Other 13.1338 Environmental Education 13.1401 Teaching English as a Second or Foreign Language/ESL Language Instructor Source: National Center for Education Statistics TOTAL 47 49 58 157 44 356 1,464 549 87 1 1 12 TOTAL MALE 4 4 4 9 2 15 41 11 1 0 0 0 PERCENTAGE MALE 8.5% 8.2% 6.9% 5.7% 4.5% 4.2% 2.8% 2.0% 1.1% 0.0% 0.0% 0.0% 1 0 0.0% 1 0 0.0% 1 2 1 0 0 0 0 0 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Hanover Research is committed to providing a work product that meets or exceeds partner expectations. 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