Armstrong State University is now Georgia Southern University. Information links and pages site-wide are being redirected as appropriate.
For the latest and most complete information, please visit our Consolidation Update page.
Our educator preparation programs are held to high standards. Our teacher preparation programs demonstrate that we prepare teachers who have a positive impact on children’s learning and development and who are committed to staying in the profession.
All programs in the Armstrong Educator Preparation Program (EPP) are approved by the Georgia Professional Standards Commission and accredited by the National Council for Accreditation of Teacher Education (NCATE), NCATE is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation to accredit programs for the preparation of teachers and other professional school personnel.
Future CAEP Accreditation
Beginning in 2014, the College of Education will utilize educator preparation standards of The Council for the Accreditation of Education Preparation (CAEP). According to the CAEP website, “The Council for the Accreditation of Education Preparation (CAEP) – the new professional accreditation organization for teacher education programs in the United States – has charged a high profile Commission with developing rigorous, evidence-based standards to transform teacher education. CAEP is the product of two earlier accrediting bodies – the National Council for the Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC). With emerging evidence, data streams, and the most sweeping education reforms in decades, CAEP is poised to raise the bar for teacher education with the goal of producing great teachers for every classroom.
All of our candidates take a state-wide assessment focusing on their knowledge of the content areas (for example, math, science, social studies and early childhood education subject areas) they will be teaching. The purpose of the Georgia Assessments for the Certification of Educators (GACE) is to ensure candidates have the knowledge and skills needed to teach in Georgia’s public schools. In 2012, our programs had an overall pass rate of 100% on the GACE content knowledge assessments.
The College of Education Unit Assessment Process is designed to facilitate our annual evaluation of the effectiveness of our work through the tenants of our Conceptual Framework and related Goals. This assessment process allows the College to engage in continuous improvement throughout each academic year and plays a vital role in the College’s continuing accreditation. Programs also analyze additional information, such as GPA in courses, portfolio artifacts, and subject matter exams, to evaluate candidates’ content knowledge.
Title II Institutional Passrates
Title II, Section 207 of the Higher Education Act mandates that universities make available certain information concerning the institution’s teacher preparation programs including the pass rate of program completers on assessments required by the state for teacher licensure or certification, the statewide pass rate on those assessments, and other basic information on teacher preparation programs.
|Higher Education Opportunity Act (HEOA)
|Institution Name||Armstrong State University|
|Reporting Date||Febuary 05, 2018|
|Group||Number Taking Assessment¹||Number Passing Assessment²||Institutional Pass Rate||Number Taking Assessment Statewide¹||Number Passing Assessment Statewide²||Statewide Pass Rate|
|All program completers, 2016-17||140||132||94%||3274||3225||99%|
|All program completers, 2015-16||136||136||100%||3465||3454||100%|
|All program completers, 2014-15||182||182||100%||4131||4102||99%|
|All program completers, 2013-14||129||129||100%||4172||4051||97%|
|All program completers, 2012-13||170||170||100%||4490||4290||96%|
|All program completers, 2011-12||224||224||100%||5409||5185||96%|
Note: In cases where there are less than ten students taking the assessment or license/certificate, the number passing and pass rate are not reported.
¹Number of competers taking one or more assessments within their area of specialization.
²Summary level "Number Taking Assessment" may differ from assessment level "Number Taking Assessment" because each student is counted once at summary level, but may be counted in multiple assessments at assessment level.
We Constantly Improve Our Program Effectiveness
Armstrong State University faculty are part of a state-wide initiative to establish Teacher Preparation Program Effectiveness Measures (TPPEM) which will hold educator preparation providers accountable to high program standards and outcomes by applying consistent effectiveness measures across programs. According to the most recent draft of this initiative, the TPPEM will base 50% of a program’s effectiveness rating on Georgia Teacher Evaluation Measure scores (TEM) of graduates in their first and second year of teaching. Other measures of teacher preparation program effectiveness will include:
(a) Completers’ success at increasing student achievement during their induction period and subsequently obtaining a clear renewable certificate,
(b) Their performance on revised and more stringent state content area assessments (GACE) and
(c) Their performance on a nationally-normed assessment of their ability to teach in their content areas (edTPA).
Program Grade Point Data
|Minimum Admission||Median Acceptance||Minimum Completion||Median Completion|
Placement Pattern of Completers
The majority of Armstrong's graduates in educator preparation programs get jobs in Savannah Chatham County Public School System, or other partner districts such as Bryan, Effingham, and LIberty counties. In addition, our graduates are also working for Department of Defense schools, and border states such as South Carolina, Florida, and across the region.
Average beginning salary of a program completer: State of Georgia Salary Schedule 49K
In preparation for these new measures, Armstrong faculty are currently serving on committees developing the new GACE assessments and are using data from edTPA portfolio pilot assessments to consider program revisions.