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					           IHE Master's Performance Report
                                       UNC-Charlotte

                                          2003 - 2004



Overview of Master's Program

UNC Charlotte offers a robust array of master’s degree programs and has an aggressive program
to increase access to graduate education for education professionals through online, distance
learning, and school site initiatives. The following Master of Education (M.Ed) degrees in
teaching fields are offered: Child & Family Studies: Early Education; Elementary Education;
Middle/ Secondary Education; Special Education (with specializations in adapted curriculum,
general curriculum, mental disabilities, learning disabilities, behavioral emotional disabilities,
cross-categorical disabilities, severe/profound disabilities, and academically/intellectually
gifted); Reading Education; Teaching English as a Second Language; Instructional Systems
Technology; and Curriculum & Supervision. In addition to the M.Ed. programs, the university
has three Master of Arts degrees affiliated with advanced licensure: English Education,
Mathematics Education, and School Counseling. The M.Ed. and M.A. degree programs across
all teaching fields at UNC Charlotte have been revised to align with the five National Board
propositions about what teachers should know and be able to do: (1)teachers are committed to
students and their learning; (2)teachers know the subjects they teach and how to teach those
subjects to students; (3)teachers are responsible for managing and monitoring student learning;
(4)teachers think systematically about their practice and learn from experience; and (5)teachers
are members of learning communities. Programs are offered on and off campus, including the
use of technology and site-based instruction. The M.A. programs in secondary English and
mathematics are offered collaboratively with the College of Arts and Sciences. The new MAT
programs provide a fast track to the initial teaching license that responds to the INTASC
standards, and then allows students to move forward to the advanced competencies work that
leads to the “M” license. The M.A.T. has received temporary authorization by the Department of
Public Instruction for the four major areas of elementary education, middle grades, secondary
fields, and special education. Phase One of the MAT has been revised to respond to the new state
licenses in adapted and general curriculum. Licensure proposals for MAT fields of French,
German, art, dance, music, and theatre will be submitted in early fall 2004. As discussed in its
separate report, the Master of School Administration is a large and thriving program that
prepares principals. The M.Ed., M.A., and M.S.A. programs are NCATE-accredited and
approved by the Department of Public Instruction. Additionally, many programs have been
voluntarily submitted for review by national associations (e.g., National Council of Teachers of
English, Council for Exceptional Children, International Reading Association, National Council
of Teachers of Mathematics, and National Middle Grades Association) and have been approved.




                                         UNC-Charlotte - 1
Special Features of Master's Program

As part of the UNC Charlotte performance-based assessment program, Graduate Program
Learner Outcomes have been identified and assessed in categories aligned with the College’s
Conceptual Framework, NCATE standards, NCDPI standards, and the expectations of
specialized professional associations: (1)development of research skills, (2)development of field-
specific content knowledge, (3)development of field-specific practitioner expertise, (4)impact on
P-12 student learning, and (5)development of leadership skills. The master’s degree programs
provide leadership and research experiences for master teachers, and culminating experiences
(portfolio or applied research project) respond to National Board Standards. Three of our
master’s degree programs involve collaborative efforts between the College of Education and the
College of Arts & Sciences: M.A. in English Education; M.A. in Mathematics Education; and
M.Ed. in Teaching English as a Second Language. The new Master of Arts in Teaching is the 4th
highly collaborative program engaging departments and faculty in both Colleges and currently
enrolls more than 320 candidates. It is important to note that graduate programs have field-based
cohort offerings at schools in Charlotte-Mecklenburg, with the tuition paid by the school system
in return for the teachers' commitments to remain at high need (Equity) schools during and after
completion of the program. Initial cohorts have graduated, and new cohorts began in the fall of
2004. The College has an ongoing mission of offering graduate programs through distance
education and, if approved, will begin another cohort in Cabarrus County during the 2004-05
academic year. An important feature of the M.A.T. program is its two-phase structure, with
Phase One leading to initial licensure and Phase Two culminating in the recommendation for
advanced licensure.




                                         UNC-Charlotte - 2
II. CHARACTERISTICS OF STUDENTS

A. Headcount of students formally admitted to and enrolled in programs
   leading to licensure.

                                              Full Time
                                  Male                                      Female
   Graduate       American Indian/Alaskan Native          0 American Indian/Alaskan Native   0
                  Asian/Pacific Islander                  0 Asian/Pacific Islander           4
                  Black, Not Hispanic Origin              1 Black, Not Hispanic Origin       36
                  Hispanic                                0 Hispanic                         4
                  White, Not Hispanic Origin            33 White, Not Hispanic Origin        139
                  Other                                   0 Other                            9
                                Total                   34                Total              192
   Licensure-Only American Indian/Alaskan Native          0 American Indian/Alaskan Native   0
                  Asian/Pacific Islander                  0 Asian/Pacific Islander           0
                  Black, Not Hispanic Origin              0 Black, Not Hispanic Origin       1
                  Hispanic                                0 Hispanic                         0
                  White, Not Hispanic Origin              0 White, Not Hispanic Origin       2
                  Other                                   0 Other                            0
                                Total                     0               Total              3
                                              Part Time
                                  Male                                      Female
   Graduate       American Indian/Alaskan Native          0 American Indian/Alaskan Native   0
                  Asian/Pacific Islander                  1 Asian/Pacific Islander           3
                  Black, Not Hispanic Origin            18 Black, Not Hispanic Origin        61
                  Hispanic                                1 Hispanic                         3
                  White, Not Hispanic Origin            53 White, Not Hispanic Origin        308
                  Other                                   2 Other                            2
                                Total                   75                Total              377
   Licensure-Only American Indian/Alaskan Native          1 American Indian/Alaskan Native   0
                  Asian/Pacific Islander                  0 Asian/Pacific Islander           0
                  Black, Not Hispanic Origin              0 Black, Not Hispanic Origin       1
                  Hispanic                                0 Hispanic                         0
                  White, Not Hispanic Origin              0 White, Not Hispanic Origin       5
                  Other                                   0 Other                            0
                                Total                     1               Total              6




                                           UNC-Charlotte - 3
B. Quality of students admitted to programs during report year.

                                           Masters
                      MEAN GPA                              3.22
                      MEAN MAT                              976
                      MEAN GRE                              45
                      MEAN NUMBER OF
                      YEARS TEACHING                        NA
                      EXPERIENCE
                      NUMBER
                      EMPLOYED IN NC                        NA
                      SCHOOLS
                      Comment or Explanation



C. Program Completers (reported by IHE).

               Program Area             Masters Degree Graduate Licensure Only
             N= #Completing
                                           N        NC            N   NC
           NC=# Licensed in NC
         Prekindergarten (B-K)
         Elementary (K-6)                  36        36
         Middle Grades (6-9)                2        2            1   1
         Secondary (9-12)                   9        6
         Special Subject Areas (K-12)      34        13
         Exceptional Children (K-12)       20        16
         Vocational Education (7-12)
         Special Service Personnel        186       147           4   4
                    Total                 287       220           5   5
         Comment or Explanation




                                        UNC-Charlotte - 4
D. Satisfaction of program completers/employers with the program in general
   and with specific aspects of the program, as rated on a 1 (lowest) to 4 (highest)
   scale.

                      Satisfaction with...                        Program Completers Employer
 Satisfaction with quality of graduate program.                          3.60          3.77
 Ability to connect subject matter to the needs of the learner.          3.61          3.73
 Implement research-based approaches in classroom.                       3.56          3.78
 Assume leadership roles in the school and profession.                   3.72          3.57
 Facilitate learning for diverse students.                               3.47          3.60
 Engage in continuous professional development                           3.63          3.78


 Number Surveys Received                                                 75            58
 Number of Surveys Mailed                                                115           115




                                             UNC-Charlotte - 5

				
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