QAR Samples - Standard 1
In this section, the QAR makes the case that program candidates are prepared to perform as professional educators with the capacity to support success for all learners. Be sure to begin this section with the Aspect-Evidence Table for Standard 1, specifying the measures used in support of particular aspects and for particular programs.
Standard 1 Samples
Note that these samples represent options for approaching the QAR and are not intended as prescriptive models or templates; they also may be missing elements (such as the Aspect-Evidence Table) that AAQEP introduced since the time they were written. When writing your own report, you may find it useful to incorporate a variety of the strategies presented across these excerpts.
SUNY New Paltz is located in New York’s Hudson Valley and has over 400 education program completers annually. This self-study includes both undergraduate and graduate programs. The provider’s approach to Standard 1 includes a number of helpful strategies to support readers.
Using a different color and font size for different heading levels aids the reader’s navigation.
Each aspect’s treatment is consistent, beginning with a list of the evidence sources, followed by narrative explaining the data presented, and ending with a brief summary reminding the reader of what was learned. This pattern is carried through every aspect (as well as through subsequent standards later in the report).
Data tables are clearly titled and easy to read. Undergraduate and graduate program headers are used with further disaggregation when warranted, while providing an explanation for when data are aggregated instead (see p. 16).
Blue “background knowledge boxes” (e.g., pp. 15, 16, 17, etc.) frequently appear with additional contextual information to assist readers. These boxes help break up long stretches of text and provide a consistent visual cue for readers as they navigate the narrative.
The authors also identify the specific items from measures that align to a particular aspect within the narrative, saving the reader from having to leave the report to identify what the particular item is (e.g., pp. 18, 21, 23).
At the end of the standard (see p. 45), the authors provide a summary and identify opportunities for improvement for individual programs.
Other reader-friendly strategies include the use of the header indicating where in the QAR readers are and page reorientations where needed to accommodate wide data tables (e.g., p. 44).
Russell Sage College is a small, private institution located in the capital region of New York State. The Sage QAR includes professional education programs (initial and advanced programs) and an educational leadership program offering an EdD.
Throughout Standard 1, the QAR clearly identifies for which set of programs each measure applies and when possible, provides additional disaggregation by certificate (for the professional education programs) or by cohort location (as represented by the different locations that the EdD program is offered - see Table 1.4 on p. 22). At the conclusion of Standard 1, the provider reminds the reader of the evidence presented as they confirm the measures and their alignment to the AAQEP aspects and corresponding programs via tables in the section’s summary on pages 25-26.
Each aspect is clearly introduced using bold font and color. Individual measures are then highlighted using italics and color. These organizers help guide the reader effectively.
Each measure is also clearly broken down by item/component as relevant to a particular aspect. For example, in Table 1.22 on page 18, the field experience assessment items are listed by credential as they apply to Aspect 1d.
Headings signal when a new aspect is being introduced. Additionally, tables are clearly labeled and provide helpful details (e.g. sample size, semester, year, etc.). They are also similarly designed throughout the section so that readers do not have to reorient themselves to the data displays each time new data are presented. Finally, the program’s expectations for success are also included.
The conclusion of the section clearly denotes the program’s planned improvements through a summary narrative and a table (see pp. 27-28) that provides a timeline and lead identification for each project.
The University at Buffalo is a large public research university in western New York state. The QAR reports on both initial and advanced preparation programs. This section begins with some contextual information, notably the identification of sources of data (admissions, key program assessments, clinical experiences, and state required certification assessments). This is followed by a description of the selected measures to help provide additional understanding for the reader.
To support the reader, bold font, color, and italics are used throughout Section 1. At the beginning of each aspect, a table is presented (for initial and advanced programs) that clearly identifies the measures selected as evidence for the particular aspect (e.g., see Table 1.2 on p. 44). Likewise, important contextual information is provided throughout the section to help readers understand context in which data are collected and analyzed. When applicable hyperlinks to measures themselves are included should the reader want to easily access and review the assessment.
The provider happens to have measures for which it can provide 3 or more years of data, making it easy to see trends in the data presented.
Qualitative data is also presented (see pp. 75-77) in a way that makes it digestible for the reader. Note in table 1.25 the provider uses a two-column approach to provide the question and responses, rather than paragraph form where the text would be more dense.