Northern Illinois University

NCATE/ISBE Accreditation

Diversity

 

NIU Graduate School Recruiting

College of Education

    Office of Recruitment Services

 

Unit Diversity Policy

    Diversity Initiatives

    Provost's Task Force on Multicultural Curriculum Transformation

 

Unit Diversity Experience Reports

    2006-2007

    2007-2008

    2008-2009

   

 

Diversity-Related Exit Survey Results

 

Based on your student teaching performance this semester, and overall preparation in your certification program, rate how well you feel you were prepared to...

Q3. work effectively with diverse students (differing socio-economic status, ethnicity, locality rural, urban, suburban).

Student Teacher

(mean (total N)

Cooperating Teacher

(mean (total N))

NIU Supervisor

(mean (total N))

Spring 2010 coming soon coming soon coming soon
Fall 2009

4.41 (81)

4.51 (98)

4.10 (29)

Spring 2009

4.49 (79)

4.20 (70)

4.55 (16)

Fall 2008

4.42 (96)

4.25 (77)

3.90 (11)

Spring 2008

4.47 (137)

4.47 (137)

4.21 (29)

Fall 2007

4.30 (138)

4.33 (147)

4.22 (35)

Key:  5 = "very well," 4 = "well," 3 = "adequately," 2 = "somewhat," 1 = "not at all"

 

Q14. give constructive instruction and feedback to students with diverse learning needs (written and oral).

 

Student Teacher

(mean (total N))

Cooperating Teacher

(mean (total N))

NIU Supervisor

(mean (total N))

Spring 2010 coming soon coming soon coming soon
Fall 2009

4.45 (78)

4.38 (98)

3.85 (33)

Spring 2009

4.46 (79)

4.13 (70)

4.45 (16)

Fall 2008

4.50 (96)

4.09 (76)

3.88 (11)

Spring 2008

4.47 (138)

4.36 (138)

4.20 (29)

Fall 2007

4.36 (138)

4.18 (147)

4.16 (35)

Key:  5 = "very well," 4 = "well," 3 = "adequately," 2 = "somewhat," 1 = "not at all"

 

 

Diversity-Related Teacher Graduate Assessment 

One Year Out

 

How well teacher education program prepared you for teaching ELL students

Teachers

(% Mostly or Extremely Prepared (total N))

Supervisors

(% Mostly or Extremely Prepared (total N))

2009

18% (96)

53% (106)

2008

16% (143)

50% (218)

2007

21% (134)

48% (218)

2006

26% (175)

44% (245)

Key:  1 = Not at all prepared, 2 = Somewhat prepared, 3 = Moderately prepared, 4 = Extremely prepared

 

How well teacher ed. program prepared you for strategies used in multicultural education

Teachers

(% Moderately or Extremely Prepared (total N))

Supervisors

(% Moderately or Extremely Prepared (total N))

2009

55% (96)

66% (111)

2008

56% (143)

68% (218)

2007

45% (134)

71% (218)

2006

43% (175)

63% (245)

Key:  1 = Not at all prepared, 2 = Somewhat prepared, 3 = Moderately prepared, 4 = Extremely prepared

 

How well teacher ed. program prepared you for accomodating instruction for students w/ exceptionalities

Teachers

(% Moderately or Extremely Prepared (total N))

Supervisors

(% Moderately or Extremely Prepared (total N))

2009

71% (96)

78% (118)

2008

73% (143)

83% (218)

2007

77% (134)

83% (218)

2006

75% (175)

81% (245)

Key:  1 = Not at all prepared, 2 = Somewhat prepared, 3 = Moderately prepared, 4 = Extremely prepared

 

How well teacher ed. program prepared you for addressing issues of socioeconomic diversity

Teachers

(% Moderately or Extremely Prepared (total N))

Supervisors

(% Moderately or Extremely Prepared (total N))

2009

57% (96)

77% (117)

2008

65% (143)

75% (218)

2007

55% (134)

74% (218)

2006

65% (175)

72% (245)

Key:  1 = Not at all prepared, 2 = Somewhat prepared, 3 = Moderately prepared, 4 = Extremely prepared

 

Standard 3.  To what extent does the teacher use knowledge of how students differ in their approach to learning in order to create instructional opportunities adapted to diverse learners

Teachers

(% All or Most of the Time (total N))

Supervisors

(% All or Most of the Time (total N))

2009

88% (96)

78% (120)

2008

87% (143)

84% (218)

2007

86% (134)

79% (218)

2006

89% (175)

81% (245)

Key:  1 = Not at all, 2 = Some of the time, 3 = Most of the time, 4 = All of the time

 

Diversity-Related Teacher Graduate Assessment

Five Years Out (2003 Completers)

 

Standard 3. To what extent do you use how students differ in their approach to learning in order to create instructional opportunities adapted to diverse learning?

All or Most of the Time 92% (160)

 

19. What do you think is your current level of success and how has your level of success changed since you began teaching?

Current Level of Success is Very or Moderately Successful

Increased Success since began teaching

With teaching English language learners

51% (153)

42% (153)

With strategies used in multicultral education

65% (157)

51% (157)

With instruction for students with exceptionalities

90% (158)

77% (158)

With addressing issues of socioeconomic diversity

98% (159)

78% (159)

 

 

Diversity-Related Educational Administration Graduate Assessment

One Year Out

 

31.  To what extent did your practicum experience provide you with opportunities to develop leadership abilities appropriate for schools that are racially, ethnically, or socio-economically diverse?

Education Administration Program Completers

(% To a Great or Moderate Extent (total N))

Supervisors

(% To a Great or Moderate Extent (total N))

2009

54% (26)

NA

2008

60% (40)

NA

Key: 4 = "To aGreat Exent", 3 = "To a Moderate Extent", 2 = "To a Limited Extent", 1 = "Not at all"

 

15.  Effectiveness of program in preparing you to lead in a diverse school setting

Education Administration Program Completers

(% Very or Somewhat Satisfied (total N))

Supervisors

(% Very or Somewhat Satisfied (total N)

2009

89% (26)

NA

2008

85% (40)

NA

Key: 4 = "Very Satisfied", 3 = "Somewhat Satisfied", 2 = "Somewhat Dissatisfied", 1 = "Very Dissatisfied"

 

34. Extent to which graduate is prepared to apply the importance of equity and access for diverse students

Education Administration Program Completers

(% Mostly or Completely (total N))

Supervisors

(% Mostly or Completely (total N))

2009

87% (24)

NA

2008

86% (36)

NA

Key: 4 = "Completely", 3 = "Mostly", 2 = "Somewhat", 1 = "Not at all"

 

36. Extent to which graduate is prepared to apply...

a.  diverse/differientiated instructional strategies

 

Education Administration Completers

(% Mostly or Completely (total N))

Supervisors

(% Mostly or Completely (total N))

2009

62% (24)

NA

2008

81% (36)

NA

b.  improving opportunities for special education students

 

Education Administration Completers

(% Mostly or Completely (total N))

Supervisors

(% Mostly or Completely (total N))

2009

63% (24)

NA

2009

44% (35)

NA

c.  improving opportunities for English language learners

Education Administration Completers

(% Mostly or Completely (total N))

Supervisors

(% Mostly or Completely (total N))

2009

42% (24)

NA

2008

42% (33)

NA

Key: 4 = "Completely", 3 = "Mostly", 2 = "Somewhat", 1 = "Not at all"

 

 

Diversity of Classrooms of First Year Teachers

(From Teacher Graduate Assessment One Year Out)

 

To what extent are the following represented in your current classroom?

English Language Learners

Title I Students

Special Education Students

2009

(N=94)

All- 9%

Quite a bit- 14%

Some- 51%

None- 27%

All- 9%

Quite a bit- 28%

Some- 40%

None- 24%

All- 21%

Quite a bit- 15%

Some- 50%

None- 13%

2008 NA NA NA
2007 NA NA NA
2006 NA NA NA

 

(From Teacher Graduate Assessment Five Years Out)

 

English Language Learners

Title I Students

Special Education Students

2003 Completers

(N = 168)

All - 2%

Quite a bit - 14%

Some - 52%

None - 32%

All - 6%

Quite a bit - 32%

Some - 50%

None - 12%

All - 17%

Quite a bit - 22%

Some - 50%

None - 4%

 

 

Diversity of Service Population, US Census 2008 estimate

County (N)

American Indian or Alaskan Native Asian or Pacific Islander Black, Non-Hispanic Hispanic White, non-Hispanic Two or More Races
Boone (54,142)

0.5%

1.3%

2.5%

20.2%

75.0%

1.2%

Bureau (34,933)

0.2%

0.7%

0.7%

6.8%

91.0%

0.8%

Carroll (15,841)

0.3%

0.5%

1.0%

2.4%

94.9%

0.9%

Cook (5,294,664)

0.4%

5.9%

25.6%

23.2%

44.8%

1.2%

DeKalb (106,321)

0.3%

2.9%

6.1%

9.6%

80.3%

1.2%

DuPage (930,528)

0.3%

10.0%

4.7%

12.6%

71.9%

1.3%

Grundy (47,958)

0.3%

0.8%

2.0%

8.1%

88.3%

0.7%

Henry (49,569)

0.1%

0.4%

1.4%

4.3%

93.0%

1.0%

JoDaviess (22,188)

0.4%

0.2%

0.7%

2.9%

95.3%

0.7%

Kane (507,579)

0.4%

3.3%

5.6%

28.6%

62.1%

1.2%

Kankakee (112,524)

0.2%

0.9%

14.7%

7.4%

75.8%

1.3%

Kendall (103,460)

0.2%

2.8%

5.9%

16.9%

73.6%

1.2%

Lake (712,453)

0.4%

5.9%

6.9%

19.6%

66.7%

1.5%

LaSalle (112,474)

0.2%

0.8%

1.8%

7.3%

89.3%

0.9%

Lee (35,129)

0.1%

0.9%

4.3%

4.3%

89.5%

0.9%

McHenry (318,641)

0.2%

2.6%

1.3%

11.3%

84.0%

0.9%

Ogle (55,167)

0.3%

0.6%

1.1%

8.9%

88.6%

0.8%

Putnam (6,003)

0.4%

0.3%

0.7%

4.2%

93.9%

0.6%

Rock Island (146,886)

0.4%

2.0%

7.9%

10.5%

78.1%

1.7%

Stephenson (46,367)

0.2%

0.9%

8.1%

2.6%

86.7%

1.8%

Whiteside (59,153)

0.3%

0.5%

1.6%

9.9%

87.2%

1.0%

Will (681,097)

0.3%

3.9%

11.1%

14.9%

69.2%

1.3%

Winnebago (300,252)

0.4%

2.0%

11.4%

10.3%

74.7%

1.6%

Total Service Area

0.4%

5.3%

16.9%

19.4%

57.7%

1.2%

 

Candidate Demographics, 2008-2009

Candidates in Initial Teacher Preparation Programs

Candidates in Advanced Programs

All Students in the Institution

All Residents in Service Area

% (N)

% (N)

% (N)

% (N)

American Indian or Alaskan Native

0.2% (5)

0% (0)

0.2% (55)

0.4% (5,461)

Asian or Pacific Islander

2.5% (59)

2.4% (14)

5.4% (1305)

5.3% (518,938)

Black, Non-Hispanic

3.3% (76)

5.6% (33)

11.6% (2795)

16.9% (1,643,911)

Hispanic

10.5% (245)

4.3% (25)

6.8% (1640)

19.4% (1,892,571)

White, non-Hispanic

79.2% (1845)

85.7% (503)

67.5% (16,278)

57.7% (5,631,467)

Two or more races

NA

NA

NA

1.2% (120,704)

Other

4.1% (96)

1.9% (11)

3.1% (736)

NA

Race/ethnicity Unknown

5 (0.2%)

1 (0.2%)

1291 (5.4%)

NA

Total

100% (2331)

100% (587)

100% (24,100)

100% (9,753,329)

 

 

 

 

Female

68.9% (1,607)

71.9% (422)

53.2% (12,815)

50.7%(4,779,131)

Male

31.1% (724)

28.1% (165)

46.8% (11,285)

49.3% (4,876,665)

Total

100% (2,331)

100% (587)

100% (24,100)

100% (9,753,329)

 

Faculty Demographics

Full-Time Faculty Who Teach Only Professional Education

N(%)

Full-Time Faculty Who Teach Both Professional Education and Non Prof. Ed.

N(%)

Adjunct Faculty in the Unit

N(%)

All Faculty at NIU

American Indian or Alaskan Native

0 (0%)

0 (0%)

0 (0%)

0.2%  (2)

Asian or Pacific Islander

12% (10)

15% (3)

6% (2)

6.4% (75)

Black, non-Hispanic

6% (5)

0% (0)

0% (0)

2.8% (33)

Hispanic

6% (5)

0% (0)

0% (0)

2.3% (27)

White, non-Hispanic

69% (59)

80% (16)

56% (20)

79.5% (933)

Two or more races

NA

NA

NA

NA

Non-resident alien

NA

NA

NA

7.9% (93)

Unknown

7% (6)

5% (1)

39% (14)

0.9% (10)

Total

100% (85)

100% (20)

100% (36)

100% (1,173)

Female

67% (57)

55% (11)

67% (24)

45.8% (537)

Male

33% (28)

45% (9)

33% (12)

54.2% (636)

Total

100% (85)

100% (20)

100% (36)

100% (1,173)

 

Diversity of P-12 Students in Clinical Practice Sites for Initial Teacher Certification Programs

     2009-2010 clincal and student teaching placements

 

Presidential Commissions

    Presidential Commission on Sexual Orientation and Gender Identity

    Presidential Commission on the Status of Women

    Presidential Commission on the Status of Minorities

    Presidential Commission on Persons with Disabilities

 

Resources for Diverse Populations

    Persons with Disabilities

        Disabilty Resources

        Center for Access-Ability Resources

        Library Resources for Persons with Disabilities

    Racial/Ethnic Minorities

        Latino Resource Center

        Center for Latino and Latin American Studies

        Center for Black Studies

        Asian American Center

    Women

        Women's Resource Center

    Sexual Orientation/Gender Identity

        Lesbian, Gay, Bisexual, Transgender and Ally Community Resources