Judy Bonner Child Development Center

Early Childhood Education Program Outcome Data

Early Childhood Education Program Outcome Data

EARLY CHILDHOOD EDUCATION PROGRAM MISSION STATEMENT

The mission of the Early Childhood Education Bachelor of Science (B.S.) program is to prepare competent, reflective, and caring early childhood education professionals with the knowledge and skills to impact a wide range of young children and families, representing various backgrounds and experiences, using evidence-based, developmentally appropriate practices. The mission includes the philosophy that early childhood professionals are to create safe, nurturing, and culturally conscious learning environments that are affirmative and respectful of children’s and families’ identities, assets, and funds of knowledge, as well as children’s ability to co-construct knowledge.

EARLY CHILDHOOD EDUCATION PROGRAM CONCEPTUAL FRAMEWORK

The Early Childhood Education program prepares students for roles in various early learning and childcare settings (as well as related contexts) serving primarily infants, toddlers, and preschoolers. The following six tenets frame the program’s identity, core values, and student learning outcomes – child development, play-based learning, responsive teaching, reflection, honoring children, and professionalism.Two foremost instructional values guide and direct teacher preparation in the Early Childhood Education program: hands-on learning and student-centered practices. The Program Conceptual Framework is described in more detail in the attached document (PDF).

​Early Childhood Education Program Outcome Data

The University of Alabama B.S., Early Childhood Education Program Outcome Data

The College of Human Environmental Sciences (CHES)

The Department of Human Development and Family Studies (HDFS)

Degree YearDegrees AwardedFull-Time at Time of Completion NumberFull-Time at Time of Completion PercentPart-Time at Time of Completion NumberPart-Time at Time of Completion PercentAverage Cumulative UA GPA
2023-2024241562.50%937.50%3.16
2022-202323730.40%1669.60%3.35
2021-202226935.00%1765.00%3.26
2020-2021311342.00%1858.00%3.10
2019-2020482756.00%2144.00%3.24
2018-2019603965.00%2135.00%3.25
2017-2018753546.66%4053.33%3.17
2016-2017745067.56%2432.43%3.20
2015-2016734663.01%2736.98%3.14
2014-2015995252.52%4747.47%3.14
2013-2014714360.56%2839.43%3.14
2012-2013804353.75%3746.25%3.04
2011-2012522446.15%2853.84%3.00
2010-2011683145.58%3754.41%3.06
2009-2010372362.16%1437.83%3.04
2008-2009381950.00%1950.00%2.95
2007-2008392358.97%1641.02%2.94
2006-2007382463.15%1436.84%2.94
2005-2006311261.29%1238.70%2.88

Outcome measures:
• The number of program completers
• Average GPA of graduating class

Data are provided by The Office of Institutional Research and Assessment (OIRA)


Program Completion Rate

Academic YearPercentage of Full-Time Candidates Who Completed the Program Within 100% of the Published Timeframe (4 years)Percentage of Full-Time Candidates Who Completed the Program Within 150% of the Published Timeframe (6 years)
201766.70%66.7% graduate in 6 years
201671.40%85.7% graduate in 6 years
201547.40%68.4% graduate in 6 years
201444.40%66.7% graduate in 6 years
201346.70%66.7% graduate in 6 years
201241.20%64.7% graduate in 6 years
201126.30%42% graduate in 6 years

The published timeframe is 8 semesters/120 hours/4 academic years.

* Tables can be downloaded here

Within-Program Completion Rates
Academic YearPercentage of Full-Time Candidates Who Completed the Program Within 100% of the Published Timeframe (4 years)Percentage of Full-Time Candidates Who Completed the Program Within 150% of the Published Timeframe (6 years)
201733.3%33.3%
201628.6%35.7%
201521.1%26.3%
The published timeframe is 8 semesters/120 hours/4 academic years.

Within-Program Completion Rates are available beginning 2024. Rates indicate the percentage of students who graduated in ECHS.


The University of Alabama’s B.S. Early Childhood Education program prepares degree candidates to be proficient in the Professional Standards and Competencies for Early Childhood Educators.

Candidate Performance                                                                                                AY 2023-2024
StandardCandidate Performance Summary
Standard 1 Child Development and Learning in Context93% of teacher candidates met or exceeded expectations
Standard 2 Family-Teacher Partnerships and Community Connections80% of teacher candidates met or exceeded expectations
Standard 3 Child Observation, Documentation, and Assessment66% of teacher candidates met or exceeded expectations
Standard 4 Developmentally, Culturally, and Linguistically Appropriate Teaching Practices100% of teacher candidates met or exceeded expectations
Standard 5 Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum89% of teacher candidates met or exceeded expectations
Standard 6 Professionalism as an Early Childhood Educator78% of teacher candidates met or exceeded expectations

Percentages are rounded to the nearest whole number.


Key CompetencyDid Not Meet ExpectationsMet ExpectationsExceeded Expectations
1a6%94%
1b6%97%
1c8%75%17%
1d14%68%18%
 
2a18%77%5%
2b14%61%25%
2c27%55%20%
 
3a44%26%30%
3b75%25%
3c6%94%
3d13%70%17%
 
4a17%83%
4b9%91%
4c6%94%
 
5a9%9%82%
5b17%83%
5c22%17%61%
 
6a71%29%
6b21%43%36%
6c11%43%46%
6d29%43%29%
6d14%57%29%