Who Has Job Offers Among Undergraduate Education Students?

The EBI Undergraduate Teacher Education Exit Assessments measure program effectiveness from the student’s perspective. The results illuminate which learning outcomes and key dimensions of the program are the strongest and which areas need to be improved. The knowledge gained from these assessments drives and sustains continuous improvement programs and supports accreditation efforts.

In 2010-11, the EBI Teacher Education Assessment was completed by 3,756 undergraduate students. This note explores immediate employment outcomes for those undergraduate respondents.

Among respondents who were planning to be employed following graduation, approximately 15% had been offered a position, 16% had interviewed, but not received an offer, and an additional 69% had not yet interviewed. A number of factors were found to be associated with employment status. Students with high entering test scores and high undergraduate GPAs were significantly more likely than other students to have an employment offer. The number of study hours per week was not related to receiving an employment offer, but work hours were related. Students who reported being satisfied with the assistance they received in preparation for job search were more likely to have an employment offer. Finally, students who were less satisfied with their teacher education program were slightly more likely to have an employment offer.

1. Students with higher entering test scores or undergraduate GPAs are more likely to have an employment offer.

   • Two out of ten respondents who entered college with SAT/ACT scores of 1290/28 or above had been offered employment, compared to 16% of respondents with scores of 1070/22 or below.
   • Approximately 77% of respondents with undergraduate GPAs of less than 3.00 had not interviewed, compared to 68% of those with undergraduate GPAs of 3.50 or above.

2. Students who are satisfied with assistance for job search preparation are more likely to have an employment offer, but satisfaction with academic advising is not related to employment offers.

   • About 17% of respondents who were satisfied with assistance for preparation for permanent job search had been offered a position, compared to 12% of respondents who were dissatisfied.
   • Fifteen percent of respondents who were satisfied with academic advising by faculty, 11% of those who were neutral, and 14% of those who were dissatisfied had employment offers. These percentages are not significantly different.

3. Students who spend more than 40 hours per week working during college are more likely to have employment offers. Study hours, however, are not related to early employment outcomes.

   • Approximately 21% of respondents who spent more than 40 hours per week working were offered a position of employment, compared to 13% of those who did not work.
   • Regardless of whether they studied less than 6 hours or more than 15 hours per week, respondents were equally likely to indicate they had employment offers.

Conclusion

A number of factors are related to whether a student has an employment offer. Students with higher incoming SAT/ACT scores and cumulative undergraduate GPAs are more likely to have employment offers. Similarly, work hours are also related to employment offers, but study hours are not. Only students who work 40 or more hours per week were more likely to report having a job offer. Satisfaction with academic advising is not related to job offers; however, satisfaction with assistance for preparation for permanent job search is related. Surprisingly, students who were less satisfied with their teacher education program overall were more likely to report having an employment offer than those who were satisfied.

To view this report in its original format, including accompanying charts and data, download the .pdf from the additional resources below.