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Program faculty were concerned about growing gaps between applicant completers and shrinking applicant numbers. Earlier findings highlighted pay raises as the most favorable completion outcome, while limited financial assistance formed key barriers. A 2014 follow-up compared applicants and completers, confirming a steady decline and informing future course-of-action recommendations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evaluating-a-middle-level-masters-program-at-southeastern-university-recommendations-and-outcomes/599711/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evaluating-a-middle-level-masters-program-at-southeastern-university-recommendations-and-outcomes/599711.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted the study of the M.Ed. program at Southeastern University?","Question",{"text":112,"@type":113},"Faculty observed a declining graduation rate since the initial cohort and increasing concern about the widening difference between applicants who complete and the declining number of applicants.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What was identified as the most favorable outcome for completing the program?",{"text":117,"@type":113},"The original study found that receiving a pay raise was the most favorable outcome associated with completing the M.Ed. in Middle Level Education.",{"name":119,"@type":110,"acceptedAnswer":120},"What barriers affected student completion in the program?",{"text":121,"@type":113},"The analysis identified limited provisions for financial assistance as a barrier to completing the degree.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599711,1792089290,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CIMLE Current Issues in Middle Level Education (2015) 20 (1), 1-7  \nEvaluating a Middle Level Master’s Program at Southeastern University: Recommendations and Outcomes  \nAbbigail J. Armstrong  \nWinthrop University  \nThis article describes original research to determine reasons graduate students do not complete requirements for a Master’s (M.Ed.) in Middle Level Education degree at the Southeastern University. Since the program’s initial cohort the graduation rate has decreased. Program faculty was concerned about the increasing difference between the number of applicant completers, as well as the decreasing number of applicants. In the original study, the data revealed that the most favorable outcome of completing a Master’s in Middle Level Education degree was receiving a pay raise. The analysis also revealed barriers to the Master’s in Middle Level Education program such as limited provisions offinancial assistance. In 2014, the researcher completed a follow-up comparison of numbers of applicants and completers to determine if the downward trend of numbers had continued. The number of applicants had steadily declined. The author revisits the original recommendations for the faculty and discusses courses of actions for the future ofthe degree.  \nIntroduction  \nIn efforts to close the achievement gap among students in the United States, the Elementary and Secondary Education “No Child Left Behind” Act was enacted in 2001. A section of the law was devoted to preparing, training, and recruiting high quality teachers and principals (U.S. Department of Education) . The necessity for highly qualified teachers in middle schools was included in this legislation. Prior to 2005, South Carolina did not have a requirement that teachers who teach middle school students have a specific middle level certification. In response to the need for teachers to be considered qualified to teach middle level students, a small Southeastern University created a Master’s in Middle Level Education advanced degree program. The program did not award initial certification but it did provide a way for teachers to attain the knowledge necessary to teach and work with early and young adolescents  \nLiterature Review  \n“The middle school model is grounded in a belief that teaching students ages 11-14 is inherently different from teaching students in elementary grades or high school” (Huss, 2007, p. 1) . Often middle grades teachers have had elementary or secondary preparation (Cooney, 2000; Southern Regional Education Board, 1998) . There is variation among states as to teacher preparation and licensing of middle level teachers. The consensus among middle level educators is “teachers of young adolescents need specialized professional preparation to be highly successful” (National Middle School Association, 2006) and this must bea high priority to middle level teachers preparation programs.  \nAs stated in the Association for Middle Level Education Middle Level Teacher Preparation standards (“Professional Preparation”):  \n1. Middle level teacher candidates demonstrate a comprehensive knowledge of young adolescent development. They use this  \nunderstanding of the intellectual, physical, social, emotional, and moral characteristics, needs, and interests of young adolescents to create healthy, respectful, supportive, and challenging learning environments for all young adolescents, including those whose language and cultures are different from their own; and  \n2. Middle level teacher candidates demonstrate a depth and breadth of subject matter content knowledge in the subjects they teach (e.g. , English/language arts, mathematics, reading, social studies, health, physical education, and family and consumer science) . They incorporate information literacy skills and state-of-the-art technologies into teaching their subjects.  \nNot only are these the prerequisites for teachers candidates but they also apply to in-service teachers.  \nPreparation for elementary and second","cbCaijJdofgl74QQ","https://ap.wps.com/l/cbCaijJdofgl74QQ","pdf",333881,"English","# Introduction\n# Literature Review\n# Description of the University\n# Description of the Master’s of Education in Middle Level Education Program","[{\"question\":\"What prompted the study of the M.Ed. program at Southeastern University?\",\"answer\":\"Faculty observed a declining graduation rate since the initial cohort and increasing concern about the widening difference between applicants who complete and the declining number of applicants.\"},{\"question\":\"What was identified as the most favorable outcome for completing the program?\",\"answer\":\"The original study found that receiving a pay raise was the most favorable outcome associated with completing the M.Ed. in Middle Level Education.\"},{\"question\":\"What barriers affected student completion in the program?\",\"answer\":\"The analysis identified limited provisions for financial assistance as a barrier to completing the degree.\"}]","Evaluating a Middle Level Master’s Program at Southeastern University - Recommendations and Outcomes | PDF",18]