Quick Links

Home
On Campus
CJP
Graduate
Seminary
Lancaster, PA

CAEP Annual Reporting Measures

CAEP (Council for the Accreditation of Educator Preparation) requires Educator Preparation Programs (EPPs) to provide program impact and program outcome information to the public. Below are the eight annual reporting measures for our initial and advanced licensure programs with links to supporting evidence.

The mission of the EMU Teacher Education Program is to prepare competent, caring, reflective practitioners who advocate for children and youth, develop caring learning environments, initiate and respond creatively to change, value service to others, and teach boldly in a changing world through an ethic of care and critical reflection.

Impact Measures (CAEP Standard 4)

1. Impact on P-12 learning and development (Component 4.1)

These data demonstrate that program completers contribute to an expected level of student-learning growth:

2. Indicators of teaching effectiveness (Component 4.2)

Data demonstrate that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve.

  • Completer and employer survey excerpts 2017
  • EMU is developing additional methods and procedures of data collection and analysis regarding teaching effectiveness of program completers. Data will be available in 2018-19.

3. Satisfaction of employers and employment milestones (Components 4.3 | A.4.1)

 Initial licensure employer surveys demonstrate that employers are satisfied with the completers’ preparation for their assigned responsibilities in working with P-12 students. 72% of employers were extremely or very satisfied with EMU’s preparation of initial program completers for the assigned responsibilities in working with P-12 students.

Advanced level licensure program employer survey data is not reported due to the personally identifiable nature of information for 10 or less responses.

4. Satisfaction of completers (Components 4.4 | A.4.2)

Completer surveys demonstrate that program completers perceive their preparation as relevant to the responsibilities they confront on the job, and that the preparation was effective. 83% of completers reported that they were extremely well or very well prepared for the professional responsibilities of teaching. 

Advanced level licensure program completer survey data is not reported due to the personally identifiable nature of information for 10 or less responses.

Outcome Measures

5. Graduation Rates (initial & advanced levels)

86% of graduates completed their initial licensure program in 4 years. The advanced licensure graduation rate data is not reported due to the personally identifiable nature of information for 10 or less students.

6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)

Passing state required licensure exams is a program exit requirement. Thus 100% of program completers pass their  state licensure exams. 

7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)

100% of 2016-17 undergraduate initial program completers who sought positions in education were employed in PreK-12 education settings.

Advanced level licensure program completer survey data is not reported due to the personally identifiable nature of information for 10 or less responses.

8. Student loan default rates and other consumer information (initial & advanced levels)

EMU’s 2014 borrower default rate of 3.3% is below the 2014 Virginia borrower default rate of 10%, the national cohort default rate of 11.5%, and the private 4-year institutions rate of 7%.

Visit
Apply