CAEP Annual Reporting Measures
CAEP (Council for the Accreditation of Educator Preparation) has eight annual reporting measures used to provide information to the public on both program outcome and program impact.
The following is the list of CAEP measures with links to reports and data tables that provide supporting evidence for each measure:
Measures on Program Impact:
Measure 1: Impact that completers’ teaching has on P-12 learning and development. Supporting Evidence:
Case Study: Campbellsville University EPP investigated the impact our graduates have on the learning progress of their students utilizing results of standardized performance growth assessments.
Kentucky Center for Education and Workforce Statistics (KCEWS) Report: This report documents the college readiness of students in the Campbellsville Independent and Taylor County School Districts for the 2010-2011 academic year. Fifty-five percent of primary school teachers in the Taylor County District and 60 percent of the primary school teachers in the Campbellsville Independent District are graduates of the Campbellsville University EPP. The report compares ACT scores for the districts to ACT benchmarks and the average scores statewide. This is the most current information available from KCEWS.
KCEWS Teacher Preparation Program Impact Report: This report documents the overall student growth contribution and overall professional practice of EPP graduates for 2015.
Measure 2: Indicators of teaching effectiveness. Supporting Evidence:
Kentucky Teacher Internship Program Data: All teachers in Kentucky complete an internship year where they are assessed on the Kentucky Framework for Teaching, which includes components for student engagement, assessment of student learning, and delivering effective instruction. Part of this process includes the development of student growth goals and the measuring student progress in their classroom. During this process, interns are formatively assessed during two cycles and summatively assessed in a third cycle by their principal, a resource teacher, and a teacher educator on all components utilizing benchmarks for Ineffective, Developing, Accomplished, and Exemplary. Successful completion of the internship includes a minimum score of developing on all components and leads to professional teacher certification.
New Teacher Survey Report: This report includes perceptions of student teachers, first and second year teachers, cooperating teachers, resource teachers, and principals (2016-2017 only) of candidate’s ability to meet the Kentucky Teacher Standards.
Measure 3: Results of employer surveys, and including retention and employment milestones. Supporting Evidence:
Employer Survey Data: Administrators in schools where CU graduates teach were asked to complete a survey to evaluate the competence of the candidate and their satisfaction with our preparation program.
Alumni Teacher Survey Data: EPP alumni were asked to complete a survey about how long they had been teaching and any leadership roles they may have advanced to in their district.
Measure 4: Results of completer surveys. Supporting Evidence:
Measure 5: Graduation rates from preparation programs. Supporting Evidence:
Measure 6: Ability of completers to meet licensing (certification) and any additional state requirements. Supporting Evidence:
Measure 7: Ability of completers to be hired in education positions for which they were prepared. Supporting Evidence:
Kentucky Teacher Internship Program Data: All teachers in Kentucky complete an internship year where they are assessed on the Kentucky Framework for Teaching which includes components for student engagement, assessment of student learning, and delivering effective instruction. In order to complete KTIP, candidates must be employed in the area they have received certification in.
Kentucky Teacher Preparation Feedback Report: Data for the Kentucky Teacher Preparation Feedback Report comes from the Kentucky Longitudinal Data System (KLDS). The report, developed by KCEWS, is divided into three sections. Section A compares enrollment and graduation information for all students with those students in teacher preparation programs. Section B provides data about time-to-employment for first-time teaching graduates with a Bachelor’s degree, as well as retention rates for those graduates who were employed as certified public K-12 employees within one year of graduating. Section C maps districts of employment for several recent cohorts of first-time teacher preparation graduates who earned a Bachelor’s degree.
Measure 8: Student loan default rates and other consumer information. Supporting Evidence:
US News and World Report ranks colleges and universities based on their student loan default rates and other consumer information.