CAEP

• The EPP’s data sharing partnership with the Arch Ford (AF) Novice Teacher (NT) Mentoring Program (2017-2023) ended as the state shifted reporting responsibility for this metric away from the state educational coops into a more centralized reporting system.
• Additionally, the state shifted testing for K12 students in the state away from ACT Aspire to a new local test titled: ATLAS. Baseline data tied to the new ATLAS test was established in Spring 2024 with plan from the state to share VAM data to EPPs starting with the Spring 2025 test data (analyzed over summer 2025 and made available to EPPs in fall 2025).
• Given this context, the EPP has a “gap” in ability to report data relative to completer’s impact on P-12 learning.

• The EPP is able to report EPP-specific aggregate and disaggregated data relative to the InTASC Standards based on a survey provided to employers of EPP completers 1- and 2- years post-graduation
• This survey is sent late spring term to all employers by the EPP with data analyzed over the summer term and shared to stakeholders in the fall term.
• Spring 2024 most competency areas received mean scores between 3.3 and 3.5 on the 4-point scale (where 3 = adequately prepared and 4 = well prepared), indicating that employers generally perceive UCA graduates as adequately to well-prepared teachers.
• This snapshot of Spring 2024 data suggests that UCA’s teacher preparation programs continue to adequately prepare graduates across most teaching competencies, with particular strengths in technology integration, professional development, and standards alignment. Potential areas for growth include behavior management skills and supporting students experiencing trauma.

• Candidate pass rate on required content Praxis exams is tracked across programs by the Office of Candidate Services (OCS). Disaggregated program data are tracked for pass rates, mean score, standard deviation, and range
• Both initial and advanced programs report overall success in candidate ability to pass the required Praxis content exam(s) with many programs yielding pass rates at 90% and higher. For initial programs, changes to policy for “Gate 3” (admission to internship 2) have resulted in higher pass rates, notably for the K6 program. Candidates must now meet the ADE/AAP score for admission to Gate 3 (https://uca.edu/ocs/aap-provisional/). Additionally, the EPP has created several support and remediation structures for students struggling to pass their required exam(s) successfully, including: 240 Tutoring, Praxis Boot Camps (DESE grant), and state resources/tutoring programs. Undergraduate K6 Social Studies continues to be an area of focus for continuous improvement.

EPP gathers data on initial program completers’ employment and retention milestones in partnership with UCA Office of Institutional Research and in partnership with Arkansas Division of Elementary and Secondary Education.

• The EPP is able to report EPP-specific aggregate and disaggregated data relative to the CAEP Standards based on a survey provided to employers of EPP completers 1- and 2- years post-graduation
• This survey is sent late spring term to all employers by the EPP with data analyzed over the summer term and shared to stakeholders in the fall term.
• The overall results show strong employer satisfaction with UCA graduates from Advanced Programs. Across all measured skills, the university-wide means range from 3.54 to 3.85 on a 4-point scale, where 3 represents “adequately prepared” and 4 represents “well prepared.”
• The Summer 2024 employer satisfaction data indicates that UCA’s Advanced Programs are successfully preparing graduates, with mean scores consistently in the range between “adequately prepared” and “well prepared.” Technology integration appears to be a particular strength across programs, while responding to diverse stakeholders may present an opportunity for targeted improvement efforts.

• Candidate pass rate on required content Praxis exams is tracked across programs by the Office of Candidate Services (OCS). Disaggregated program data are tracked for pass rates, mean score, standard deviation, and range
• Both initial and advanced programs report overall success in candidate ability to pass the required Praxis content exam(s) with many programs yielding pass rates at 90% and higher. For initial programs, changes to policy for “Gate 3” (admission to internship 2) have resulted in higher pass rates, notably for the K6 program. Candidates must now meet the ADE/AAP score for admission to Gate 3 (https://uca.edu/ocs/aap-provisional/). Additionally, the EPP has created several support and remediation structures for students struggling to pass their required exam(s) successfully, including: 240 Tutoring, Praxis Boot Camps (DESE grant), and state resources/tutoring programs. Undergraduate K6 Social Studies continues to be an area of focus for continuous improvement.

 

EPP gathers data on advanced program completers employment and retention milestones in partnership with UCA Office of Institutional Research