CAEP

Initial Teaching Licensure Programs

Data presented here were secured through partnership with Arch Ford (AF) Novice Teacher (NT) Mentoring Program begun in summer 2017. The AFNT program supports UCA graduates in induction for 3-years post graduation. Districts in the AFNT region support 30% of UCA prepared teacher candidates representing all programs across the EPP. All novice teachers in the AFNT program complete an Impact on Student Learning project each March and report data to AF. Data for UCA prepared teachers is compared to the AF aggregate as a benchmark.

In 2018-2019, K-12 students taught by UCA completers made stronger gains in their learning when compared to the aggregate benchmark data (x̄ = 16.77 compared to x̄ = 15.26) (UCA n=81; AF n=234). The 2017-2018 pilot data were similarly strong with the students taught by UCA completers showing stronger learning gains compared to the AF aggregate (x̄ = 13.85 compared to x̄ = 12.90) (UCA n=13; AF n=38).

To view the data disaggregated by program, please click the following link: LINK HERE.

Data presented here were secured through partnership with Arch Ford (AF) Novice Teacher (NT) Mentoring Program begun in summer 2017. The AFNT program supports UCA graduates in induction for 3-years post graduation. Districts in the AFNT region support 30% of UCA prepared teacher candidates representing all programs across the EPP. All novice teachers in the AFNT program are observed by their mentor teacher and scored on the state-mandated performance observation rubric (Danielson, 2007). Data for UCA prepared teachers is compared to the AF aggregate as a benchmark.

Trends in the data indicate that UCA is doing well in preparing candidates for the field with most scores falling in the upper range of the TESS rubric (levels 3, 4). Relative high points were pedagogy (x̄ = 3.20), culture for learning (x̄ = 3.21), and communicating with students (x̄ = 3.21). Relative low points in the data were managing classroom procedures (x̄ = 2.92) and managing student behavior (x̄ = 2.85). Trend data were consistent in the two years underlying the aggregate score.

To view the data disaggregated by program, please click the following link: LINK HERE.

Data on completer teaching effectiveness is also gathered through a UCA-based induction program begun in AY 2016-2017. To view the data tied to the UCA induction program, please click the following link: : LINK HERE.

UCA measures employer satisfaction of program completers through multiple measures including a UCA survey, Arch Ford partner employee survey, and ADE/DESE measure of employer satisfaction. The data presented here were collected through a UCA principal survey aligned to the expectations of the Interstate Teacher Assessment and Support Consortium (InTASC) standards. All data included in the data set were scored on a scale of 1-4 (1 = not prepared, 2 = inadequately prepared, 3 = adequately prepared, 4 = well prepared) with a target score of “3.” 

Overall trends in the data indicate that the EPP is doing well in preparing candidates to for the field with all scores falling in the upper range of the survey (levels 3-4). High points were noted for content knowledge (x̄ = 3.58), instructional technology (x̄ = 3.66), planning and preparation (x̄ = 3.59), instruction (x̄ = 3.58), and professional responsibilities (x̄ = 3.64). Relative low points in the data were managing student behavior (x̄ = 3.39), and parent / family communication (x̄ = 3.43). Data trended up over the three semesters.

Disaggregated and trend data on employer satisfaction by program available in supplemental document – LINK HERE. Disaggregated and trend data on completer employment milestones by program available in supplemental document – LINK HERE.

UCA measures completer satisfaction through multiple measures including UCA survey, Arch Ford partner novice teacher survey, and ADE/DESE measure of graduate satisfaction. The data presented here were collected through a UCA post-graduate satisfaction survey aligned to the expectations of the Interstate Teacher Assessment and Support Consortium (InTASC) standards. All data included in the data set were scored on a scale of 1-5 (1 = not prepared, 2 = inadequately prepared, 3 = adequately prepared, 4 = well prepared, 5 = very well prepared) with a target score of “3.” 

Overall trends in the data indicate that the EPP is doing well in preparing candidates to for the field with all scores falling in the upper range of the survey (levels 3-5). High points in the data included candidate reflection (x̄ = 4.44), alignment to AR frameworks (x̄ = 4.2), and lesson planning (x̄ = 4.34). Relative low points in the data included managing student behavior (x̄ = 3.45) and communicating with families (x̄ = 3.66). 

Disaggregated and trend data by program available in supplemental document – LINK HERE.

Initial program retention is tracked across programs from admission through graduation and licensure by the Office of Candidate Services (IR). MAT program retention is tracked across programs from admission through graduation and licensure by the MAT program coordinator. 

Data indicate that >90% of initial candidates entering internship complete and apply for their teaching license. Focus group and interview data indicate that the majority of those candidates who choose to not license do so after experiencing the internship semester and gaining a deeper understanding of the demands of the profession. 

Access to full reports – LINK HERE (initial)

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

Initial 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. 

Access to full report – LINK HERE (initial)

EPP gathers data on advanced program completers employment and retention milestones in partnership with UCA Office of Institutional Research and in partnership with DESE. Approximately 76% of completers working in APS work in identified high-needs schools in their first year of induction. The average letter grade for these schools is “C”. These schools serve a mean 47.1% students of color, 64.75% students identified as low income, schools with 15.53% SPED population, and schools with 6.57% English Language Learners.

Advanced Programs

The data presented here were collected through an employer survey aligned to the expectations of the Council for the Accreditation of Educator Preparation (CAEP) (Standard A.1.1). All data included in the data set were scored on a scale of 1-4 (1 = not prepared, 2 = inadequately prepared, 3 = adequately prepared, 4 = well prepared) with a target score of “3.” 

Overall trends in the data indicate that the EPP is doing well in preparing candidates to for the field with most scores falling in the upper range of the survey (levels 3, 4). Relative high points in the data included employer ratings around completer skills and content specific to the professional role (x̄ = 3.64) and ability to integrate technology into professional practice (x̄ = 3.64). Relative low points in the data included data analysis/gathering evidence to develop supportive environments (x̄ = 3.56) and in understanding/using research to improve practice (x̄ =3.54).

Disaggregated employer satisfaction data by program available in supplemental document – LINK HERE. Disaggregated data on completer employment milestones by program available in supplemental document – LINK HERE.

The data presented here were collected through a post-graduate satisfaction survey aligned to the expectations of the Council for the Accreditation of Educator Preparation (CAEP) (Standard A.1.1). All data included in the data set were scored on a scale of 1-5 (1 = not prepared, 2 = inadequately prepared, 3 = adequately prepared, 4 = well prepared, 5 = very well prepared) with a target score of “3.”

Relative high points in the data were noted for preparation in professional content/skills (x̄ = 4.52) and ability to lead/participate in collaborative activities (x̄ = 4.73). Relative low points in the data including understanding of research and (x̄ = 4.35) and ability to conduct data analysis and gather evidence to develop supportive environments (x̄ = 4.40).

Disaggregated and trend data by program available in supplemental document – LINK HERE. Note survey was significantly revised in spring 2019 with expanded items and revised scale. 

Advanced candidates are tracked from admission through graduation and licensure by program coordinators and UCA Office of Institutional Research. Advanced programs report an 89.09% retention rate for first year of enrollment in candidates’ programs of study.

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.

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. 

Access to full reports – LINK HERE (advanced)

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

CAEP Report Archive

CAEP Annual Report (Spring 2019)
CAEP Annual Report (Spring 2018)
NCATE Accreditation Review (Fall 2011)