CAEP Annual Reporting Measures

Education Accreditation

The College of Education and Professional Development (COEPD) at Marshall University was awarded national certification by the Council for the Accreditation of Educator Preparation (CAEP) beginning in June 2019.

Why It Matters

According to CAEP (2021) Educator accreditation is a seal of approval that assures quality in educator preparation. Accreditation makes sure that educator programs prepare new teachers to know their subjects, their students, and have the clinical training that allows them to enter the classroom ready to teach effectively.

Accreditation provides a framework that has pushed educator preparation programs to continually self-assess and conduct an evidence-based analysis of their programs and their efficacy. These evidence-based shifts, rooted in continuous improvement, are helping to ensure that preparation programs are more likely to produce successful educators.

Accreditation matters to:

  • P-12 Learners – outcomes-based evidence means all learners are at the center of determining the effectiveness of educators.
  • Teacher Educators – since the process is infused with research and development, the knowledge base of effective practice will grow.
  • State education agencies –  provides a strong partner for quality assurance, helps connect the national consensus on preparation to state-level policy and provides support for a state’s own authorization/accountability system.
  • Education Professionals – rigorous standards elevate the profession.

CAEP Annual Reporting Measures

CAEP requires that EPP’s (Educator Preparation Providers) make public specific measures as they relate to program impact and program outcomes. The information below provides annual summary data for each of the eight required measures.

CAEP Impact Measure (CAEP Standard 4)

1. Impact on P-12 Learning and Development (Component 4.1)

Measure of Completer Impact Comparison with Benchmark Source
West Virginia Evaluation Rubrics for Teachers – Rating for Standards 6.1 and 6.2 provided by WV Department of Education for 2015-2016 graduates The state has not provided data for comparison at this time.  First year teachers are expected to be at the “Emerging” level on the WV Evaluation Rubrics for Teachers used in the WV teacher evaluation system. Data provided by the WV Department of Education
Case Study:  Assessing the Effectiveness of Marshall University Graduates and Their Impact on Student Learning The state has not provided data for comparison at this date.
Teacher in Residence Data are consistent from year-to-year.
West Virginia Teacher Performance Assessment (WVTPA) Data are consistent from year-to-year.

2. Indicators of Teaching Effectiveness (Component 4.2)

Measure of Completer Impact Comparison with Benchmark Source
National Board Certified Teacher Data are consistent from year-to-year NBCT AY 2019-2020
Teacher in Residence Data are consistent from year-to-year

3. Satisfaction of Employers and Employment Milestones (Component 4.3)

Measure of Completer Impact Comparison with Benchmark Initial-Level Source
NExT Common Metrics Instrument: Supervisor Survey Marshall is waiting for the state to obtain a closer match between employer and employee during the next administration of the survey. 2019-2020 Survey Data
COEPD Graduate Satisfaction Survey Data, both qualitative and quantitative, are consistent from year to year.  Graduates continually rate Marshall graduates very high. Data 8
Educator Expo Survey Data, both qualitative and quantitative, are consistent from year to year.  County and state (WV and non-WVU) personnel rate Marshall graduates very high and are very interested in hiring them. Educator Expo 2020

4. Satisfaction of Completers (Component 4.4)

Measure of Completer Impact Comparison with Benchmark Source
NExT Transition to Teaching Survey Marshall is waiting for the state to obtain a closer match between graduate and institutions during the next administration of the survey
COEPD Employer Satisfaction Survey Data, both qualitative and quantitative, are consistent from year to year.  Graduates continually rate Marshall graduates very high. Due to the COVID-19 Global Pandemic, we were unable to obtain feedback from committees and school personnel.  An employer survey was sent to first-year completer employers, but no data was obtained.

2019-2020 Third-Year Teacher Employer Survey Results (Spring 2017 Graduates)

Outcome Measures

5. Graduation Rates

Measure of Completer Impact Comparison with Benchmark Source
COEPD Candidate Admission Policy (Initial-Level) Admission Policy proves to be consistent as candidates progress through the program. Candidate Admission Policy
University Graduate Rates Marshall University Institutional Research and Planning Student’s Right to Know

6. Ability of Completers to Meet Licensing Requirements

Measure of Completer Impact Comparison with Benchmark Source
Major Clinical Experiences (Levels I, II, and III) Data, both qualitative and quantitative, are consistent from year to year.
Licensure and Employment Rates Data, both qualitative and quantitative, are consistent from year to year. Licensure and Employment Rates
PRAXIS II Scores Data, both qualitative and quantitative, are consistent from year to year.
Title II Reports
Progression and Transition Levels within the Program (Initial Level) Data, both qualitative and quantitative, are consistent from year to year. Data 8
West Virginia Teacher Performance Assessment (WVTPA) (Initial Level) Data, both qualitative and quantitative, are consistent from year to year.
Student Teaching Capstone Interviews (Initial Level) Data, both qualitative and quantitative, are consistent from year to year.

7. Ability of Completers to be Hired

Measure of Completer Impact Comparison with Benchmark Source
Licensure and Employment Rates Data, both qualitative and quantitative, are consistent from year to year. Licensure and Employment Rates

8. Student Loan Default Rates & Other Consumer Information