CAEP Annual Reporting Measures

As required by the Council for the Accreditation of Educator Preparation (CAEP), the accrediting body for education preparation providers, this website provides information about the quality of the educator preparation programs at Elon University. The eight annual reporting measures below demonstrate that Elon University graduates are equity-minded educators who enhance the lives of their students. These data are used to enhance the quality of educator preparation at Elon University.

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

The School of Education gathers data on its program completers’ impact on P-12 learning and development from the Undergraduate Report Card published annually by the North Carolina Department of Public Instruction (NCDPI). The student growth percentages reported during the 2018-19 academic year indicate that 82.2 percent of Elon graduates met or exceeded the student growth percentages set by the NCDPI. This exceeds the state average of 78 percent. While the growth percentages reported in 2018-19 are slightly lower than in previous years, the data demonstrate that Elon graduates contribute to student growth at rates that exceed those of other educators in the state.

Three-Year Student Growth Trends

2017 Undergraduate Report Card
2018 Undergraduate Report Card
2019 Undergraduate Report Card
2017 IHE Bachelor Performance Report
2018 IHE Bachelor Performance Report
2019 EPP Bachelor Performance Report

2.  Indicators of teaching effectiveness (Component 4.2)

The School of Education gathers data on completers’ teaching effectiveness from the Undergraduate Report Card published annually by the NCDPI and the Deans for Impact Employer Survey. The 2018-19 academic year represents the first administration of the DFI Employer Survey.

The North Carolina Educator Evaluation System (NCEES) Inservice Teacher Evaluation Rubric is used to assess the professional performance of in-service teachers throughout the state. The rubric, which is based on the Framework for 21st Century Learning and the North Carolina Professional Teaching Standards, asks principals or their designees to rate teachers on the five North Carolina Professional Teaching Standards at one of four levels: developing, proficient, accomplished, or distinguished.

For the 2018-19 school year, over 96% of Elon University completers were rated as proficient or above on each of the five standards. Elon completers have exceeded the average state proficiency rating on content knowledge for three consecutive years. In 2018-19, 100% of Elon completers were rated as proficient or above in content knowledge. These ratings met or exceeded the proficient or above ratings earned by other beginning teachers in the state.

The School of Education in collaboration with Deans for Impact (DFI), a network of 20 educator preparation programs administers the DFI Employer Survey to collect data on completers both inside and outside of North Carolina. The survey was first administered in 2018-19. While Elon’s sample size was small, the results suggest that program completers are rated comparably or above in comparison to network completers on six factors related to first-year teachers’ performance.

Indicators of Teaching Effectiveness

2017 Undergraduate Report Card
2018 Undergraduate Report Card
2019 Undergraduate Report Card
2017 IHE Bachelor Performance Report
2018 IHE Bachelor Performance Report
2019 EPP Bachelor Performance Report

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

The School of Education gathers data on employer satisfaction and employment milestones from the Undergraduate Report Card published annually by the NCDPI and the DFI Employer Survey which is administered annually. The 2018-19 academic year represents the first administration of the DFI Employer Survey.

The Employer Survey, which is based on the North Carolina Professional Teaching Standards is completed by principals or their designees. The survey asks respondents to rate, on a scale from one (much less effective) to five (much more effective), the effectiveness of Elon’s first-year teachers in comparison to other first-year teachers. Elon’s completers earned mean scores of 3.47 on above on all five standards, which suggests they are rated as comparable to or more effective than other first-year teachers.

The NCDPI reports annually on the percentage of program completers in North Carolina who remain in teaching after four years. For 2014-15 completers, 42.59% of Elon graduates were still employed in North Carolina schools four years later.

The results from the DFI Employer Survey of in-state and out-of-state principals indicate that 44% of principals believe that Elon graduates are fully ready to meet the needs of students in their schools. This exceeds the fully ready ratings of other CIS Network institutions.

The EPP’s advanced programs will begin collecting data on employment milestones and the satisfaction of employers in Spring 2020 through a locally developed employer survey. The EPP’s advanced level programs are for currently licensed teachers, and the majority of advanced-level students are employed in teaching positions in North Carolina schools during their matriculation in the program.

Employer Satisfaction and Employment Milestones

2017 Undergraduate Report Card
2018 Undergraduate Report Card
2019 Undergraduate Report Card
2017 IHE Bachelor Performance Report
2018 IHE Bachelor Performance Report
2019 EPP Bachelor Performance Report
2017 Graduate Report Card
2018 Graduate Report Card
2019 Graduate Report Card

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

The School of Education gathers data on completer satisfaction from the Undergraduate Report Card published annually by the NCDPI and the DFI Beginning Teacher Survey which is administered annually. The 2018-19 academic year represents the first administration of the DFI Beginning Teacher Survey.

The Graduate Satisfaction Survey data published in the Undergraduate Report Card suggest that completer satisfaction with the quality of their preparation has decreased from 2017 to 2019. Despite these small decreases in reported satisfaction, in 2019 nearly 81% of completers reported ratings of “well” to “very well” on questions related to the quality of their preparation to teach. Completer satisfaction with their student teaching experiences has increased from 2017 to 2019. In 2019, over 92% of completers reported ratings of “agree” or “strongly agree” to questions pertaining to the student teaching experiences provided.

The DFI Beginning Teacher Survey contains questions related to completers’ perceptions of their coursework and student teaching experiences. In 2019, 100% of respondents indicated that their student teaching experiences were “valuable” or “very valuable.” This exceeds the CIS Network average. In terms of coursework, 87% of Elon respondents indicated that it was valuable or very valuable; this also exceeds the CIS Network average.

The EPP’s advanced programs will begin collecting data on completer satisfaction in Spring 2020 through a locally developed Alumni Satisfaction Survey.

Three-Year Completer Satisfaction Trends

2017 Undergraduate Report Card
2018 Undergraduate Report Card
2019 Undergraduate Report Card

5.  Graduation Rates (initial & advanced levels)

Elon’s four-year graduation rate ranks in the top six percent of U.S. institutions. The six-year graduation rate for students pursuing bachelor’s degrees is 83%. Elon’s graduation rate exceeds the national average for selective four-year private colleges and universities as reported by ACT.

For the 2016 entering Master of Education cohort, the program’s graduation rate was 100%.

Graduation Rates – Initial and Advanced

Outcomes of an Elon Education
Student Achievement and Success Report

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

The School of Education gathers data on completer satisfaction from the Undergraduate Report Card  and the EPP Bachelor Performance Report which are published annually by the NCDPI. In 2018-19, 100% of completers passed their licensure exams.

The EPP’s advanced level programs are for currently licensed teachers. The Graduate Report Card, which is published annually by the NCDPI, provides the number of completers who apply for a license.

Three-Year Licensure Pass Rate Trends

2017 Undergraduate Report Card
2018 Undergraduate Report Card
2019 Undergraduate Report Card
2018-19 EPP Bachelor Performance Report
2017 Graduate Report Card
2018 Graduate Report Card
2019 Graduate Report Card

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

The School of Education gathers data on program completers ability to be hired in education positions for which they have been prepared from the EPP Bachelor Performance Report and the Undergraduate Report Card, which are published annually by the NCDPI.

The EPP Bachelor Performance Report and the Undergraduate Report Card publish employment data on completers who are hired in North Carolina schools. The percentage of completers employed in North Carolina schools within one-year of program completion increased from 2018 to 2019 from 28% to 30%. Although this is lower than the state average, a number of Elon completers are from out-of-state and they return to their home states to teach. In an effort to capture completers who move out of state, the School of Education developed a Post-Graduation Status Survey. The survey was administered to the Class of 2019 in Fall 2019. The response rate for the Post-Graduation Status Survey was 87%. Of the respondents, 79% indicated that they were employed full-time in education positions, four percent were enrolled full-time in graduate school, and four percent accepted Fulbright Awards.

The EPPs advanced level programs are for currently licensed teachers. The Graduate Report Card, which is published annually by the NCDPI, provides the number of students employed in North Carolina schools.

Three-Year In-State Completer Employment Trends

2017 Undergraduate Report Card
2018 Undergraduate Report Card
2019 Undergraduate Report Card
2018-19 EPP Bachelor Performance Report
2017 IHE Bachelor Performance Report
2018 IHE Bachelor Performance Report
2019 EPP Bachelor Performance Report
Title II Reports National Teacher Preparation Data

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

The U.S. Department of Education releases official cohort default rates once per year. A cohort default rate is the percentage of a school’s borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or William D. Ford Federal Direct Loan (Direct Loan) Program loans during a particular federal fiscal year (FY), October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year.

Elon’s cohort default rates are lower than the national cohort default rates and lower than the default rates for private universities. The most recent data indicate that less than one percent of Elon borrowers defaulted on their federal student loans.

Three-Year Default Rate Trends

National Center for Education Statistics Cohort Default Rates
Elon School Default Rates FY 2016, 2015, and 2014
2019-20 North Carolina Public School Salary Schedule
Elon Tuition and Fees