CAEP Accountability 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 four annual reporting measures below demonstrate that Elon University graduates are equity-minded educators who enhance the learning and lives of their P-12 students. These data are used to enhance the quality of educator preparation at Elon University.

Measure 1 (Initial): Completer effectiveness (R4.1). Data must address: (a) completer impact in contributing to P-12 student learning growth AND (b) completer effectiveness in applying professional knowledge, skills, and dispositions.

The Dr. Jo Watts Williams School of Education gathers data on program completers’ effectiveness from the North Carolina Department of Public Instruction’s (NCDPI) EPP Bachelor Performance Report and the Deans for Impact (DFI) Employer Survey. The Undergraduate Report Card includes a summary of data collected through the North Carolina Educator Evaluation System (NCEES) and the Educator Value-Added Assessment System (EVAAS) for beginning teachers who were prepared in the state and who remained to teach in public schools in the state. The Deans for Impact Employer Survey, which the EPP administers to in-state and out-of-state employers in both public and private school settings, is used by the EPP to supplement the data on completer effectiveness provided by the state.

In 2020-21, 85.7 percent of Elon completers met or exceeded expected P-12 student learning growth. Statewide 86.5 percent of completers met or exceeded expected P-12 student learning growth. Although the overall percentage of Elon completers who met or exceeded student learning growth expectations was slightly lower than the statewide percentage, the percentage of Elon completers who exceeded expected P-12 student learning growth was nearly three times higher than the statewide percentage. In 2020-21, 14.3 percent of Elon completers were said to have exceeded the expected learning growth of their P-12 students compared to only 5.1 percent statewide. Due to the Covid-19 pandemic, the state did not publish the Undergraduate Report Card in 2019-20; however, for three consecutive years from 2016-17 to 2018-19, the percentage of Elon completers who met or exceeded expected P-12 student learning growth was greater than the statewide percentage. See Evidence 1 for additional details.

In 2020-21, 100 percent of Elon completers were rated as proficient or above on three of the five North Carolina Professional Teaching Standards. All Elon completers earned ratings of proficient or above on Standard 1: Teacher demonstrate leadership, Standard 2: Teachers establish a respectful environment for a diverse population of students, and Standard 5: Teachers reflect on their practice. The percentage of Elon completers rated as proficient or above on the aforementioned standards exceeded the proficient or above ratings earned by other beginning teachers in the state. On Standard 4: Teachers facilitate learning for their students, 94 percent of Elon completers earned ratings of proficient or above. Statewide 96 percent of completers earned ratings of proficient or above on standard 4. 2020-21 represents the first year that Elon completers have failed to exceed the statewide proficiency Rate on standard 4 since 2017-18. On Standard 3: Teachers know the content they teach, 83 percent of Elon completers earned ratings of proficient or above. Statewide, 96 percent of completers earned ratings of proficient or above on standard 3. 2020-21 represents the first year that Elon completers have failed to exceed the statewide proficiency rate on standard 3 since 2016-17. Due to the Covid-19 pandemic, the state did not publish the Undergraduate Report Card in 2019-20. See Evidence 1 for additional details.

The Watts Williams School of Education in collaboration with Deans for Impact (DFI) and the CIS Network, a network of 20 educator preparation programs, uses the Employer Survey to collect data on completer effectiveness both inside and outside of North Carolina. The Employer Survey asks employers to rate completer effectiveness on a four-point scale from not well to very well in six areas related to effective teaching. The scale changed in 2020-21 from 2019-20 making it difficult to make comparisons. In 2020-21, Elon completers earned the most ratings of well and very well (i.e., 63% received ratings of well or very well) on their ability to (i) implement well-structured lessons, (ii) maintain a learning environment where students take risks, and (iii) meet the diverse needs of learners. Elon completers earned the fewest ratings of well and very well (i.e., 50% received ratings of well or very well) on their ability to enforce high expectations for all students. The percentage of Elon completers earning ratings of well or very well failed to meet that of the overall CIS Network. See Evidence 1 for additional details.

Evidence 1 Completer 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
2020 EPP Bachelor Performance Report
2021 EPP Bachelor Performance Report

Measure 2 (Initial): Satisfaction of employers and stakeholder involvement (R4.2 | R5.3). Data provided should be collected on employers’ satisfaction with program completers.

The Watts Williams School of Education gathers data on the satisfaction of employers from the North Carolina Department of Public Instruction’s (NCDPI) Educator Preparation Program Dashboard and the Deans for Impact (DFI) Employer Survey.

NCDPI surveys employers annually asking them to assess teachers’ effectiveness on a number of teaching tasks. In 2021, 92 percent of Elon completers performed different teaching tasks comparably, more effectively, or much more effectively than other first-year teachers. These ratings are equal to the statewide ratings; however, Elon completers received more ratings of much more effective than the statewide average. Nineteen percent of Elon completers were rated as much more effective than other first-year teachers compared to only 14 percent statewide. See Evidence 2 for additional details.

The DFI Employer Survey, which is administered to in-state and out-of-state principals, is used by the EPP to supplement the data provided by the state. In 2020-21, 63 percent of principals reported that Elon prepared teachers were fully ready to meet the needs of students in their schools. This exceeds the fully ready ratings of the CIS Network by 28 percentage points. This also exceeds the EPP’s own ratings from 2019-20. The fully ready ratings are even more impressive by program. For secondary education and middle grades education completers, 100 percent were rated as fully ready. See Evidence 2 for additional details.

The Watts Williams School of Education (WWSoE) includes relevant internal (e.g., faculty, staff, students) and external (e.g., alumni, school and community partners, employers) stakeholders in program design, evaluation, and continuous improvement processes. The WWSoE has a 12-member advisory board, and each licensure program has a program advisory board. The size of the program advisory boards vary, but most have between five and six members and include both internal and external stakeholders.

The WWSoE has memorandums of understanding, which are kept on file in the Office of Education Outreach, with five local public-school districts and six private academies. These partnerships allow the WWSoE to provide diverse P-12 school and community experiences for teacher education candidates. There partnerships are mutually beneficial, and all partners are active participants in the on-going, collaborative process to improve candidate preparation.

Evidence 2 Employer Satisfaction
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
2020 EPP Bachelor Performance Report
2021 EPP Bachelor Performance Report

Measure 3 (Initial): Candidate competency at completion (R3.3). Data provided should relate to measures the EPP is using to determine if candidates are meeting program expectations and ready to be recommended for licensure.

Candidates seeking initial licensure in North Carolina are required to submit qualifying scores on the appropriate edTPA performance-based, subject-specific assessment and the relevant Praxis Subject Assessment. Elementary and dual special education/elementary education candidates must also complete the Pearson Foundations of Reading Test.

In 2021, the EPP’s first-time edTPA pass rate was 93.5 percent, and the overall pass rate was 100 percent. Thirty-nine percent of candidates earned highly qualified edTPA scores. See the EPP’s student success dashboard and Evidence 3 for additional details.

Given the small number of candidates in some programs, Praxis Subject Assessment pass rates are displayed only when the test taker count is greater than five. For three consecutive years, pass rates on the Praxis special education: core knowledge and mild to moderate applications assessment have been 100 percent. The 2020-21 pass rate for the Praxis elementary education content knowledge assessment was 87.5 percent. See the EPP’s student success dashboard and Evidence 3 for additional details.

In 2020-21, 76 percent of elementary candidates and 100 percent of SPED/elementary candidates took the Pearson Foundations of Reading Test. Of the candidates who took the test, 96 percent of elementary candidates passed the test and 100 percent of SPED/elementary candidates passed the test. See the EPP’s student success dashboard and Evidence 3 for additional details.

The North Carolina Department of Public Instruction’s EPP Bachelor Performance Report also published cohort pass rates using only program completed candidates employed in North Carolina public or charter schools. State Board Policy LICN-001 1.20b.1 requires teachers issued an initial license to attempt all content exams in the first year of teaching and successfully pass them before or during their third year of teaching. Given this extended period to complete, pass rates are presented by cohort annually to capture the progression of cohort progress over time. While this provides a more frequent data point on EPP pass rates, it is important to remember that only the fourth-year cohort data point provides the final, fixed pass rate.

Evidence 3 Competency at Completion
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
2020 EPP Bachelor Performance Report
2021 EPP Bachelor Performance Report

Measure 4 (Initial): Ability of completers to be hired (in positions for which they have prepared).

The Watts Williams 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, which is published annually by the NCDPI. The EPP also administers its own Post-Graduation Status Survey to gather data on in state and out-of-state completers.

Forty-one percent of completers employed in 2019-20 were employed as a teacher of record in a North Carolina Public or Charter School between the 2019-20 and 2020-21 school year. 86 percent of the EPP’s completers were licensed to teach in North Carolina; however, many move out of state to teach through licensure/credential reciprocity agreements.

The EPP’s locally developed Post-Graduation Status Survey had a response rate of 49 percent. Of the respondents, 73 percent were employed in teaching positions, either as full-time teachers, teacher’s aides, or as long-term substitute teachers. Completers reported teaching in Connecticut, Florida, Georgia, Hawaii, Massachusetts, Tennessee, and Virginia. Twenty percent of respondents were enrolled in graduate school, and 3 percent of respondents accepted Fulbright Awards for teaching or research abroad. Only three percent of respondents reported that they were not teaching. See Evidence 4 and the EPP’s student success dashboard for additional details.

Evidence 4 Licensure Rates and Employment Information
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
2020 EPP Bachelor Performance Report
Title II Program Report 2021
2021 EPP Bachelor Performance Report