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). Due to Covid-19, the state did not publish the Undergraduate Report Card for 2019-20.

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.

While direct evidence of completers impact on P-12 learning and development is not available for the data collection period, the EPP attempted to mediate this lack of direct evidence with other sources. The EPP conducted case studies (interviews and surveys) with completers and employers. Seventy percent of employers completed the DFI Employer Survey. All employers indicated that they tracked the degree to which teachers contributed to an expected level of student-learning growth with school or district benchmarks. Moreover, 67 percent indicated that they tracked the degree to which teachers contributed to an expected level of student-learning growth with state-mandated standardized tests. Due to Covid-19, many states and districts decided to forego testing during the 2019-20 data collection period.

Impact on P12 Learning and Development

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

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 (DFI) Employer Survey. The 2019-20 academic year represents the EPP’s second administration of the DFI Employer Survey.

The School of Education in collaboration with Deans for Impact (DFI), a network of 20 educator preparation programs administers the Employer Survey to collect data on completers both inside and outside of North Carolina. In 2019-20, the survey response rate was 70 percent. 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. Two-thirds of completers were rated in the top 25 percent or above on all six indicators. Eighty-four percent of completers were rated in the top 25 percent or above on maintaining a learning environment where students are unafraid to take academic risks. Moreover, 8 percent of completers were rated in the top 1 percent on using self-reflection to improve practice.

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. Due to Covid-19, NCDPI did not publish data relative to this measure for 2019-20. 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.

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
2020 EPP Bachelor Performance Report

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

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 2019-20 academic year represents the second administration of the DFI Employer Survey.

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 2019-20, 47 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 10 percentage points. The fully ready ratings are even more impressive by program. For special education majors, 75 percent were rated as fully ready, and 100 percent of secondary majors were rated as fully ready.

Due to Covid-19, NCDPI did not publish data relative to this measure for 2019-20. The NCDPI Principal Survey, which is based on the North Carolina Professional Teaching Standards is completed by principals or their designees for completers who are employed in North Carolina schools. 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. In 2018-19, Elon’s completers earned mean scores of 3.47 or above on all five standards, which suggests they are rated as comparable to or more effective than other first-year teachers. The NCDPI also 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.

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
2020 EPP Bachelor Performance Report

4.  Satisfaction of completers (Component 4.4)

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 to recent graduates (i.e., one-year out). The 2019-20 academic year represents the second administration of the Beginning Teacher Survey.

The Beginning Teacher Survey, which is administered to both in-state and out-of-state completers within one year of graduation, contains questions related to completers’ perceptions of their coursework and student teaching experiences. The Beginning Teacher Survey is used to supplement the in-state only information collected by NCDPI. In 2019-20, 100% of respondents indicated that their early fieldwork/clinical experiences were “valuable” or “very valuable.” 92% of respondents indicated that their student teaching experiences, their coursework, and their instructors were “valuable” or “very valuable.” This exceeds the CIS Network average.

Due to Covid-19, NCDPI did not publish data relative to this measure for 2019-20. 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 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.

Satisfaction of Completers

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

5.  Graduation Rates (initial)

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 the Ed Trust.

The EPP calculates its initial retention and graduation rates by enrollment in senior methods and student teaching. The EPP’s retention rate represents the percentage of candidates who began Senior Methods in Fall 2019 and enrolled in EDU 481: Student Teaching in Spring 2020. The 2019-20 retention rate was 92 percent. The EPP’s graduation rate represents the percentage of candidates who began EDU 481: Student Teaching in Spring 2020 and successfully completed all program requirements by May 2020. The 2019-20 graduation rate was 98 percent.

Graduation Rates

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)

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. The EPP also uses the results from the edTPA and data from its Title II Reports.

All candidates seeking initial licensure in North Carolina are required to submit qualifying scores on the appropriate edTPA performance-based, subject-specific assessment. In 2019-20, 98 percent of candidates earned passing scores on the edTPA. In 2020-21, 95 percent of candidates passed the edTPA on the first attempt, and 42 percent of candidates earned highly qualified scores.

Licensing Certification Requirements

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

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 also administers its own Post-Graduation Status Survey to gather data on in-state and out-of-state completers.

The Post-Graduation Survey was administered to the Class of 2020 in Fall 2020. The response rate for the Post-Graduation Status Survey was 86 percent. Of the respondents, 66 percent indicated that they were employed full-time in education positions, 10 percent were enrolled full-time in graduate school, and 10 percent accepted Fulbright Awards.

The NCDPI did not publish the Undergraduate Report Card for 2019-20; however, the Bachelor Performance Report was published. Thirty-five percent of Elon completers were employed in North Carolina schools within one year of program completion. While this is lower than the state average of 70 percent, many Elon completers are out-of-state students, and they return to their home states to teach.

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
2020 EPP Bachelor Performance Report
Title II Program Report 2021

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 1.2 percent of Elon borrowers defaulted on their federal student loans. The default rate for private universities is 6.7 percent, and the national default rate is 9.7 percent.

Student Loan Default Rates

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
Elon School Default Rates