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 NCDPI EPP Dashboard. 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 EPP Dashboard contains data for all state approved educator preparation programs.

In 2021-2022, ninety percent of Elon completers met or exceeded expected P-12 student learning growth. Statewide 81 percent of completers met or exceeded expected P-12 student learning growth. The overall percentage of Elon completers who met or exceeded student learning growth expectations was higher than the statewide percentage, and the percentage of Elon completers who exceeded expected P-12 student learning growth was nearly three times higher than the statewide percentage. In 2021-2022, 29 percent of Elon completers exceeded expected growth compared to 14.3 percent in the 2020-21 report. 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 2021-2022, employers rated Elon graduates overall as developing, proficient or accomplished on the NCEES evaluation (statewide teacher evaluation), that outlines five competency areas related to teaching. Overall, on average, five percent of teachers were rated as developing in one of the five categories, 64 percent were rated proficient and 32 percent were rated in as accomplished overall on the NCEES. Ninety-six percent of candidates were rated as proficient or accomplished on the NCEES evaluation. In relation to the state, that had a 94 percent rating as proficient or accomplished, Elon ranked slightly higher. In the accomplished category, Elon was 7% higher than the state average of 25 percent.

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.

NCDPI surveys employers annually asking them to assess teachers’ effectiveness on a number of teaching tasks. In 2022, 87 percent of Elon completers performed different teaching tasks comparably, more effectively, or much more effectively than other first-year teachers (46 percent response rate).

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 four large regional public-school districts and one public charter and one private. 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.

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 2022, the EPP’s first-time edTPA pass rate was 94.5 percent, and the overall pass rate was 100 percent. Twenty-four percent of candidates earned highly qualified edTPA scores. Elon has exceeded the edTPA national mean of 44.3 for five consecutive years.

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 six consecutive years, pass rates on the Praxis special education: core knowledge and mild to moderate applications assessment have been 100 percent. The 2021-22 pass rate for the Praxis elementary education math content knowledge assessment was 90.3 percent, up from 87.5 percent in 2020-2021.

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.

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.

In 2021-2022, twenty-nine percent of completers employed as a teacher of record in a North Carolina Public or Charter School. 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 for the Class of 2022 had a response rate of 43 percent. Of the respondents, 83 percent were employed in teaching positions, either as full-time teachers, teacher’s aides, or as long-term substitute teachers. This is an increase of 10 perfect over the Class of 2021. Completers reported teaching in Colorado, Connecticut, Massachusetts, Maryland, New York, North Carolina, South Carolina, and Tennessee. Three percent of respondents are teaching abroad and 13 percent of respondents reported that they were not teaching.

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