CAEP Accreditation Annual Reporting Measures

The Council for the Accreditation of Educator Preparation (CAEP) policy has eight annual reporting measures to provide information to the public on the Educator Preparation Provider (EPP) program impacts and outcomes.

Impact Measures (CAEP Standard 4)

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

  • Action research projects are completed during student teaching. For the 2019-2020 academic year, all fourteen student teachers did projects that were either true action research that demonstrated an impact on student learning and development or were literature reviews to inform future teaching which will impact P-12 learning and development. The sudden pandemic and resulting stoppage of student teaching in March 2020 hampered project completion, so some projects became literature reviews. Typically all projects are carried out as action research.
  • The eleven completers from the 2017-2018 and 2018-2019 academic years all completed action research projects demonstrating impact on P-12 learning and development. Most projects focused on academic achievement or behavior management and included case studies of one or a few specific students, quantitative analysis of pre and post intervention data, and student perception surveys.
  • Case studies of completer impact are planned for after the pandemic. The workload of teachers during the pandemic and the confounding variable of online teaching are the reasons to delay until after the pandemic.

Measure 2:  Indicators of teaching effectiveness (Component 4.2)

  • Effectiveness ratings provided by public school administrators in Michigan for the 2019-2020 academic year were available for 22 completers. Six (27%) were rated highly effective and 16 (73%) were rated effective. Thus, 100% of completers rated, were rated as effective or highly effective.

Measure 3:  Satisfaction of employers and employment milestones (Component 4.3)

Satisfaction of Employers:

  • Continued employment, please see data in the employment milestones below
  • Effectiveness ratings, please see data in Measure 2 above

Employment Milestones:

  • 22 of 23 completers (96%) over the past three years accepted teaching positions within the first school year that they were looking for a teaching job after graduation.
  •  10 out of 14 completers (71%) over the past three years were retained in the same position for their second school year as a teacher.
  • Of the four that changed positions, three were promoted (i.e. paraprofessional to teacher and ESL teacher to coordinator). The other change was due to marriage and a resulting change of location.

Measure 4:  Satisfaction of completers (Component 4.4)

  • Three out of four (75%) candidates who completed in Fall 2018 submitted the graduate survey. The average satisfaction rating regarding their preparedness to teach was 4.0 on a five point scale.
  • One out of one (100%) candidate who completed in Spring 2019 submitted the graduate survey and gave the highest rating for the question about preparedness.
  • Five out of seven (71%) of Fall 2019 completers submitted the graduate survey. The average rating for preparedness was 4.2 out of 5.

Outcome Measures

Measure 5:  Graduation Rates

Candidates apply for full acceptance to the Teacher Education program following completion of EDUC301, which is normally taken in spring of their sophomore year. We track graduation rates for each spring cohort, through to successful completion of student teaching and graduation. The three cohorts that were eligible to complete student teaching and graduate by the end of the 2019 – 2020 academic year are those accepted in Spring 2015, Spring 2016, and Spring 2017. The graduation rates for those cohorts are shown below:

  • Spring 15 cohort: 11 candidates accepted, 73% graduation rate
  • Spring 16 cohort:  7 candidates accepted, 71% graduation rate
  • Spring 17 cohort:  15 candidates accepted, 88% graduation rate

Measure 6:  Ability of completers to meet licensing (certification) and any additional state requirements

The three-year pass rate for LSSU completers, on the Michigan Test for Teacher Certification subject tests, required for certification in the state of Michigan is 90.7%

Measure 7:  Ability of completers to be hired in education positions for which they have prepared

2017-2018 Completer Data:  6 completers, 3 have teaching positions for which they were prepared, 2 moved overseas to teach ESL, 1 working outside education

2018-2019 Completer Data:  5 completers, all 5 have teaching positions for which they were prepared

2019-2020 Completer Data:  14 completers, 12 have positions for which they were prepared, for the other two completers, their job search was impacted by COVID (based on graduate survey responses)

2017-2020 Overall Data: 25 total completers; 22 of 25 completers (88%) were hired for education positions (20 for which they were specifically prepared and 2 for ESL), 1 (4%) working in another job, and 2 (8%) were delayed due to the pandemic

Measure 8:  Student loan default rates and other consumer information

Student loan default rate is monitored at the institutional level, rather than at the EPP level. LSSU’s most recent default rates are:

Academic Year Cohort     Default Rate

2016-17 (FY 17)                     6.3%

2015-16 (FY 16)                     5.2%

2014-15 (FY 15)                     6.1%

The LSSU default rate report is found at: