Division of Education, Health, & Social Work
CAEP Annual Reporting Measures
AY 20-21 Annual Reporting Measures
The following data provides information on the Education Division’s annual reporting measures for the academic year 2020-2021, as required by the Council for the Accreditation of Educator Preparation (CAEP). These annual reporting measures allow the division to assess its progress in meeting CAEP standards, which are designed to ensure that all students receive high-quality teacher education programs. The annual reporting measures provide information on key indicators such as student retention and graduation rates, student performance on licensure exams, and the effectiveness of the division’s clinical experiences.
It’s important to note that the Education Division’s annual reporting measures for the academic year 2021-2022 will not be available until the end of April, when the new CAEP Annual Report is due. This report will provide updated information on the division’s progress in meeting CAEP standards for the current academic year. The Education Division is committed to transparency and continuous improvement in its teacher education programs and uses these annual reporting measures to identify areas for improvement and ensure that its programs are meeting the needs of its students and the community.
The Education Division at the University of the District of Columbia is committed to ensuring that their graduates have a positive impact on P-12 student learning and are effective in applying their professional knowledge, skills, and dispositions. To assess their progress towards this goal, the university participates in the Council for the Accreditation of Educator Preparation (CAEP) Accountability Measure 1 (a) and (b). This evaluation measures the impact that the university's Education Division graduates have on student learning growth in P-12 classrooms and assesses their effectiveness in applying the knowledge, skills, and dispositions gained through their programs. The Education Division at the University of the District of Columbia is dedicated to producing highly qualified and effective educators who are equipped with the knowledge and skills necessary to make a positive impact on the lives of their students. The CAEP Accountability Measure 1 (a) and (b) evaluation process is just one of the ways that the Education Department ensures that their graduates are equipped to excel in the classroom and make a difference in the lives of their students.
The Education Division at the University of the District of Columbia is proud to share that our graduates have self-reported their impact on student learning based on The District of Columbia Public School system's teacher evaluation tool, IMPACT. We're thrilled to report that our graduates have demonstrated exceptional effectiveness in their roles as educators.
To provide an overview of this impact, we've compiled a chart based on the Essential Practices, Student Achievement Data, Student Surveys of Practice, "Commitment to the School Community", and Core Professionalism categories. The data collected through this evaluation showcases our graduates' dedication to the teaching profession and their ability to positively influence student learning growth.
Breakdown of the self-reported data for our graduates:
*Please note: For the 2021-2022 reporting year, the Education Division will receive impact reports from OSSE (Office of the State Superintendent of Education) based on the data collaboration with the state. These reports will provide additional information on our graduates' impact on student learning growth in P-12 classrooms and further demonstrate the effectiveness of our teacher education programs.
|Race/Ethnic Group||Gender||Concentration Area||Essential Practices||Student Achievement Data||Student Surveys of Practice||Commitment to the School Community||Core Professionalism|
|African American||Female||Early Childhood Education MAT||Level 3||Level 4||Level 4||Level 4||Level 4|
|African American||Female||Early Childhood||Level 4||Level 3||Level 4||Level 3||Level 4|
|African American||Female||ECE||Level 3||Level 3||Level 4||Level 4||Level 4|
|African American||Female||ECE||-||Level 4||Level 4||-||Level 4|
|White or Caucasian||Male||Social studies||Level 4||Level 4||Level 4||Level 4||Level 4|
|White and Asian||Female||Teaching||Level 2||Level 4||Level 2||Level 4||Level 4|
|Asian or Asian American||Female||Early Childhood Education||Level 3||Level 3||Level 3||Level 3||Level 3|
|African American||Female||Early Childhood Education||Level 3||Level 3||Level 3||Level 3||Level 4|
The data provided was analyzed to determine the effectiveness of the division's teacher education programs and the impact of its graduates in P-12 classrooms. Based on the analysis of this data, the Education Division has demonstrated a strong commitment to preparing effective educators who positively impact student learning growth. The majority of graduates received high proficiency levels in Essential Practices, Student Achievement Data, Student Surveys of Practice, "Commitment to the School Community", and Core Professionalism. These findings suggest that the division's teacher education programs are successful in preparing graduates who are effective in their roles as educators.
The Education Division at the University of the District of Columbia is committed to providing high-quality teacher education programs that prepare graduates for successful careers in education. As part of this commitment, the division regularly assesses its programs using the Council for the Accreditation of Educator Preparation (CAEP) standards.
CAEP Measure 2 focuses on the satisfaction of employers and stakeholder involvement. This measure assesses the extent to which the education division's graduates are meeting the needs of their employers and other stakeholders in the education community. Specifically, this measure looks at how well-prepared graduates are to meet the demands of the current job market, and how well they are able to engage with the broader education community.
The Education Division at the University of the District of Columbia is proud to report that it has successfully met the CAEP Measure 2 standards, demonstrating its commitment to preparing highly competent and effective educators. Through close collaboration with employers and stakeholders in the education community, the division is continuously improving its programs and preparing graduates to succeed in the ever-changing field of education.
We received responses from only five stakeholders in our recent survey regarding the preparedness of our graduates from the Division of Education at The University of the District of Columbia. While this is a small sample size, we recognize the importance of seeking out stakeholder input to continuously improve our program, based on the CAEP (Council for the Accreditation of Educator Preparation) standard annual reporting standard 2. We will continue to reach out to stakeholders and encourage their participation in future surveys so that we can gather more comprehensive feedback. Additionally, in the upcoming AY 21-22 reporting year, we will be given data from OSSE (Office of the State Superintendent of Education) to help supplement our efforts and address the low response rate. Your input is essential to our efforts to meet this standard and ensure the success of our graduates and the advancement of the education profession.
|Category||This column indicates the number of principals who perceived the graduate as highly prepared based on the category.||This column indicates the number of principals who perceived the graduate as somewhat prepared based on the category.|
|Design and implement developmentally appropriate and challenging learning experiences||5||0|
|Use their understanding of diverse cultures and individual differences to ensure inclusive learning environments||2||3|
|Connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving||5||0|
|Use their understanding of the content and structure of the discipline they teach, as well as their knowledge of the State Standards to create learning experiences that assure mastery of the content||4||1|
|Use multiple methods of formative and summative assessment and use results to engage learners in their own growth, monitor student progress, and improve instruction and student performance||5||0|
|Plan units and individual lessons that support every student in meeting learning goals by drawing upon knowledge of content, curriculum, other disciplines, pedagogy, and student learning||4||1|
|Use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and to build skills to apply knowledge in meaningful ways||5||0|
|Evaluate and reflect upon their practice, and adapt their practice to improve instruction and meet the needs of each learner||5||0|
|Communicate and collaborate effectively with families, colleagues, school professionals, and community members to ensure learner growth and advance the profession||5||0|
|Seek appropriate leadership opportunities and engage in ongoing professional learning in order to improve student learning and advance the profession||5||0|
|Utilize technology, as needed, to improve instruction and advance student learning||5||0|
|Compared to other individuals in a similar position(s) in your organization, how effective is this graduate of UDC in their role?||5||0|
|As a supervisor and/or employer, how satisfied are you with the quality of graduates from the School of Education at The University of the District of Columbia||5||0|
|Cognitive Skills/Intellectual Development||5||0|
In this context, the chart above is showing the results of an evaluation survey that was administered to employers who hired graduates from the Division of Education teacher preparation program. The table shows the survey questions related to employer satisfaction, such as "How effective is this graduate in their role?" and "How satisfied are you with the quality of graduates from the School of Education at The University of the District of Columbia?"
The responses to these questions are categorized into different levels of satisfaction or effectiveness, such as "Highly Effective," "Somewhat Effective," or "Not Effective." The table shows the number of employers who responded at each level of satisfaction or effectiveness.
By analyzing the results of the employer satisfaction survey, the teacher preparation program can gain insight into areas of strength and weakness and work to improve the quality of its graduates. Additionally, this data can be used by prospective teachers to evaluate the quality of different teacher preparation programs and make informed decisions about where to pursue their education and training.
The Division of Education at the University of the District of Columbia (UDC) is dedicated to providing a high-quality education to its candidates. To assess candidate competency at program completion, the Division collected data based on the EdTPA assessment. This measure offers insights into the Division's ability to prepare candidates to meet the demands of the classroom and ensure that they possess the necessary skills and knowledge to excel in their careers. This report presents the results of the CAEP Measure 3: Candidate Competency at Program Completion for the Division of Education at UDC.
EdTPA is a teacher performance assessment that is used to measure candidates' readiness to teach in their respective fields. The following table presents the EdTPA pass rates for the Division of Education at UDC by academic year:
|3 Year Pass Rate||100%|
As shown in the table, the pass rates for all three academic years were 100%, indicating that all candidates successfully met the EdTPA standards and demonstrated their competency to teach in their respective fields. These results demonstrate the Division's commitment to providing high-quality education and preparing candidates to become effective educators.
The Division of Education at the University of the District of Columbia (UDC) is committed to preparing graduates who are qualified and equipped to enter the workforce in education positions for which they have been prepared. As part of this commitment, the Division collects data on the ability of its completers to be hired in education positions. The data for reporting AY 20-21 was self-reported by candidates and will be further supported by the AY 21-22 data report based on the collaboration with the Office of the State Superintendent of Education (OSSE). The following report presents the results of the CAEP Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared.
|Grad School||Teaching in Public or Charter School||Teaching License||No Teaching License|
|Count||1 out of 8||7 out of 8||6 out of 8||2 out of 8|
Based on the self-reported data presented in the table, it appears the majority of UDC Division of Education completers are finding employment in the education sector. Specifically, out of the total 8 completers, 7 are teaching in a public or charter school. Additionally, 6 of these individuals have a teaching license, suggesting that the Division is effectively preparing its candidates for the licensing process.
- Elementary Education
- Secondary English
- Secondary Mathematics
- Secondary Science
- Secondary Social Studies
Student Teaching Documents