Division of Education, Health, & Social Work

CAEP Annual Reporting Measures

Impact measures

The District of Columbia Public Schools (DCPS) serves as the primary district into which teachers enter after completing the education program at the University of the District of Columbia. DCPS uses its “IMPACT” evaluation system to rate the performance of teachers. The IMPACT tool evaluates teachers based on five components:

  • Essential Practices
  • Student Achievement Data
  • Student Surveys of Practice
  • Commitment to the School Community
  • Core Professionalism

Based on a self-reporting system of IMPACT scores of these five components, The Educator Preparation Provider at The University of the District of Columbia utilizes available data to understand completer impact on P-12 learning and development.

Impact of P-12 Learning

2. Indicators of teaching effectiveness (Component 4.2)

At the end of their program of study, candidates enrolled in the graduate education program are required to take the Principles of Learning and Teaching (PLT) exam administered by the Educational Testing Service (ETS). This test is designed to measure teaching skills or knowledge of pedagogy.

The exam is comprised of questions focusing on four distinct topics: students as learners; instructional process; assessment; and professional development, leadership, and community; and analysis of instructional scenarios.

Application of Professional Knowledge, Skills, and Dispositions.pdf

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

Employer Survey

Data for this measure is ongoing and is planned for publication in the next two years.

The EPP has hired a fulltime Partnership and Placement Coordinator who will oversee student teaching and strengthening our relationships with our partners. An additional responsibility for this role will include traveling to school sites to ensure that we can increase our response rates for surveys that we administer to school personnel (i.e., principals, cooperating teachers, mentors).

In an effort to gather meaningful data on completers’ impact on P12 students, the EPP is working with the DCPS data collaborative in order to create a systematic process to collect state-wide teacher evaluations.

4. Satisfaction of Completers (Component 4.4)

In order to gauge completers’ satisfaction with the preparation they received from the EPP, the program sends completers a survey which they can complete anonymously if they choose.

Completers’ Perceptions of Preparation Effectiveness Survey Data

Outcome measures

5. Graduation rates

Masters Graduation Rates

Graduation rates for the most recent three years are:

  • 2017-18             41 Enrolled / 26 Graduate (68% rate)
  • 2016-17             36 Enrolled / 12 Graduated (33% rate)
  • 2015-16             39 Enrolled / 34 Graduated (87% rate)

Undergraduate Graduation Rates

Data for this measure is ongoing and is planned for publication in the next two years.

6. Ability of Completers to Meet Licensing (certification)

  • 2017-18   In Progress 53%, Standard License 46%
  • 2016-17   In Progress 08%, Standard License 33%
  • 2015-16  Standard License 23%

7. Ability of Completers to be Hired in Education Positions for which they have prepared

Data for this measure is ongoing and is planned for publication in the next two years.

8. Student loan default rates and other consumer Information

Data for this measure is ongoing and is planned for publication in the next two years.

Programs:

Undergraduate Education

Early Childhood Education

Elementary Education

Special Education

Graduate Education

Master of Arts in Teaching

  • Elementary Education
  • Secondary English
  • Secondary Mathematics
  • Secondary Science
  • Secondary Social Studies

MA Adult Education

MA Early Childhood

Graduate Cert Adult Education

Student Teaching Documents

Student Teacher Handbook