2023-2024 CAEP Measures

CAEP Accountability Measures 

As part of our national accreditation process, we are required to report 4 measures of program effectiveness publicly. We are proud of our success and we invite you to compare these data with other accredited programs.

Measure 1: Completer Impact and Effectiveness

Completer Impact on P-12 Learning and Development

Based on a sample of School of Education graduates, teachers in their first or second year of teaching completed a unit of instruction and used a matched pre-assessment and post-assessment to measure the percentage learning gain of their students.

 
Completer Effectiveness in Applying Professional Knowledge, Skills, and Dispositions 

As part of a case study methodology, School of Education faculty visit early career teacher classrooms and do an abbreviated observation similar to the observation completed during student teaching. In this case data are recorded and analyzed qualitatively. To view the format of the observation and accumulated qualitative data click on the link below. 

Early Career Teacher Classroom Observation

Measure 2: Satisfaction of Employers and Stakeholder Involvement

A consortium of Schools of Education in Oregon initially hired an educational research firm to design and administer a survey assessing employer satisfaction with newly hired teachers from these institutions. However, due to low response rates, we have taken over the administration of these surveys. Conducted biennially, the surveys target employers of alumni from the two most recent graduating cohorts. While response rates have shown improvement, they may still not fully represent the broader group of employers who hire University of Portland graduates. The survey is based on the performance categories outlined by the Interstate Teacher Assessment and Support Consortium (InTASC). The table below presents the percentage of responses within each category, and the last column shows the overall mean on a scale of 1 to 4.

In terms of advanced program candidates, 100% met CAEP Measure 2 by continuing employment as rated by their supervisors. In addition, we conducted interviews with both completers and employers of advanced programs as an additional data point; the interview protocol that is being used for these interviews is available here. These interviews discovered satisfaction of both completers and employers in terms of capacity; see results here.

In addition, internal and external stakeholders participate in program design, evaluation, and continuous improvement processes for both initial licensure and advanced programs through our Unit Advisory Consortium (UAC). These meetings are held twice per year; a typical meeting agenda involves analyzing data, co-constructing revisions to assessments, feedback sessions, and conducting focus groups with completers.

Measure 3: Candidate Competency at Program Completion

We administer a survey of new teachers satisfaction with the preparation they received from Schools of Education at exit of the program. The survey instrument was designed to address Interstate Teacher Assessment and Support Consortium (InTASC) performance categories. In the table below the numbers represent the percentage of responses within each response category. 

 
For advanced administrator programs, candidates rate their competency, in terms of how much better their competency was at program completion using a survey aligned to the National Educational Leadership Preparation (NELP) Program Recognition Standards. In the table below the numbers represent the percentage of responses within each response category.

Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

The table below shows the percentage of graduates within each employment category for each of the most recent graduating cohorts. More than 80% of our completers are hired as teachers in the immediate year following graduation! The majority of the out-of-state teaching positions for our graduates are in Washington State, but our graduates teach in schools all over the world, which has  made tracking of graduates out of state exciting but difficult—hence the range of unknown graduates. Advanced candidates are employed when in the program.