The School of Education is committed to assessment practices that are valuable, efficient, and inform decision-making at the program, department, and unit levels. The data below represents the eight annual reporting measures identified by the Council for the Accreditation of Educator Preparation (CAEP). Information on our programs can be found here.
After careful consideration, the Loyola Marymount University School of Education has decided not to pursue the advanced-level virtual review process at this time. As a result, our responses are related to initial teacher education programs only.
1. Impact on P-12 learning and development
The EPP addresses impact measures for CAEP Standard 4.1 through a case study approach. The report documents activities/findings for the 2019-2020 academic year.
K-12 Student Impact Case Study Progress Report
2. Indicators of teaching effectiveness
Data from valid and reliable observation instruments or student surveys are not available at this time. The EPP will integrate the use of a valid and reliable observation instrument as part of the student impact case study which is built around in-class observations. The study was placed on hold in 2020-2021 due to school closures as a result of the pandemic. Data is expected to be available in 2022-2023.
In the interim, the EPP reviewed the California Commission on Teacher Credentialing completer survey to address completer teaching effectiveness. Below are the results of a subset of survey questions aligned to the four InTASC themes.
Completer Survey Data - Teacher Effectiveness
3. Satisfaction of employers and employment milestones
EPP employer survey results from the California Commission on Teacher Credentialing are exhibited below.
The list below contains anecdotal information on program graduate promotions and awards earned
4. Satisfaction of completers
Results from the California Commission on Teacher Credentialing of program completers are found below.
5. Graduation Rates
The following table reports completion rate for the EPP’s initial teacher preparation programs.
6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II
The link below leads to the most recent Title II data related to teacher assessment pass rates required for licensure.
7. Ability of completers to be hired in education positions for which they have prepared
All completers must meet state and program requirements prior to recommendation for state licensure. As such, all completers holding state licensure are eligible and fully qualified to be hired in a position for which they are prepared.
8. Student loan default rates and other consumer information
The link below leads to the most recent Title II data related to teacher assessment pass rates required for licensure.
Student Loan Default Rate Data
LMU Student Loan Default and Other Consumer Information