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 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 decided not to pursue the advanced program level review process until 2026. As a result, our responses are related to initial teacher education programs only.
Measure 1: Completer Impact and Effectiveness
Contribute to P-12 Student Learning Growth:
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. The case study was placed on hold due to the pandemic. Data collection is anticipated to resume in 2022-2023.
Apply Professional Knowledge, Skills, and Dispositions in the P-12 Classroom:
To examine satisfaction of preparation in the area of teacher effectiveness, the EPP examined a subset of six survey questions from the annual state survey of completers as well as a data from the state employer survey. The questions selected represent knowledge, skills, and dispositions and align to all four InTASC themes. Results demonstrated completer and employer satisfaction in the areas examined.
Measure 2: Satisfaction of Employers and Stakeholder Involvement
State employer survey of initial level program completers for 2021-2022 consisted of only two respondents. This low response could potentially be related to administrators adapting to the immediate needs of managing learning, and addressing the needs of students and faculty/staff amid the pandemic. It should be noted that response rates for the employer survey pre-pandemic have been traditionally low. To address this concern, the EPP will be launching their own revised survey to support state survey results. The new survey will be distributed during the 2022-2023 year. Work on the new survey began in 2020-2021, but was placed on hold in consideration of shifting priorities during the pandemic. If response rates are low for the new survey, the EPP will explore other methods for gathering employer impressions such as conducting focus groups.
As part of the continuous improvement process, the EPP engages with both internal and external stakeholders for program evaluation. A more detailed description of stakeholder involvement is available below.
Measure 3: Candidate Competency at Program Completion
All completers must meet state and program requirements prior to recommendation for licensure. As such, all completers holding state licensure are eligible and fully qualified in a position for which they are prepared. Below are links to scoring and pass rates on required state testing for completers.
Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared
Employment data was collected on 2021-2022 initial program completers. The data collected demonstrate a high percentage of completers are employed in positions for which they were prepared.