CAEP Accountability Measures

UNC Charlotte Cato College of Education is nationally accredited by CAEP for 39 of its programs including initial and advanced. Our programs are approved by the NC Department of Instruction. The links below provide tables of the programs currently accredited.

The data tables in this section show the enrollment trends for the most recent fall semesters for the initial and advanced programs at UNC Charlotte Cato College of Education. The data includes only CAEP-accredited programs.

Source: UNC Charlotte Institutional Research Census Data Files

This section summarizes data from the North Carolina Department of Public Instruction (NCDPI) on the impact of our beginning teachers. Teacher effectiveness is measured through EVAAS student growth ratings, which determine whether educators meet or Exceed Expected Growth. These composite EVAAS scores provide evidence of our graduates’ impact on P–12 learning.

Source: NC DPI EPP Dashboard

This section includes a summary of data collected through the North Carolina Educator Evaluation System (NCEES) for beginning teachers prepared by UNC Charlotte. The evaluation standards identify the knowledge, skills, and dispositions expected of teachers. School administrators rate the level at which teachers meet standards 1-5 as they move from ratings of “developing” to “distinguished.” Effective 2010–2011, at the end of their third year, beginning teachers must be rated “proficient” on standards 1-5 on the most recent Teacher Summary Rating Form to be eligible for a Continuing Professional Educator License.

Source: NCDPI EPP Dashboard

The NC Employer Survey is administered to principals and other administrators to complete for each first-year teacher employed at their school. Administrators are asked to indicate if the first-year teacher is effective in following teaching tasks relative to other first-year teachers based on the Professional NC Teacher Standards. The tables below show the most recent data available to us. For the 2022-23 Academic Year, the categories for the response groups changed.

Source: NCDPI – NC Employer Survey

Educators who complete advanced (master’s) licensure programs at UNC Charlotte are expected to understand the learner and learning, their content area, instructional practice, and professional responsibility that allows them to work effectively with diverse P-12 students and their families. As part of CAEP Annual Report Measure 2: Satisfaction of employers and stakeholder involvement (Components RA 4.1, RA 5.3) for advanced programs, a survey is administered to gather responses from NC public and charter schools where two or more UNC Charlotte Cato College of Education advance program graduates are employed. This survey has not yet been validated as it is in the pilot phase. It aligns with the collective preparation of those teachers or administrators, not individuals, and includes graduates of all Master of Education, Master of School Administration, Add-on Certificates and Doctorate in Educational Leadership programs. The data tables below show aggregated results. Note: This survey was initially administered during the 2021-22 academic year and again during 2023-24. We plan to administer it every other year to ensure we are assessing employer satisfaction of unique graduates with each round of responses.

Source: UNC Charlotte Advanced Completer Survey

The data below represents the various indicators used in our initial programs to determine if UNC Charlotte candidates are prepared to enter the profession of teaching.

Licensure Exams – Title II

As part of the Higher Education Act, the Federal Title II reporting process collects data from all EPPs and state organizations to formulate one report with licensure exam pass rates for each institution compared to all test takers in the state. Teacher candidates must successfully pass one or more standardized exams within their first three years of licensure to convert their Initial Professional Educator License to a Continuing Professional Educator License. The table below shows the pass rates of UNC Charlotte candidates in comparison with the overall NC pass rates.

Source: Title II Report

edTPA

All teacher candidates complete the edTPA during the full‑time internship for external scoring by Pearson. edTPA is a performance‑based assessment aligned to candidates’ licensure content area that evaluates readiness to teach through authentic instructional artifacts. edTPA became consequential for North Carolina licensure in fall 2019. The data tables below report UNC Charlotte edTPA pass rates by academic year, presented overall and by number of rubrics.

Source: Pearson edTPA Data Reports

Per North Carolina State Board of Education policy, minimum passing scores are: 38 (15 rubrics), 32 (13 rubrics), and 45 (18 rubrics).ores for UNC Charlotte in comparison with all NC average total rubric scores.

Source: Pearson edTPA Data Reports

CPAST

Beginning in fall 2020, student teaching candidates in the Cato College of Education at UNC Charlotte are assessed using the Candidate Pre‑Service Assessment of Student Teaching (CPAST), a valid and reliable instrument developed by The Ohio State University and aligned with CAEP standards. CPAST includes 21 rubrics across seven domains assessing candidates’ content knowledge, instructional practice, professionalism, and reflective skills required for licensure. Candidates are evaluated at the midpoint and end of the student teaching semester, and the data table below presents average midpoint and final scores across semester cycles.

Source: COED Office of Assessment & Accreditation

Aligned with the mission of the Cato College of Education to prepare ethical and effective professionals, UNC Charlotte assesses professional dispositions of advanced program candidates at multiple points in program progression. Candidates complete a dispositions self‑assessment at program entry, a midpoint self‑assessment with instructor evaluation in a designated course, and a final affirmation at program completion; concerns identified during coursework are addressed through faculty feedback and documented by the COED Office of Assessment & Accreditation. The data table below reports overall proficiency results from the midpoint professional disposition assessment, with data collected at the end of each semester.

Source: COED Office of Assessment & Accreditation

Advanced program completers who meet North Carolina Department of Public Instruction (NCDPI) requirements may apply for an advanced professional educator license, with licensure recommendations completed by UNC Charlotte’s Office of Teacher Education Advising & Licensure (TEAL). The data table below reports the number of advanced program completers, the number recommended for licensure by TEAL, and the percentage recommended; results include only completers who applied for licensure, as not all eligible candidates apply immediately.

Sources: UNC Charlotte Institutional Research Census Data Files and TEAL Database

The NC Department of Instruction (NCDPI) provides UNC Charlotte with a current employment file for employees of NC public or charter schools who have graduated from the Cato College of Education. This file is provided to the EPP in the spring of each academic year and includes all graduates from the Cato College of Education, including undergraduate, graduate certificate, master’s, and doctoral programs. Below is a visual representation of where our graduates are currently working in the NC public or charter schools as of March 2026. This data is based on the 2025-2026 employment file received from NCDPI.

Information to Note from Map:
1. UNC Charlotte Cato College of Education graduates are employed in 96 of the 100 NC counties.
2. UNC Charlotte Cato College of Education graduates are employed in 245 of the 346 NC Public and Charter school districts

The data charts below show the percentage of initial and advanced program completers employed by NC public or charter schools the following year. The Cato College of Education does not currently have a way to track employment at private institutions, out-of-state school districts, or other sectors.

Source: NCDPI Employment File and Institutional Graduation Data