CAEP Reporting Measures

The University of North Carolina at Charlotte was reviewed by the Council for Accreditation of Educator Preparation (CAEP) in fall 2020. Full accreditation status was awarded to all College of Education programs, with no Areas of Improvement or Stipulations noted. Our next accreditation visit will be in fall 2027. CAEP (Council for the Accreditation of Educator Preparation) has eight measures, which are used to provide information on program outcome and program impact. Below are the eight reporting measures for our programs with links to data tables that provide supporting evidence for each measure:


CAEP (Standard 4)

Impact Measures:

1. Impact on P-12 learning and development (Component 4.1)
 

This section includes a summary of data collected through the North Carolina Educator Preparting Program Dashboard  for beginning teachers prepared by UNC Charlotte. North Carolina defines a beginning teacher as one who is in the first three years of teaching and holds a Standard Professional 1 license. A teacher’s rating is determined by a student growth value as calculated by the statewide growth model for educator effectiveness.  The percent of graduates from the EPP in their first three years of teaching who achieve a growth rating of ‘meets expected growth’ or ‘exceeds expected growth’ as measured by the North Carolina Education Value-Added Assessment System (EVAAS). Teachers’ composite EVAAS scores shall be used in the calculation of an EPP’s growth measure. EVAAS uses test scores from a variety of assessments and follows individual students over time to provide reflective value-added reports to assess the effectiveness of districts, schools and teachers. 

a. Student Growth by Cohort

Due to COVID-19, NC DPI did not collect the Spring 2020 student assessment data that underlies this analysis. Thus, we expect no information for P-12 impact to be available for 19-20. The information below shows the most recent data available to us.

2016-2018 | 2015-2017

b. Student Growth by Test 

Due to COVID-19, NC DPI did not collect the Spring 2020 student assessment data that underlies this analysis. Thus, we expect no information for P-12 impact to be available for 19-20. The information below shows the most recent data available to us. Note: Disaggregation by content test area was not provided to the EPP for 2017-18. 

2018-2019 | 2016-2017 | 2015-2016

2. Indicators of teaching effectiveness (Component 4.2)

a. Teacher Effectiveness Standards 1-5

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 in order to be eligible for the Standard Professional 2 License. For more detailed information about the standards, review this document. The link below consist of aggregated data related to each Standard for Academic Years 2015-19 for beginning teachers trained by UNC Charlotte. Due to COVID-19, NC DPI did not collect the Spring 2020 student assessment data that underlies this analysis. Thus, we expect no information for P-12 impact to be available for 19-20. The information below shows the most recent data available to us.

2017-2021 NCEES Standards of Performance 

b. Teacher Evaluation - Overall 

The percent of graduates from the EPP in their first three years of teaching who achieve a rating of ‘proficient’, ‘accomplished’, or ‘distinguished’ on each of the North Carolina Educator Evaluation System (NCEES) standards. School administrators rate the level at which teachers meet standards 1-5 as they move from ratings of “developing” to “distinguished.” For more detailed information about the standards and NCEES, review this websiteDue to COVID-19, NC DPI did not collect the Spring 2020 student assessment data that underlies this analysis. Thus, we expect no information for P-12 impact to be available for 19-20. The information below shows the most recent data available to us.

2016-2018 | 2015-2017

3. Satisfaction of employers and employment milestones  (Component 4.3|A.4.1)

a. NC Employer Survey

The NC Employer Survey is administered to principals and other administrators to complete for each the first-year teacher employed at their school. Completers 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. First administered in 2017, the NCEES includes 21 items that are aligned with the state's professional teaching standards. For more detail information about the standards, review this document.  The information below shows the most recent data available to us.

NC Employer Survey 17-20

b. For Advanced Programs 

UNC Charlotte falls under the phase-in for advanced CAEP standards; a plan for systematic data collection of Employer Satisfaction was developed and submitted as part of our 2020 CAEP Site Visit. That plan is included below; pilot data collected in AY 2019-20 are also included. 

A.4.1 Plan for Collecting Data from Employers

Limited Evaluation Performance data for our School Administration program completers employed by Charlotte-Mecklenburg Schools (our biggest partner) is available for AY 2018-19. These data were included in our CAEP Self-Study Report as evidence of Employer Satisfaction, with the understanding that full data are not required under the phase-in schedule for advanced programs: 

4. Satisfaction of completers (Component 4.4|A.4.2)

a. North Carolina New Teacher Preparation Survey (NTPS)

The NTPS is administered in the Spring Semester to all first-year teachers in the North Carolina Public Schools. Teachers are asked to respond to a variety of questions related the quality of the teacher preparation program in which he or she completed an initial teaching license. More information about the Education Policy Initiative at Carolina (EPIC), please visit the websiteThe information below shows the most recent data available to us.

AY 2017-20

b. Candidate Satisfaction

The percent of respondents from the EPP in their first year of teaching where the graduate perceived that they were ‘well’ or ‘very well’ prepared to carry out key teaching tasks. The recent graduate survey shall capture how well teachers believe they are prepared to meet their responsibilities during their first year on the job. All public school units with a Beginning Teacher Support Program shall require their beginning teachers to participate in the Recent Graduate Survey. The Recent Graduate Survey is administered by NCDPI or its designee. The information below shows the most recent data available to us.

2016-2018 | 2015-2017

c. For Advanced Programs 

UNC Charlotte falls under the phase-in for advanced CAEP standards; a plan for systematic data collection of Completer Satisfaction was developed and submitted as part of our 2020 CAEP Site Visit. That plan is included below. Data collection is scheduled to begin in 2020-21.

A.4.2 Plan for College Data from Completers


Outcome Measures:

5. Graduation Rates  (initial & advanced levels)

a. Initial Teacher Education Program Completer History

The following tables indicates the number of program completers and the areas of certification over five academic years. Cato College of Education at UNC Charlotte defines program completers as individuals who earn a teacher education degree or certificate and successfully complete student teaching internship. Program completers consist of both undergraduae and graduate certificate candidates that have completed all requirements for that particular degree. 

AY 2016-2021|AY 2015-2020 | AY 2014-2019AY 2013-2018

Source: UNC Charlotte Institutional Research Fact Book

b. Undergraduate Degree Completer History 

The following data indicates the number of undergraduate (UG) degrees awarded by the Cato College of Education at UNC Charlotte over five academic years. Degrees are awarded to individuals that have completed all requirements for that particular program. 

AY 2016-2021|AY 2015-2020AY 2014-2019AY 2013-2018 

Source: UNC Charlotte Institutional Research Fact Book

c. Advance Program Completer History

The following table indicates the number of advance program completers and the area of concentration over five years academic years. Degrees are awarded to individuals that have completed all requirements for that particular program. 

AY 2016-2021|AY 2015-20AY 2014-2019AY 2013-2018

 

6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)
a. Federal Pass Rate Reports- Title II

The following are licensure exam pass rate results for University of North Carolina at Charlotte teacher candidates and program completers. 

Traditional Preparation Pathway: AY 2020-2021AY 2019-2020 |AY 2018-2019 

Alternative Preparation Pathway: AY 2020-2021AY 2019-2020 |AY 2018-2019 

Source: Title II Federal Pass Rate Reports 

bInstitutions of Higher Education Report

The UNC Charlotte Cato College of Education Institutions of Higher Education Performance Reports are prepared in compliance with the NC law 115C.269.35, by the Department of Public Instruction.  Separate reports are issued for undergraduate programs, graduate programs, and school administration programs.  These reports include data related to program and licensure completers, NC public school employment, top LEAs, and other pertinent information regarding UNC Charlotte teacher candidates.  Below are the reports for the past three academic years. More information regarding the collection of this data can be found at this website

 

7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)

a. Results of Teacher Candidate Exit Survey: Plans Upon Graduation

Upon completion of the student teaching internship, teacher candidates are required to complete an exit survey indicating their goals for pursuing employment as a teacher. Below are the aggregated responses to the question by semester. 

b. North Carolina Public and Charter School Employment Data

Each year the North Carolina Department of Public Instruction provides the Cato College of Education a lists of current personnel working in the NC Public and Charter Schools that earned a degree from UNC Charlotte. Below is aggregated data based on this list. The data is separated by Public and Charter. 

8. Consumer Information (initial & advanced)

a. Student Loan Default Rates

The U.S. Department of Education releases official cohort default rates once per year. A cohort default rate is the percentage of a school's borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or William D. Ford Federal Direct Loan (Direct Loan) Program loans during a particular federal fiscal year (FY), October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year.  Below are UNCC's student loan default rates for the following fiscal years. The graph below shows the most recent data available to us.

FY 2018,2017,2016FY 2017,2016,2015|FY 2016,2015,2014FY 2015,2014,2013 | FY 2014,2013,2012

Source: National Student Loan Data System (NSLDS)

b. Cost of Attendance

Below are the Undergraduate and Graduate Tuition & Fees for these academic years. The estimated length of years for completion is approximately 4 years for Undergraduate Initial Teacher Licensure Program and approximately 2 year for the Graduate Certificate Initial Teacher Licensure program. 

Undergraduate: AY 21-22AY 20-21 |AY 19-20AY 18-19 

Graduate: AY 21-22AY 20-21 |AY 19-20AY 18-19 

c. NC Teacher Salary 

Below are the North Carolina Public School Salary Schedules for the following academic year. 

AY 20-21    AY 19-20   AY 18-19    AY 17-18   AY 16-17

Source: NC Department of Public Instruction