CAEP Annual Reporting Measures (Fall 2023-Spring 2024)
The Council for the Accreditation of Educator Preparation (CAEP) requires Educator Preparation Providers (EPPs) to share data for four annual reporting measures. These measures inform stakeholders about program outcomes and program impact for initial and advanced programs. The Annual Accreditation Report process monitors and evaluates an educator preparation provider’s (EPP) continued compliance with CAEP standards. In the Annual Report, UAPB SOE EPP has provided the updated data/information on:
A. The total number of individuals completing the program requirements for graduation in the specified academic year to monitor the overall growth of the EPP.
B. Report substantive changes that may affect the EPP’s accreditation status or eligibility with CAEP.
C. Key data and indicators measuring completers’ effectiveness and impact on P-12 student learning; and
D. Information demonstrating the EPP’s efforts in addressing any Areas for Improvement (AFIs) and Stipulations from prior accreditation decisions.
4.1 The EPP’s current CAEP accreditation status with an accurate listing of the EPP’s CAEP (NCATE/TEAC) reviewed programs.
The School of Education received notice of a re-accreditation by the Council for the Accreditation of Educator Preparation (CAEP) from Spring 2020 to Spring 2027. This renewed our original accreditation status, which we received in 2019 from the NCATE.
The following programs were included in the CAEP 2020 Accreditation review:
Initial Programs English Education, Elementary Education K-6, Social Studies (7-12), Middle-Level Education (4-8), Health and Physical Education K-12), Music Education K-12, Math Education (7-12), Agriculture Education, Master of Arts in Teaching, Master of Education in Secondary Education.
Advanced Programs
Educational Leadership- Building Level Administration
4.2) The EPP’s data display of the CAEP Accountability Measures for Academic Year 2023-2024
Measure 1: Completer Impact and Effectiveness
The Education Preparation Provider Growth Report summarizes the value-added growth scores for the Educator Preparation Provider for three years of Completer Cohorts. A simple value-added model assesses student growth relative to the student’s score history and expected growth (predicted score). This model is often called a residual gain model. It reflects the difference between observed and expected (predicted) achievement for each student. A student’s value-added score of 0 indicates the student met the expected growth in achievement. Teacher and Educator Preparation Provider (EPP) VAS are the means of student growth in each subject: English language arts (ELA), math, and science (if available). An Overall VAS is obtained using a weighted mean of all available subjects. The Arkansas Department of Education transforms VAS to ease the interpretation of the score. A score of 80 equals the value-added score of 0. A standard deviation of 35 is used to spread the scores around 80 so that school mean scores will typically range from 65 to 95. Mean teacher growth scores usually range from 60 to 100, with most falling between 70 and 90. Averaging over higher levels of aggregation results in less variation among the Mean VAS, and the values must be interpreted in this narrower range. Confidence intervals are provided to assist interpretation in the detailed sections of this report.
Value-Added Growth Report Analysis
UAPB EPP Value-Added Growth Analysis
Novice Teacher Supervisory Survey (Initial Program)
AY 2023-2024 Completer Supervisor Survey
Employer Survey (Initial program)
AY 2023-2024 Supervisor Survey
Novice Teacher Survey (Initial programs)
Measure 2: Satisfaction of Employers and Stakeholder Involvement
Data reported by the state indicates an overall level of program effectiveness in preparing completers, as does the University of Arkansas at Pine Bluff measure of employer satisfaction. Analysis from both indicates concerns about classroom management within the EPP’s preparation. The EPP has focused on program responses but given the preponderance of the evidence (also including completer responses), the EPP’s Data Assessment Committee has determined to look more specifically at programs’ content related to this knowledge and skill and work to determine a more consistent approach to classroom management across the EPP. State data is complex to benchmark, as it has been presented in different formats over the past several years. However, an external comparison of the EPP to state means suggests the EPP’s performance is slightly below the state mean. 2018 was the second year for the University of Arkansas at Pine Bluff; generally, data were consistent. Both data sets are shared with faculty, students, and stakeholders.
Novice Teacher Supervisor Survey (Initial Programs)
All novice teachers in the state of Arkansas are observed and evaluated by their school supervisor using the Arkansas Teacher Excellence Support System (TESS). The domains range from 4 (Highly effective), 3 (Effective), 2 (Progressing, and 1 (Ineffective) using the Framework for Teaching Domains. A mean score is calculated for each of the 22 items on the survey instrument, indicating results for the statewide means and mean scores for supervisors of UAPB completers.
AY 2023-2024 Completer Supervisor Survey
Employer Survey (Initial Programs)
A survey is distributed to all principals and superintendents on the performance of the most recent University of Arkansas at Pine Bluff (UAPB) graduates in the teacher education program. Graduates are defined as teachers/and or beginning administrators who have been employed in their respective districts for three years or less. The survey is aligned with the Interstate New Teacher Assessment and Support Consortium (InTASC) and the Teacher Excellence Support System (TESS) standards associated with teacher effectiveness in classrooms. Data is collected during even years and distributed to each EPP.
AY 2023-2024 Supervisor Survey
Novice Teacher Survey (Initial Programs)
In the spring of each year, the Arkansas Department of Education sends all first-year teachers the Novice Teacher Survey. The survey aims to identify novice teachers’ perceptions of their educator preparation experience based on the four TESS domains. The domains range from 4 (Highly effective), 3 (Effective), 2 (Progressing, and 1 (Ineffective) using the Framework for Teaching Domains. A mean score is calculated for each of the 22 items on the survey instrument, indicating results for the statewide means and mean scores for UAPB completers.
Measure 3 (Initial and Advance): Candidate Competency at Program Completion
Candidate Competency at Program Completion
The data provided is related to the measures the EPP uses to determine if candidates meet program expectations and are ready to be recommended for licensure. (E.g., EPP’s Title II report, data that reflects the ability of EPP candidates to meet licensing and state requirements, or other measures the EPP uses to determine candidate competency at completion.)
AY 2023-2024 Praxis Score Results
Title II Report AY 2023-24 Traditional
Title II Report AY 2023-24 Alternative
Measure 4 (Initial and Advanced): Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared
The data from the Title II report indicates that 100% of completers are hired in positions they have been prepared for.
CAEP Annual Reporting Measures (September 1, 2022- August 1, 2023)
CAEP Annual Report for Sept. 1, 2022-August 31, 2023
Measure 1: Completer Effectiveness & Impact on P-12 Learning and Development
The Education Preparation Provider Growth Report summarizes the value-added growth scores for the Educator Preparation Provider for three years of Completer Cohorts. A simple value-added model assesses student growth relative to the student’s score history and expected growth (predicted score). This model is often called a residual gain model. It reflects the difference between observed and expected (predicted) achievement for each student. A student value-added score of 0 indicates the student met the expected growth in achievement. Teacher and Educator Preparation Provider (EPP) VAS are the means of student growth in each subject: English language arts (ELA), math, and science (if available). An Overall VAS is obtained using a weighted mean of all available subjects. The Arkansas Department of Education transforms mean VAS to ease the interpretation of the score. A score of 80 equals the value-added score of 0. A standard deviation of 35 is used to spread the scores around 80 so that school mean scores will typically range from 65 to 95. Mean teacher growth scores usually range from 60 to 100, with most falling between 70 and 90. Averaging over higher levels of aggregation results in less variation among the Mean VAS, and the values must be interpreted in this narrower range. Confidence intervals are provided to assist interpretation in the detailed sections of this report.
Value-Added Growth Report Analysis
UAPB EPP Growth Report 2021-22 and 2022-23 Combined
Novice Teacher Supervisor Survey (Initial Program)
Completer Supervisor Data Survey
Employer Survey (Initial Programs)
2022 Supervisor Survey
Novice Teacher Survey (Initial Programs)
2022 Completer Data Survey
2022 Traditional EPP Completers’ Data Survey
2022 Alternative EPP Completers’ Data Survey
Measure 2: Satisfaction of Employers and Stakeholders and Stakeholders Involvement
Novice Teacher Supervisor Survey (Initial Programs)
All novice teachers in the state of Arkansas are observed and evaluated by their school supervisor using the Arkansas Teacher Excellence Support System (TESS). The domains range from 4 (Highly effective), 3 (Effective), 2- Progressing and 1 (Ineffective) using the Framework for Teaching Domains. A mean score is calculated for each of the 22 items on the survey instrument, indicating results for the statewide means and mean scores for supervisors of UAPB completers.
2022 Completer Supervisor Data Survey
Employer Survey (Initial Programs)
A survey is distributed to all principals and superintendents on the performance of the most recent University of Arkansas at Pine Bluff (UAPB) graduates in the teacher education program. Graduates are defined as teachers/and or beginning administrators who have been employed in their respective districts for three years or less. The survey is aligned with the Interstate New Teacher Assessment and Support Consortium (InTASC) and the Teacher Excellence Support System (TESS) standards associated with teacher effectiveness in classrooms. Data is collected during the even years and distributed to each EPP.
Novice Teacher Survey (Initial Programs)
In the spring of each year, the Arkansas Department of Education sends all first-year teachers the Novice Teacher Survey. The purpose of the survey is to identify novice teachers’ perceptions of their educator preparation experience based on the four TESS domains. The domains range from 4 (Highly effective), 3 (Effective), 2- Progressing and 1 (Ineffective) using the Framework for Teaching Domains. A mean score is calculated for each of the 22 items on the survey instrument, indicating results for the statewide means and mean scores for UAPB completers.
CAEP Annual Reporting Measures (Fall 2019 - Spring 2020)
Consumer information for fall 2019-spring 2020
Education Preparation Provider Quality Report data are collected from the following sources: Educator Preparation Providers Surveys of First-year Teachers Surveys of First-year Teachers’ Supervisors Federal Higher Education Act (HEA) Title II reports. HEA Title II is a national data collection for states and EPPs that is related to teacher preparation and licensure.
The value added growth scores report provides a summary of the Value-Added Measures (VAM) scores for the Educator Preparation Provider for three years of Completer Cohorts. Tables and charts are provided for review of the value-added growth scores of students associated with Completers in each Cohort.
Cohort’s Value Added Growth Scores.pdf
CAEP Standard Annual Reporting Measure 4.2: Indicators of Teaching Effectiveness:
Data collected for AY 2019-2020 was rated by school administrators. Completers are evaluated based upon the Arkansas Teacher Excellence Support System (AR-TESS). TESS indicator ratings are provided on a 4 point Likert scale. The data will allow the EPP to further determine the effectiveness of its completers.
CAEP Standard Annual Reporting Measure 4.3: Satisfaction of Employers and Employment Milestones:
CAEP (Components 4.3/A.4.1) Satisfaction of Employers and Employment Milestones for initial and advanced level completers were evaluated by completers’ supervisors (school administrators). School administrators evaluated completers on the TESS Four Domains. Indicators from 1 to 4, with four being the highest. The Number of completers evaluated were (N=19) compared to the statewide Average (N=2,785). Data results conclude that the school administrators were satisfied overall with completers. One score was satisfactory for the Cohort 2019 of 2.88 for Domain 1c. Setting Instructional Outcomes. The EPP will evaluate any trends among teacher candidates and faculty to develop an improvement plan for Student Learning Outcomes (SLOs) for any of the TESS Domains. Due to Covid-19 related school closures in AY 2019-2020, there are no Milestones to report at this time.
CAEP Standard Annual Reporting Measure 4.4: Satisfaction of Completers:
CAEP (Components 4.4/A.4.2) Data collected for AY 2019-2020 for initial and advanced level completers were done by ADE and EPP. ADE collected data of satisfaction of completers’ preparation in coursework, Praxis, Praxis PLT, edTPa, and scientific reading instructions prep. Indicators from 1 to 4, with four being the highest. The Number of completers evaluated were (N=10) compared to the statewide Average (N=1,578). The Median Score range for Satisfaction of Completers Measure 4 is 3.25. The EPP also conducted a survey for Measure 4. EPP completed a survey regarding their preparation for teaching in P-12 Schools. The survey is aligned to ADE’s TESS Four Domains and tagged with CAEP Standards and other key indicators. In addition, open ended questions and responses are included. EPP’s Completer’s surveys returned were low (N=4). Due to Covid-19 related school closures in AY 2019-2020, a completer focus group has been rescheduled for fall 2021. CAEP Outcome Measure 4 AY 2019-2020 Satisfaction of Completers
CAEP Standard Annual Reporting Measure 5: Graduation Rates (Initial & Advanced Levels)
EPP’s Graduation Rates-Completers fall 2019-spring 2020 Academic Year.
CAEP Standard Annual Reporting Measure 6: Ability of Completers to be meet licensing (Certification) and any additional state requirements:
The certification/licensure data report was provided from the Arkansas Department of Education & Title II Report Chart. The MAT/M.Ed. PLT Scores of completers will be available in summer 2021.
CAEP Annual Reporting Measure 7: Ability of completers to be hired in education positions for which they have prepared:
EPP’s Employment Chart show that UAPB completers are employed at a high rate.
CAEP Annual Reporting Measure 8 Student Loan Default Rates (Initial & Advanced Levels):
Consumer information for fall 2019-spring 2020
CAEP Annual Reporting Measures (Fall 2016 - Spring 2019)
Measure 1: Completer Impact on P-12 Student Learning and Development (Component 4.1)
The Arkansas Department of Education (ADE) developed a process for collecting value-added data on individual teachers and released a Value-Added Growth Report. Because The University of Arkansas at Pine Bluff’s Educator Preparation Provider (EPP) had such a small number of teachers, no information would be included in the state’s value-added data report. Until the state refines its process, or the EPP’s number of teachers grow large enough for inclusion, the Educator Preparation Provider will partner with local school districts to collect P-12 student performance data.
The EPP has already developed and received signed MOUs from partnering school districts to share performance data, and during the fall 2018 semester, the EPP conducted a pilot to collect and establish comparative data points. The MOU Partnership Agreement’s language included partners sharing UAPB completers’ annual evaluation with consent of their state assessment or classroom performance data and state or school/grade level performance as a means of comparison of their impact on students’ performance. When specific requests were made to our partnerships for teacher evaluations, ACT Aspire, Renaissance STAR, or other school/grade level of performance data, the EPP did not received consistent and comparable data across schools. As a result, the EPP settled on collecting Renaissance STAR data and reviewed the data provided by examining STAR pre and post-test scores to determine if some growth had occurred. Since that time, the EPP had discussions with school staff and found that the STAR Student Growth Percentage (SGP) would provide a more meaningful analysis of its (UAPB-EPP) completers’ impact on student learning. The EPP has revised the reporting and analysis of the original pilot data to reflect SGP. The EPP also revised its plan to secure data to meet the standard. Links to the revised fall 2018 pilot data and phase in plan are below.
CAEP Outcome Measure 1 Completer Impact Pilot & Phase-in Plan
Measure 2: Completer Effectiveness (Component 4.2)
The EPP developed its own completer effectiveness surveys because its completers’ responses to the ADE surveys were consistently below ten completers and were not included in the state annual report. The UAPB Completer Survey is modeled after the ADE Completer Survey. Teachers are evaluated based upon the Arkansas Teacher Excellence Support System (AR-TESS). TESS indicator ratings are provided on a 4 point Likert scale. Data collected will allow the EPP to further determine the effectiveness of its completers. The UAPB Completer Survey also includes open ended questions designed to provide additional information on effectiveness.
Measure 3: Employer Satisfaction (Component 4.3)
The EPP developed its own employer effectiveness survey because the employers’ responses to the ADE survey were consistently below ten employers and were not included in the state annual report. The UAPB Employer Survey is modeled after the ADE Employer Survey. School Administrators evaluated UAPB completers based upon the Arkansas Teacher Excellence Support System (AR-TESS). TESS indicator ratings are provided on a 4 point Likert scale. Data collected from the TESS evaluations will allow UAPB EPP to further determine the effectiveness of its completers. The UAPB Employer Survey also includes open ended questions, designed to provide additional information on effectiveness.
Measure 4: Completer Satisfaction (Component 4.4 | A.4.2)
EPP completers completed a survey regarding their preparation. The survey is aligned to CAEP Standards and measures the completers’ perceived level of preparation and other key indicators.
CAEP Outcome Measure 4 Completer Satisfaction Survey
Measure 5: Graduation Rates
EPP’s Graduation Rate Data of completers for fall 2016-spring 2019 academic years.
Graduation Rates of Admitted Candidates and Completer Percentage
Measure 6: Ability of Completers to Meet Licensing Requirements
The Title II Report shows that our candidates meet licensing requirements by consistently passing licensure examinations and completing the required number of clinical hours.
Title II Credentialing Exam & Supervised Clinical Hours
Measure 7: Ability of Completers to Be Hired in Education Positions for Which They Have Been Prepared
The AR Educator Preparation Provider Quality Report and UAPB Completer Employment Chart show that UAPB completers are employed at a high rate and a significant percentage of them go on to attend graduate school.
*See “IV. First-year Program Completers Employed in Arkansas Public Schools (APS)” in the AR Educator Preparation Provider Quality Report for in-state employment of EPP completers and UAPB Completer Employment Chart for all completers.
UAPB Educator Preparation Provider Quality Report
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