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CAEP Accountability Measures


MSU's Volgenau College of Education presents the following data as measures of accountability in accordance with the policies of our accrediting agency, the Council for Accreditation of Educator Preparation programs (CAEP). We are committed to utilizing these insights to constantly improve our programs and ensure the success of our students.

Measure 1 (Initial): Completer effectiveness

(R4.1) Data must address:

  1. completer impact in contributing to P-12 student-learning growth AND 
  2. completer effectiveness in applying professional knowledge, skills, and dispositions.


Data Forthcoming: In March 2023, a survey was sent to all schools/principals at which our graduates from the past 3 years are reported (by our state’s EPSB) to be employed. This survey is the result of a collaborative effort led by a committee within the Kentucky Association of Colleges of Teacher Education (KYACTE). The survey is comprised of questions around InTASC standards 1-10, thereby also collecting data that addresses CAEP Initial Standard R4.1. We anticipate these data to be available by June 2023.


A survey of Cooperating Teachers shows our candidates, as viewed through the lens of practical application during their 16-week clinical practice, to be ready for the challenges of their first year in the classroom. This survey also measures candidate readiness across the 10 InTASC domains. The table below shows data from the Fall 2022 semester.

Measure 2 (Initial and Advanced)

Satisfaction of employers and stakeholder involvement. (R4.2|R5.3| RA4.1). Data provided should be collected on employers' satisfaction with program completers.


During 21-22, data collection consisted of a series of interviews with instructional supervisors and principals in the Morehead State University Region. These 29 school districts provide employment opportunities for a large number of EPP graduates. The data from the interviews were collected to determine the strengths and weaknesses of first-year teachers who had graduated in the spring of 2021 and those who had completed their first year of teaching after graduating in the midst of the statewide shutdown in the Spring 2020 due to the impact of Covid 19.

Although instructional supervisors and principals felt that the skills of first-year teachers had been impacted by online learning and successive shutdowns in schools, as a result of Covid, 100% of the administrators (N=36) were quick to point out that experienced teachers suffered from some of the same problems. However, the consensus (83%) was that new teachers were overwhelmingly strong in technology and teaching in a hybrid situation.

The number one area of need identified for first-year teachers by 94% of interviewees was classroom management. For many completers, beginning their professional career, the lack of in-person field experience during the pandemic left them with opportunities to practice what they had learned and, thus, were not prepared to manage a classroom. Overwhelmingly, administrators explained that new teachers needed to be proactive within the classroom. Administrators expressed that often, new teachers did not understand how misbehavior could quickly escalate. Administrators also mentioned (67%) that new teachers needed a better grasp of how procedures could support their management skills.

Administrators who did not list this as the most important area of need listed it as a close second. Another area that overwhelmingly arose among administrators (91%) was the need for new teachers to understand and support students who may be dealing with anxiety, depression, and trauma. Many administrators saw this in connection with classroom management issues, but all (100%) expressed the belief that the pandemic had taken an emotional toll on students.

Finally, another area of need identified by Constituents (61%) was instructional strategies. New teachers needed to understand how instructional strategies should be integrated with a clear understanding of the standards to provide an engaging lesson. Additionally, 275 mentioned that lesson pacing needed improvement.

The table shows the history of the changes in the identified needs expressed by constituents over the last 7 years. Feedback comes from the last KY statewide principal survey, graduate feedback, focus groups, and interviews.

View Findings - Stakeholder Feedback


Candidate competency at completion. (R3.3)

Data provided should relate to measures the EPP is using to determine if candidates are meeting program expectations and ready to be recommended for licensure. (E.g., EPP's Title II report, data that reflect the ability of EPP candidates to meet licensing and state requirements or other measures the EPP uses to determine candidate competency at completion.) AND


Ability of completers to be hired (in positions for which they have prepared.)


In February 2023, the EPSB provided a report showing program completers between September 1, 2017, through August 31, 2022. It only captures data of completers that are currently assigned to a school. Those completers that are not assigned were not included in this data pull. This data set was then compared to our local lists of all completers during this same time frame, as provided by our I.R. department. Then, those completers not showing as ‘employed’ were located on the EPSB database, to determine if they a) hold a 5-year professional certificate (showing they meet licensing requirements) or b) have not yet applied for that 5-year certification (supposedly due to not meeting state certification requirements, e.g., Praxis scores). This table shows the results for Initial, MAT and undergraduate programs.

Contact Quality Assurance & Accreditation

Randy Barrette

302-A Ginger Hall
Morehead, KY 40351

PHONE: 606-783-2832