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CAEP Annual Outcome and Impact Measures

Reporting Measures and Data for Stakeholders

Below are sets of data we report to external agencies for review, approval, and accreditation purposes. These data are also for stakeholders (graduates and their families, school and district personnel, University administrators, community members, etc.) to view, to analyze, to use in a critique of EPP, program, candidate, and completer performance.

Title II Data

Each year the EPP submits a Title II report, which goes through the EPSB to the US Department of Education. Title II, Teacher Quality Enhancement, is one of eight specifications in the Higher Education Authority Act of 1965. It outlines the requirement to submit “pass rates and average scaled scores on all assessments required for teacher licensure or certification for all enrolled individuals and completers of traditional and alternative route teacher preparation programs.” Click for background information regarding the HEA, and here for Title II reporting. These data serve to understand our effectiveness at Transition Point 6.


Standard Reporting Measures - The accreditation agency CAEP emphasizes eight reporting measures that the EPP should present to stakeholders

Linked to data 
Questions the Data Answer Data Source by Transition Point
Impact Measure 1: P-12 Learning and Development Do our clinical practice candidates, and then graduates, positively impact the PK-12 learners in their classrooms or other educational settings?  Transition Point 6
Impact Measure 2: Indicators of Teaching Effectiveness How do we know our graduates are on the correct trajectory toward professionalism?  What knowledge, skills, and dispositions define that professionalism throughout a teacher’s career, especially during the first year of employment? Transition Point 6
Impact Measure 3: Satisfaction of Employers & Employment Milestones Are the colleagues, principals, and district leaders of our graduates satisfied with their knowledge, skills, dispositions, and overall ability to positively impact on P-12 learners? Do our graduates progress to occupy leadership positions?  Transition Point 6
EPSB NTS, EPP Focus Groups and Surveys
Impact Measure 4: Satisfaction of Completers What is the perception of candidates, upon completing the Clinical Practice and (presumably) all other requirements for graduation, of the overall effectiveness of their teacher preparation program?  Do they feel prepared to enter the next stage, the Kentucky Teacher Internship Program (KTIP)? Transition Point 5
EPP Exit Survey
Outcome Measure 5: Graduation Rates Do candidates that enter the Teacher Education Program (TEP) graduate in a timely manner? Transition Point 5
Outcome Measure 6: Ability of Completers to Meet Licensing Requirements While graduation implies one set of requirements related to program and university, earning certification from the state authority implies another set.  Do our graduates eventually meet those requirements (Pass Praxis, KTIP)?  What percentage of our graduates ultimately enter the profession? Transition Point 6
Outcome Measure 7: Ability of Completers to be Hired in Education Position for Which They have Prepared Do graduates, who’ve met the requirements for certification, obtain and maintain teaching positions?  Do they stay in the profession? Transition Point 6
Outcome Measure 8: Student Loan Default Rates Do our graduates who carry student-loan debt have the financial ability to meet that payment obligation?  Does their income maintain their cost of living? Transition Point 6
CPE Student Loan Repayment Report
  • EPSB NTS - Kentucky’s Education Professional Standards Board, New Teacher Survey of Principals, Cooperating and Mentor Teachers, and the EPP’s Student Teachers and Interns.  Conducted bi-annually.  
  • KCS - Kentucky Center for Statistics
  • CPE - Kentucky’s Council on Postsecondary Education, Office of Research and Policy Analysis, 2016
  • EPP - Educator Preparation Program of Morehead State University

State Requirements / Internal Measures

The EPSB requires that all programs seeking approval report on the quality and progress of candidates, throughout the journey from admission through certification.  EPSB identified areas for measurement that the programs will monitor continuously. 

Performance Assessment Areas – Initial Programs

EPSB requires Praxis, PLT (as appropriate) and Student Teaching, all remaining assessments are selected by the EPP.

MSU/EPP Designated Assessments

Per EPSB, an assessment may be listed multiple times if the measures apply to the appropriate areas.

Transition Point

Content Knowledge

Praxis II

Point 5

Other Assessment of Content Knowledge

GPA in content area classes

Points 2, 3, 4

Assessment of Professional Capabilities

PRAXIS PLT (Principles of Learning and Teaching) (as applicable for the program category)

Point 5

Clinical Experiences Measure of Teaching Proficiency

Observation of teaching

Points 2, 3, 4

Measure of Candidate Assessment Proficiencies

Assessment Plan

Points 2, 3, 4

Candidate ability to diagnose and prescribe for personalized student learning

Contextual Factors / Individual Differences

Points 2, 3, 4

Application of Content Knowledge and Pedagogical Skills (Instructional Practice)

Lesson Plan and Lesson Reflections

Points 2, 3, 4

Assessment of Literacy Outcomes

Informal Reading Assessment

Points 2, 3, 4

Professional Attributes and Dispositions

Philosophy of education paper, Code of Ethics assignment, Niagara Dispositions (Valid and Reliable measure created by Niagara University)

Points 1, 2, 3, 4

Other (Per Kentucky Regulatory Authority)

Admission Requirements: ·Minimum Overall GPA
·Minimum GPA in Core Courses (English, Math, Communications, Education Foundations)
·Minimum Score on Praxis CASE
·Field Experience Hours
·Documentation for Critical Thinking, Communication, Creativity, Collaboration
·Code of Ethics Assessment

Point 1