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CAEP Accountability Measures

The Council for the Accreditation of Educator Preparation (CAEP) is responsible for the oversight of accredited programs and ensures the proper teaching and administrator standards are fully implemented for its accredited programs. CAEP accreditation is widely considered as the top educator preparation program-specific accreditation.  The School of Education at University of the Cumberlands complies with all CAEP standards across School of Education programs at the initial and advanced levels.

Data from various sources here provide a snapshot of the School of Education programs at the University of the Cumberlands and is intended to assist prospective and current candidates, faculty, accrediting bodies, and the public.

The following programs were reviewed and approved by CAEP during our Spring 2020 accreditation visit:

  • Bachelor of Arts (BA) in Education
  • Bachelor of Science (BS) in Education
  • Master of Arts in Teaching (MAT)
  • Master of Arts in Education – Teacher Leader, Literacy Specialist, and School Counseling (MAED)
  • Educational Specialist in School Counseling and School and District Administration (EdS)
  • Rank I in School and District Administration
  • Endorsement in ESL and Teacher Leader

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Measures of Program Impact

Measure 1:  (Initial and Advanced) Completer Effectiveness and Impact on P-12 Learning and Development (CAEP Component R4.1)

Our completers are employed in several districts in Kentucky and surrounding states. To get a snapshot of the teaching effectiveness and impact of p-12 learning and development of our completers, we examine data from various sources including completer case studies.  Case studies include observation of our completers in years 1 and 3 in initial and initial graduate programs.  Classroom assessment data are collected and analyzed as part of the case studies. We were unable to complete classroom observations as part of our case studies in 2020-2021 because of limited access to schools due to COVID.  For 2020-2021, we analyzed pre- and post-test data provided by partnering schools. The data were collected for both teacher-made tests and a variety of standardized tests including MAP, iReady, and ACT.  Our Graduating Senior Survey, and Completer Surveys were also analyzed to determine effectiveness and impact of our completers.  Analysis of data from all three sources show our completers to be effective and employers are satisfied with our completers.

Completer Impact Case Study
Graduating Senior Survey
Completer Survey Initial
Completer Satisfaction Advanced Programs

Measure 2: (Initial and Advanced) Employer Satisfaction and Stakeholder Involvement (CAEP Component R4.2, R5.3, R4.1)

Through our Employer Satisfaction surveys, employers report their satisfaction of our completers in initial, graduate initial, and advanced programs.  Employers across all programs indicate an overall satisfaction with our candidates.  The majority of responding employers report they are satisfied with completer preparation and anticipate completers will reach employment milestones. Data are gathered during in-person P-12 stakeholder meetings and with electronic surveys.

In addition to employer surveys, many local administrators serve on our Education Preparation Advisory Committee and our P-12 Advisory Committee.  Through this stakeholder involvement, employers and other stakeholders participate in a beneficial partnership with the School of Education providing valuable feedback used in continuous program improvement.  Both groups meet twice per year, in the fall and spring, to receive department and program updates, discuss practical application of knowledge and skills for candidates, and provide programatic feedback.  The Educator Preparation Advisory Committee votes on proposed policy and procedure changes and candidate action plans.

Employer Satisfaction Initial
Employer Satisfaction Initial Grad
Employer Satisfaction Advanced
Stakeholder Involvement

Measures of Program Outcomes

Measure 3:  (Initial and Advanced) Completer Competency at Completion (CAEP Component R3.3)

Completers demonstrate competency at completion by taking the Praxis required for each program.  Completers consistently score above the cut score on all exams except health and physical education in the initial and initial graduate programs and above state average in all programs. Advanced programs completers consistently maintain a first-time pass rate of 85% and higher in all programs.  Initial program completers consistently score 3 or higher on a 4-point scale on Kentucky Teacher/InTasc standards.  They consistently score the highest on Standards 3, Learning Environment, and 9, Professional Learning and Ethical Practice.

Initial UG Praxis
Initial Graduate Praxis
Advanced Programs Praxis
Institution Praxis Data
Title II Report
Initial InTasc Standards

Measure 4: (Initial and Advanced) Ability of Completers to be Hired

University of the Cumberlands’ completers are employed throughout Kentucky and surrounding states with the highest number employed in Jefferson, Jessamine, and Fayette counties.  Employment tracking is completed with personal contacts, EPSB data, and reports generated at the state level.  Nearly 70% of our completers are employed in Kentucky three years after graduation and are earning a median annual income of approximately $50,000.

Completer Employment Data
Completer Employment Data - Advanced
Post-Secondary Feedback Report