Education Division CAEP Data
As part of our effort to show our continuous improvement and demonstrate transparency,
the Education Division of the College of Education and Human Development, as directed
by our accrediting body (Council for the Accreditation of Educator Preparation), make
the following data available as part of our Annual Reporting Measures:
Impact Measures (CAEP Standard 4)
- Impact on P-12 learning and development (Component 4.1)
During the 2018-2019 academic year, we piloted our Case Study Research Assessment
(CSRA), an interview protocol involving first-year teachers who replicated data collection
assignments from their preparation in their current setting. The purpose of the CSRA
is two-fold: our graduates provide our institution with student-growth data, and the
interview provides an opportunity for the graduates to discuss strengths and weaknesses
in our teacher preparation program. Our first-year pilot consisted of one graduate.
We are currently collecting and analyzing data on our second cohort, which initially
consisted of four graduates; three of whom had to terminate their participation due
to changes in employement. Themes from the two years of interviews include the following:
- Graduates were able to demonstrate student growth.
- Graduates felt that institution prepared them to conduct formative assessment, as
well as make data-drive decisions.
- Overall, the graduates felt that the institution also prepared them to differentiate
instruction based on student ability.
- Indicators of teaching effectiveness (Component 4.2)
As indicated by our Educator Preparation Institution (EPI) Score report, we received
a Satisfactory rating from the Michigan Department of Education. The calculation of
this score takes into account the effectiveness ratings of our completers in their
first three years of teaching. NOTE: the process for calcuating EPI scores is currently under revision; scores were not
provided to providers in 2019.
Madonna University's score (2017)
How score is calculated (2017)
Below are data provided from the Michigan Department of Education regarding teacher
effectiveness for the 2018-2019 school year for graduates in their first three years
in the field.
- Satisfaction of employers and employment milestones (Component 4.3 | A.4.1)
Out of the 2017-2018 initial cerification cohort, the five survey respondents indicated
that they are currently employed as a classroom teacher. The statewide pilot survey
of principals is currenty under revision.
- Satisfaction of completers (Component 4.4 | A.4.2)
The Michigan Department of Education (MDE) sends out surveys to new teachers asking
them questions regarding the job search process and their satisfaction with their
2018-2019 Year-Out Survey (completers in 2017-2018; N=3)
Further, Madonna University does an internal survey of our initial completers one year after graduation (Completers in 2017-2018; N=4 of 21 completers).
In response to University-wide survey fatigue, we are working with our Graduate School
and Career Development Office to incorporate specific questions in their graduate
surveys that will yield feedback on our graduate programs.
- Graduation Rates (initial & advanced levels)
Based on reporting to IPEDS, our institutional graduation rate for 2018-2019 was 69%,
with a transfer-out rate of 18%.
- Ability of completers to meet licensing (certification) and any additional state requirements;
Title II (initial & advanced levels)
3-year initial and cumulative pass rates for the Michigan Test for Teacher Certification (MTTC). Based on last year's data,
our 3-year pass rates for initial attempts dipped slightly but the cumulative attempts
- Ability of completers to be hired in education positions for which they have prepared
(initial & advanced levels)
Based on the year-out survey distributed by the Michigan Department of Education,
of the 3 respondents, all 3 responded, “I found employment in my content area(s),
and was happy with my teaching placement,” to the related question. In addition,
based on our internal survey data (N=3), 100% of respondent found full-time employment
in a classroom.
While we are working to enhance mechanisms to track completers of advanced programs
into positions related to their preparation, we can report that 100% of our M.S. in
Educational Leadership graduates during the 18-19 school year who responded to an
institutional survey (N=6) declared they had found employment relative to their degree.
- Student loan default rates and other consumer information (initial & advanced levels)
Based on the most recent data from our Office of Financial Aid (FY 2016; 3-year cohort),
our overall institutional default rate is 5.5%.