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College of Education CAEP Data

As part of our effort to show our continuous improvement and demonstrate transparency, the College of Education, 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 will consist of 4-6 graduates.  Themes from the pilot included the following:
    • Graduate was able to demonstrate student growth.
    • Graduate felt that institution prepared her to conduct formative assessment, as well as make data-drive decisions.
    • Overall, the graduate felt that the institution also prepared her 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 2018.
    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 2017-2018 school year for graduates in their first three years in the field. 
    17-18MDEEffectiveness
  • Satisfaction of employers and employment milestones (Component 4.3 | A.4.1)
    Madonna is currently taking part in a statewide pilot survey of principals asking them to rate their satisfaction with new hires from participating institutions. Survey results are currently being analyzed and the data will be shared here. At this point our response rate is very low, and we are continuing to locate graduates and encouraging them to respond.

    For our Advanced Programs, the Michigan Department of Education provides effectiveness ratings for our graduates who have been placed in administrative positions in public schools in Michigan.  For the 2017-2018 school year, based on graduates from our M.S. in Educational Leadership program from the last 5 years:
    Rating Highly Effective Effective Minimally Effective Ineffective
    2017-2018 5 (21%) 19 (79%) 0 0

 

  • 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 preparation.
    2017-2018 Year-Out Survey (completers in 2017-2018; N=4)
    Further, Madonna University does an internal survey of our initial completers one year after graduation (Completers in 2017-2018; N=23 of 24 completers)
    We are working to develop similar measures for completers of our advanced programs.

Outcome Measures

  • Graduation Rates (initial & advanced levels)
    Based on reporting to IPEDS, our institutional graduation rate for 2017-2018 was 61%, with a transfer-out rate of 25%. 
  • 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 both initial and cumulative have increased.
      2014-2017 2015-2018
    Initial 76.1% 77.3%
    Cumulative 88.4% 89.7%
  • 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 6 respondents, 4 responded, “I found employment in my content area(s), and was happy with my teaching placement,” to the related question.  One respondent replied that they did not find employment, and one responded with "Not Applicable."
    In addition, based on our internal survey data (N=3),  100% of respondents 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 50% of our M.S. in Educational Leadership graduates during the 17-18 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)
    Basted on the most recent data from our Office of Financial Aid (FY 2015; 3-year cohort), our overall institutional default rate is 6.5%.