Education Division CAEP Data

The following Education programs are accredited with stipulations:

Undergraduate

• Initial Certification

Graduate

• Transformational Educational Leadership
• Catholic School Leadership Concentration
• Autism Spectrum Disorders
• Early Childhood Education

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), makes the following data available as part of our Annual Reporting Measures:

CAEP Accountability Measures: (CAEP Standard 4)

1. Completer effectiveness and impact on P-12 student learning

Completer effectiveness:

As indicated by our Educator Preparation Institution (EPI) Score report, we received a Satisfactory rating from the Michigan Department of Education. This score is calculated based on the effectiveness ratings of our completers in their first three years of teaching.

Madonna University's score (2025)

How score is calculated (2025)

Below are data provided from the Michigan Department of Education regarding teacher effectiveness for the 2024-2025 school year for graduates in their first three years in the field.

YEARS OF EXPERIENCE	N	HIGHLY EFFECTIVE	EFFECTIVE	MINIMALLY EFFECTIVE	INEFFECTIVE
1	25	0	23	2	0
2	27	14	12	1	0
3	27	11	15	1	0

 

 

Impact on P12 student learning:

Our Case Study Research Assessment (CSRA) is an interview protocol that asks first-year teachers to replicate 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 them to discuss strengths and weaknesses in our teacher preparation program.  We have recruited current student teachers after explaining the interview protocol, which teachers find less daunting than simply submitting written results. We are in the data collection phase with this year’s educators. Themes from the two previous years of interviews include the following:

• • • Graduates felt that the EPP prepared them to make data-driven decisions.
    • Graduates were able to reflect on their strengths and areas for improvement.
    • Overall, the graduates felt that the institution also prepared them to differentiate instruction based on student ability.

2.      Satisfaction of employers and stakeholder involvement

Employer satisfaction and stakeholder feedback across recent cycles indicate strong satisfaction among program completers. While the most recent data reflect some variation from prior years, overall results remain positive.

Findings highlight strengths in instructional practices, professionalism, and technology use, while also identifying areas for continued growth in meeting diverse students' needs and external collaboration. These results inform ongoing program improvement efforts to strengthen candidate preparation and effectiveness in the field. 

(Administrator Survey Results: 2022-2023)

(Administrator Survey Results: 2023-2024)

(Administrator Survey Results: 2024-2025)

3.      Candidate competency at completion

• Based on last year's data, our 3-year pass rates for initial and cumulative attempts both have increased.

	2016-2019	2017-2020	2019-2022	2020-2023	2021-2024	2022-2025
Initial	77.0%	77.4%	79.2%	65.4%	68.0	72.7
Cumulative	92.6%	93.4%	83.3%	76.9%	76.0	80.5

•  In Academic Year 2024-2025, 83.1% (cumulative) of teacher candidates passed the MTTC Exam.  (MTTC Results: 2024-2025)

4.      Ability of completers to be hired in the area of licensure

The MDE’s 2024-2025 Year Out survey data indicate that 6 of 6 respondents have secured employment in their teaching field. 

The University continues to work to identify methods to track completers of advanced programs into positions related to their preparation.