Accreditation means that we meet the high standards outlined by these organizations, and that we are engaged in ongoing efforts to offer the highest quality programs available in education anywhere.
CAEP | 8 Annual Reporting Measures
The Council for the Accreditation of Educator Preparation (CAEP) has annual reporting measures which are used to provide information to the public on both program outcome and program impact. Below you will find the CAEP annual reporting measures with supporting evidence on how the Elementary Education program at IUPUC is meeting each one:
The Indiana Department of Education collects teacher effectiveness ratings for teachers with at least one year of experience. 94% (48) of IUPUC graduates with between 1 and 3 years of experience were rated effective or highly effective.
A local school district employs 67 graduates from the IUPUC teacher education program. During the 2017-2018 school year, each of these teachers was evaluated (using this rubric) on the following:
Ability to implement University Design for Learning (UDL) in their classroom.
Ability to use Positive Behavioral Interventions and Supports (PBIS) in their classroom.
Ability to engage in Academic Citizenship.
Supporting students with Academic Success.
Teachers are evaluated on a scale from 1 to 4:
1 = Ineffective
2 = Needs Improvement
3 = Effective
4 = Highly Effective
Below are the average scores for the 67 IUPUC graduates on each of the four areas listed above:
UDL:3.5 (District average = 3.6)
PBIS:3.7 (District average = 3.6)
Academic Citizenship: 3.5 (District average = 3.5)
Academic Success:3.4 (District average = 3.1)
Total Average Score:3.4 (District average = 3.5)
In 2017, the Indiana Department of Education surveyed principals regarding the effectiveness of teachers with 1 to 3 years of experience. Of the 51 IUPUC program completers who were evaluated, 94% (48) were rated Effective or Highly Effective.
A local school district employs 67 graduates from the IUPUC teacher education program. During the 2017-2018 school year, each of these teachers was evaluated (using this rubric) on the following:
Ability to implement University Design for Learning (UDL) in their classroom.
Ability to use Positive Behavioral Interventions and Supports (PBIS) in their classroom.
Ability to engage in Academic Citizenship.
Supporting students with Academic Success.
Teachers are evaluated on a scale from 1 to 4:
1 = Ineffective
2 = Needs Improvement
3 = Effective
4 = Highly Effective
Below are the average scores for the 67 IUPUC graduates on each of the four areas listed above:
UDL:3.5 (District average = 3.6)
PBIS:3.7 (District average = 3.6)
Academic Citizenship: 3.5 (District average = 3.5)
Academic Success:3.4 (District average = 3.1)
Total Average Score:3.4 (District average = 3.5)
The Indiana Department of Education began an annual survey of principals supervising first and second-year teachers who completed teacher preparation programs in Indiana during 2017. Below are the results of the 2018 survey of principals in Indiana schools where IUPUC Division of Education graduates are employed.
Indiana Department of Education Survey
In 2017, Indiana Department of Education began an annual survey of first and second-year teachers who completed teacher preparation programs in Indiana. Additionally, the Division of Education also surveys program completers regarding their satisfaction.
2016-2017: There were fewer than 10 respondents.*
*Surveys with fewer than 10 respondents are not published in order to maintain anonymity.
IUPUC Division of Education Survey of Alumni After 1 Year of Teaching
Initial completer attrition, retention, and graduation rates are reported annually by the educator preparation program (EPP) to the Indiana Department of Education as required by House Bill 1388.
The graduation rates for our program are:
Academic Year 2017-2018 (cohorts beginning professional education classes in spring 2016 and fall 2016): 97%
Academic Year 2016-2017 (cohorts beginning professional education classes in spring 2015 and fall 2015): 95%
Academic Year 2015-2016 (cohorts beginning professional education classes in spring 2014 and fall 2014): 100%
State Licensure Exam Results on the Indiana CORE Assessments for Educator Licensure including pass rates and mean scores by year
2016-2017 (Academic Year)
Test Name/Number
Pearson Cut Score
Average Scaled Score
Number taking test
Pass Rate (%)
Elementary Pedagogy (005)
220
250
20
100
Elementary: Reading/English/Language Arts (060)
220
235
25
92
Elementary: Mathematics (061)
220
237
26
92
Elementary: Science/Health/PE (062)
220
243
27
96
Elementary: Social Studies/Fine Arts (063)
220
233
20
95
To view IUPUC teachers candidates' mean scores on the CASA and the state licensing exams, how those mean scores compare to the state averages, the number of times, on average it took IUPUC candidates to pass the CASA and state licensing exams, and how IUPUC candidates' average attempt rates before passing compare to state averages, please visit this site (2018 IDOE Matrix).
Title II (Sections 205 through 208) of the Higher Education Act mandates annual reporting of data on those officially admitted to educator preparation programs (EPPs) and those that complete the program
Title II reports (3 years)
2019 (data for 2017-2018) | 2018 (data for 2016-2017) | 2017 (data for 2015-2016)
Out of 31 program completers during the 2017-2018 academic year, 22 (71%) are currently teaching in Indiana.
Out of 23 program completers during the 2016-2017 academic year, 20 (87%) were teaching in Indiana during the 2018-2019 school year.
Out of 14 program completers during the 2015-2016 academic year, 12 (85.7%) were teaching in Indiana during the 2018-2019 school year.
IUPUC, as a campus, is a center of IUPUI, thus our student loan default rate information is not separated from IUPUI's.
The Division of Education at IUPUC is hosting a virtual accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on December 3, 2019. Interested parties are invited to submit third-party comments to the site team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).
We invite you to submit written testimony to:
CAEP 1140 19th Street NW, Suite 400 Washington, DC 20036 Or by email to: callforcomments@caepnet.org
Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:
In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.
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The Annual Security and Fire Safety Report, containing policy statements, crime and fire statistics for all Indiana University campuses, is available online. You may also request a physical copy by emailing IU Public Safety at iups@iu.edu or by visiting IUPD.
