CAEP Accountability Measures

Radford University’s Educator Preparation Program (EPP) employs a systematic and multifaceted approach to collecting, analyzing, and synthesizing data to assess completer effectiveness and impact on P‑12 student learning and growth. Because the Virginia Department of Education (VDOE) does not provide EPP-level data on completer effectiveness or student learning impact, the EPP uses multiple, triangulated measures to demonstrate that program completers effectively apply the professional knowledge, skills, and dispositions acquired during preparation and positively contribute to P‑12 student learning and growth. 

Locating Completers 

To support data collection, the EPP uses two complementary processes to locate program completers. First, the EPP relies on the VDOE Teacher Licensure Application and the Annual Instructional Personnel (IPAL) report to identify completers employed in their first year of teaching in Virginia public schools. The IPAL report includes completer names, year of program completion, endorsement area, and employing school division and school. Individuals included in this report completed the program within the past three years and are currently employed in Virginia. 

Second, the EPP’s Office of Field Experience (OFEX) maintains and updates a master completer dataset compiled during each candidate’s final semester. This dataset includes personal email addresses, mailing addresses, phone numbers, and employment information when available. OFEX updates the master list annually by incorporating IPAL data and conducting systematic internet searches to locate missing or outdated contact information. 

Using this master dataset, the EPP contacts completers via email to (a) solicit feedback on their preparation, (b) request employer evaluation and observation data, and (c) schedule structured observations conducted by university supervisors. The following measures are used to assess completer effectiveness and impact on P‑12 student learning and growth. 

Measures Demonstrating Completer Effectiveness 

School Principal Observations of Completers 

The EPP uses formative observation feedback provided by school principals as one indicator of completer effectiveness. Principals’ formal observations are aligned with the Virginia Uniform Performance Standards (VUPS), which are required components of teacher evaluation across all Virginia school divisions. Although individual divisions use locally developed rubrics and rating scales, all observations address the eight VUPS. 

The EPP requests copies of formal observation reports annually from program completers. For Academic Year (AY) 2024-2025, the EPP received two principal observation reports. Consistent with findings from previous years, qualitative feedback indicated that completers effectively apply the professional knowledge, skills, and dispositions developed during their preparation programs. Completers were described as approaching effective (3 of 15 ratings) or effective (12 of 15 ratings) across applicable VUPS domains, providing evidence of their instructional competence and professional practice. 

School Principal Observations of Completers AY 2024-2025 (pdf)

University Supervisor Observations of Completers

In addition to employer-provided data, the EPP conducts structured observations of completers to provide a consistent, program-controlled measure of effectiveness. To ensure representation across all initial licensure programs, the EPP uses an annual rotation schedule in which university supervisors (faculty) observe completers in their first, second, or third year of teaching.

University supervisors use the same formal observation rubric employed during candidate clinical practice. The rubric assesses two broad domains, instruction and classroom management, with multiple items rated on a four-point scale: (4) Exemplary, (3) Proficient, (2) Developing, and (1) Unacceptable.

In AY 2024–25, the EPP collected observation data from 12 completers. Results indicate that completers continue to apply professional knowledge, skills, and dispositions in P‑12 classrooms. On average, completers were rated proficient on all ten of the rubric areas. The highest-rated items related to instruction were multiple representations and facilitating students’ opportunities to respond (3.60). Within the classroom management items, completers scored highest on fostering engagement, with a mean score of 3.73.

University Supervisor Observation of Completers Data AY 2024-2025 (excel)

Employer Satisfaction Survey: Item IC

The EPP also uses selected items from the Initial Program Employer Satisfaction Survey to provide additional evidence of completer effectiveness. The survey consists of 12 items aligned with InTASC and VUPS standards and uses a four-point rating scale: (4) Exemplary, (3) Proficient, (2) Developing/Needs Improvement, and (1) Unacceptable.

Item IC (effectively engages students in learning by using a variety of research-based instructional strategies) is used to demonstrate completer effectiveness. For AY 2024–25, the employer response rate was 26 percent. Completers received an overall mean score of 3.13 (Proficient), compared with a VEAC statewide mean of 3.27 (Proficient).

VEAC Initial Program Employer Survey of Completers Results AY 2024-2025: Item IC (pdf)

 

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Measures Demonstrating Completer Impact on P‑12 Student Learning and Growth

Annual Summative Teacher Evaluation

The EPP uses the Virginia Uniform Performance Standards and Evaluation Criteria for Teachers Summative Evaluation as one measure of completer impact on P‑12 student learning and growth. The evaluation includes eight standards: Standards 1–7 address professional practice, while Standard 8 focuses specifically on student academic progress and growth. Each standard is rated on a four-point scale: (4) Highly Effective, (3) Effective, (2) Approaching Effective, and (1) Ineffective, with Effective representing expected performance.

Because all Virginia public school divisions are required by law to use the VUPS, and the majority of program completers are employed in Virginia public schools, the EPP considers this a valid and appropriate measure of both effectiveness and impact. Aggregated summative evaluation data indicate that program completers apply the professional knowledge, skills, and dispositions acquired during preparation and have a positive impact on student learning and growth. Across Standards 1–8, completers were rated Effective, with an overall mean score of 3.06.

Summative Teacher Evaluations by School Principal AY 2024-2025 (pdf)

Employer Satisfaction Survey: Item IG

To further evidence completer impact on P‑12 student learning and growth, the EPP uses Item IG from the Initial Program Employer Satisfaction Survey. Item IG assesses whether completers engage in practices that result in acceptable, measurable, and appropriate student academic progress.

For AY 2024–25, the employer response rate for this item was 11 percent. Completers received an overall mean score of 3.18 (Proficient), compared with a VEAC statewide mean of 3.30 (Proficient), providing additional evidence of positive impact on P‑12 student learning and growth.

VEAC Initial Program Employer Survey of Completers Results AY 2024-2025: Item IG (pdf)

 

Annually, the EPP surveys employers of initial licensure program completers. The EPP is a member of the Virginia Education Assessment Collaborative (VEAC), a statewide collaborative of 32 EPPs in Virginia designed to provide:

• employer and completer satisfaction data for initial licensure programs;
• benchmark data to support comparisons across EPPs statewide; and
• a more efficient process for P–12 partners to provide feedback on program completers.

As a participating VEAC institution, the EPP uses a common employer survey for its initial licensure programs, administered annually to P–12 administrators across the Commonwealth. The survey is distributed each February–March, with results published online the following fall. Survey items are aligned to the Virginia Uniform Performance Standards (VUPS) and InTASC standards.

The Virginia Department of Education (VDOE) provides current employment and contact information for completers working in public schools, supplemented by additional contact information collected by the EPP and submitted to VEAC. Employers are asked to provide feedback on completers who are within three years of completing the teacher preparation program.

VEAC Initial Program Employer Survey of Completers Results AY 2024-2025 (pdf)

Summary of Findings

The EPP analyzed both qualitative and quantitative VEAC employer survey data for AY 2024–2025. Mean scores for the EPP’s completers across the 13 survey items were at or slightly below the VEAC combined mean for participating institutions.

Survey items A–N use a four‑point Likert scale (4 = exemplary), and the overall employer satisfaction item uses a five‑point Likert scale (5 = extremely satisfied). Areas of strength for initial licensure completers were reflected in:

• Question F (commitment to professional ethics; mean rating of 3.27),
• Question J (multiple perspectives to instruction; mean rating of 3.40), and
• Question L (collaboration with the learning community to meet all learner needs; mean rating of 3.29).

Areas identified for continuous improvement included:

• Question C (effectively engages students in learning; mean rating of 3.13),
• Question D (use of data; mean rating of 3.13), and
• Question M (use of assessment results; mean rating of 3.15).

On the overall satisfaction item, employers rated the EPP’s initial program completers an average of 4.36 (satisfied) on a five‑point scale.

Candidate competency at completion is evidenced through the Title II and Virginia Department of Education (VDOE) Biennial Reports. Each report documents pass rates for program completers on required state licensure assessments, reported by endorsement area. 
The VDOE requires a minimum 80% pass rate for program completers and non‑completers on licensure assessments. The EPP exceeds this minimum requirement, demonstrating that candidates complete their programs with the knowledge and skills necessary to meet state licensure expectations. 

Title II Report AY 2024-2025 (pdf)

Biennial Report  AY 2023-2025 (pdf)

The EPP’s Office of Field Experience tracks candidates throughout matriculation and program completion. To be recommended for licensure and deemed eligible for hire, candidates must successfully complete all degree requirements, pass all required licensure assessments, and satisfy all statutory requirements. 
For AY 2024–2025, 89% of initial licensure candidates (76 of 85) completed their program requirements and were recommended for licensure. This high rate of program completion and licensure recommendation indicates that the vast majority of completers met all requirements necessary for employment in positions for which they were prepared. 

The EPP is a member of the Virginia Education Assessment Collaborative (VEAC), a statewide collaborative of 32 EPPs in Virginia designed to provide: 

• employer and completer satisfaction data for educator preparation programs; 
• benchmark data to support comparisons across EPPs statewide; and 
• an efficient process for P-12 partners to provide feedback on program completers.

 Through its participation in VEAC, Radford University’s EPP collects employer satisfaction data aligned with CAEP RA1.1: Candidate Knowledge, Skills, and Professional Dispositions.

As a participating VEAC institution, the EPP uses a common employer survey for its advanced programs, administered annually to P–12 administrators across the Commonwealth. The survey is distributed each February–March, with results released the following fall. Survey items are aligned to CAEP RA1.1 and RA3.4: Competency at Completion and are program‑specific for each advanced program. Responses are reported using a four‑point Likert scale: (4) exemplary, (3) proficient, (2) developing/needs improvement, or (1) unacceptable. 

The Virginia Department of Education (VDOE) provides employment and contact information for completers working in public schools, supplemented by additional data collected by the EPP and submitted to VEAC. Employers are asked to provide feedback on completers who are within three years of program completion. For the AY2024-2025 survey, 26 employers responded regarding Literacy Education completers, and 39 employers responded regarding Educational Leadership completers. 

Across both advanced programs, Literacy Education and Educational Leadership, all program‑specific survey items were rated at the proficient or exemplary level. These results indicate a high level of employer satisfaction with the preparation and effectiveness of advanced program completers.

 The last item in the VEAC Employer Survey asks, “Based on your experience [with RU graduate’s name}, what best describes the extent to which they were ready to effectively work with diverse P-12 students and their families in your school, division, or organization?”  Employer satisfaction data for both Literacy Education and Educational Leadership indicates a high level of satisfaction in the preparation of completers in this specific area. The Literacy Education mean score of 4.615 exceeds the VEAC mean score (4.505) across all participating EPPs with reading specialist programs. The Educational Leadership mean score of 4.538 exceeds the VEAC mean score (4.364) across all participating EPPs with administration and supervision programs. 

VEAC Advanced Program Employer Survey of Completers Results AY 2024-2025 (pdf)

Each advanced program uses different methods to ensure their program completers demonstrate competency at program completion, as reported below for AY 2024-25:

 Educational Leadership: 

• Students must pass the School Leaders Licensure Assessment (SLLA) 6990 and complete an internship experience prior to program completion. 
• 94.5% of candidates who completed Praxis II: 6990 passed, with a group mean score of 166. 
• 100% of candidates successfully completed the internship. 

Literacy Education: 

• Students must pass the Praxis Reading Specialist (5302) and complete a practicum prior to program completion. 
• 100% of candidates who completed the Praxis Reading Specialist (5302) passed, with a group mean score of 175. 
• 100% of candidates successfully completed the practicum. 

The EPP tracks advanced candidates through matriculation and completion of their program.  In order for an enrolled student to be recommended for licensure and deemed eligible for hire, they must complete their degree program and pass all licensure assessments.  

For AY 2024 - 2025

• Educational Leadership: 94.5% (35 out of 37) of students completed the program and passed the licensure assessment. 
• Literacy Education: 100% (40 out of 40) of students completed the program and passed the licensure assessment.