CAEP Accountability Measures & Program Effectiveness

The teacher education programs at Queens are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the North Carolina Department of Public Instruction (NCDPI).

CAEP Accountability Measures

Measure One: Completer Effectiveness

1. The NC Educator Effectiveness System

The NC Educator Effectiveness System (NCEES) is a standardized, common statewide assessment tool used in North Carolina to assess all teachers, including teacher candidates in their first year of teaching. This tool offers components designed to support the ongoing professional growth of K-12 teachers in the state of North Carolina. This tool includes an educator evaluation component, which is used in the first year of teaching following the completion of an educator preparation program. Using classroom observations and other supporting evidence, principals rate teachers on five standards:

1. Leadership
2. Classroom Environment
3. Content Knowledge
4. Facilitating Student Learning
5. Reflecting on Practice

For each standard, principals assign one of the following ratings:

1. Not Demonstrated
2. Developing
3. Proficient
4. Accomplished
5. Distinguished

Please use the NCDPI dashboard to access the results of the Queens University of Charlotte completers in their first year of teaching, adjusting the time display scale to include 22-23.

In examining these evaluative results, 90% of completers rated proficient or higher in measured standards, as compared to 96% for all programs during this same time period.

For Queens University of Charlotte completers, it is also noteworthy that the highest-rated area was Leadership (94% proficient) and the lowest was Pedagogy (88%).

2. The PPAT

The PPAT (Praxis Performance Assessment for Teachers) is a standardized tool that is used in North Carolina and measures how teacher candidates apply content knowledge and teaching skills in the classroom. The results of candidates’ best performance on the PPAT is one indicator of candidate competency and readiness for effectiveness in the classroom.

Please use the NCDPI dashboard to assess the results of the Cato School of Education completers, adjusting the time display scale to include 22-23.

During this time period, 88% of EPP graduates passed the PPAT on their best attempt, as compared to 67% for all programs during this same time period. These exams are required for licensure, and demonstrate candidates’ ability to apply knowledge and skills in the classroom.

3. Impact on Student Growth

EVAAS is an analytic tool that is utilized in the state of North Carolina to focus on student growth over time. EVAAS includes value-added reports and analyses, and include state-mandated tests in the state of North Carolina. These projections are used to predict a student’s future success (or lack of success). The NC Educator Dashboard provides EVAAS data and shows the impact of completers on student growth as measured by EVAAS. The impact is categorized into three levels based on test performance of the completers’ students: 1) did not meet expected growth; 2) met expected growth; 3) exceeded expected growth. Candidates with initial teaching licenses who completed their educator preparation program and taught a grade/subject with standardized tests in a N.C. traditional or charter school within three years of program completion are included in the report. The first year of the completer having received EVAAS scores is reported.

Please use the NCDPI dashboard to assess the Impact on Student Growth Report (EVAAS) for Queens University of Charlotte completers, adjusting the time display scale to include 22-23.

Highlights of this report include:

• 86% of the EPP’s completers indicate “Meets” or “Exceeds” on student growth expectations.
• This is compared to 70% of all program completers in the state for this same time period.

4. The North Carolina Educator Evaluation System Teacher Candidate Evaluation Rubric

This evaluative tool is designed to be a final evaluation of the student teacher’s performance. The form is completed by the clinical cooperating teacher as well as by the university supervisor to find a consensus on how the student teacher is progressing. The goal is to provide details for strengths and areas for improvement. The standards utilized are based on the NC Educator Effectiveness System (NCEEES), a standardized, state-specific tool used in North Carolina.

The ratings used on this instrument are:

• EC – Emergent Candidate
• DC – Developing Candidate
• PC- Proficient Candidate
• AC – Accomplished Candidate
• ND – Not Demonstrated

The standards evaluated include:

Standard 1: Teachers demonstrate leadership
Standard 2: Teachers establish a respectful environment for a diverse population of students
Standard 3: Teachers know the content they teach
Standard 4: Teachers facilitate learning for their students
Standard 5: Teachers reflect on their practice

	Emergent	Developing	Proficient	Accomplished
Standard 1: Teachers demonstrate leadership	0/6	0/6	4/6	2/6
Standard 2: Teachers establish a respectful environment for a diverse population of students	0/6	0/6	1/6	5/6
Standard 3: Teachers know the content they teach	0/6	0/6	0/6	6/6
Standard 4: Teachers facilitate learning for their students	0/6	0/6	1/6	5/6
Standard 5: Teachers reflect on their practice	0/6	0/6	1/6	5/6

5. The Annual Principal Survey of Employer Satisfaction

This survey instrument is used in the state of North Carolina each year to determine employer satisfaction with EPP completers. It is administered in late spring to principals of beginning teachers in NC public schools, including charters. Respondents rate each beginning teacher they supervise on a number of teaching tasks, relative to other teachers in comparable experience.

Please use the NCDPI dashboard to assess the Employer Satisfaction Annual Principal Survey Report for Queens University of Charlotte completers, adjusting the time display scale to include 22-23.

Queens University of Charlotte completers received mean ratings of 93% satisfaction, as compared to 99% overall ratings for all programs in N.C. the highest-rated areas for the EPP’s completers were Alignment, Diversity, and Use of Assessment, while the lowest-rated areas were for Discipline and Classroom Expectations.

Measure Two: Satisfaction of Employers and Stakeholder Involvement

1. NCDPI Report Card and Performance Report
2. NCDPI Employer Satisfaction Surveys
3. Cato Teacher Education Committee (TEC)
4. CMS/Cato MOU

Measure Three: Candidate Competency at Completion

1. Average GPA of Program Completers
2. NC Licensure Requirement: (PPAT) Assessment Rates
3. NC Licensure Requirement: Praxis II Testing Pass Rates
4. NC Licensure Requirement: Foundations of Reading and General Curriculum Tests
5. NC Report Card and Performance Report Data

Measure Four: Ability of Completers to be Hired

1. NC Report Card and Performance Report Data
2. Employment Post Graduation
3. Student Loan Default
4. Consumer Information

Initial Programs: Elementary Education; Post-baccalaureate Teacher Licensure Only Program–Elementary Education (K – 6); Secondary Education Biology; Post-baccalaureate Teacher Licensure Only Program–Secondary Education (9 – 12): Biology; Secondary Education Social Studies; Post-baccalaureate Teacher Licensure Only Program–Secondary Education (9 – 12): Social Studies; Secondary Education Chemistry; Post-Baccalaureate Teacher Licensure Only Program–Secondary Education (9 – 12): Chemistry; Secondary Education Physics; Secondary Education English; Post-baccalaureate Teacher Licensure Only Program –Secondary Education (9 – 12):English; Secondary Education History; Post-baccalaureate Teacher Licensure Only Program–Secondary Education (9 – 12): History; French Education; Spanish Education; Post-baccalaureate Teacher Licensure Only Program–Foreign Language (K – 12) (French, Spanish); Secondary Education Science; Secondary Education Mathematics; Post-baccalaureate Teacher Licensure Only Program–Secondary Education (9 – 12): Math; Secondary Education Earth Science.

Advanced Programs: Master of Arts in Educational Leadership; SELA School Executive Leadership Academy; Master of Education in Special Education – General Curriculum K-12; Special Education – General Curriculum K-12 Certificate; Master of Education in Curriculum and Instruction; Curriculum and Instruction Certificate; Master of Education in Higher Education; Higher Education Certificate; Master of Education in Literacy; Literacy K-12 Certificate; Master of Education in STEM; STEM Certificate; Master of Education in Instructional Technology Specialist K-12; Instructional Technology Specialist K-12 Certificate; Master of Education in AIG K-12; AIG Certificate; Master of Arts in Teaching – Elementary Education; (Coming in 2025) Graduate Certificate in Educational Leadership

Measures of Effectiveness

Average GPA of Program Completers

Data was obtained from Queens University of Charlotte’s Institutional Effectiveness.

Degrees conferred June 30 to July 1 of the specified years.

	2020-2021		2021-2022		2022-2023
	Count of Graduates	Avg. Career GPA	Count of Graduates	Avg. Career GPA	Count of Graduates	Avg. Career GPA
Undergraduate	10	3.682	13	3.817	6	3.761
BA Education	10	3.682	9	3.851	5	3.738
Secondary Education Minor			4	3.740	1	3.875
Masters	81	3.918	42	3.939	66	3.965
MA Educational Leadership	71	3.934	34	3.925	49	3.963
MAT Elementary Education	7	3.748	4	4.000	4	3.956
MED Master of Education	3	3.939	4	4.000	13	3.979
Certificate	17	3.971	15	3.960	24	3.896
AIG (GREAI)	17	3.971			9	3.722
Special Education (GREDS)			14	3.957	14	4.000
Literacy K-12 (GRELT)			1	4.000	1	4.000
Total	108	3.905	70	3.921	96	3.935

NC Licensure Requirements – Praxis II Testing Pass Rates

*Only required for Secondary Education Students to obtain a license in specific subject areas.

Note: In cases where there are less than ten students taking the assessment the number passing and pass rate are not reported.

2021-2023: 63% (three-year rate, 38 candidates)

NC Licensure Requirements – Praxis Performance Assessment for Teachers (PPAT) Pass Rates

The candidate’s impact in contributing to P-12 student-learning growth and level of teaching effectiveness in applying professional knowledge, skills, and dispositions is assessed through the PPAT portfolio completed during student teaching. The PPAT portfolio assessment measures candidates’ readiness to teach effectively through their demonstration of assessing student learning needs, effectively interacting with students, developing and implementing effective lessons, and designing and using assessments to make data-driven decisions to inform teaching and learning. Data was obtained from the NCDPI Dashboard.

NCDPI Report Card and Performance Report Data

The impact on P-12 learning and development, indicators displaying the level of teaching effectiveness in applying professional knowledge, skills, and dispositions, and the satisfaction of employers and employment milestones from our graduates are reported each year in our EPP Report Card, developed and distributed by the North Carolina Department of Public Schools. Beginning in 2020, NCDPI transitioned from publishing EPP data in the Report Card to now reporting EPP data in the NC Educator Preparation Program Dashboard.

To view more information on trends in educator preparation view the dashboard, select a trend, select to filter by EPP, then select Queens as the EPP.

Note: In cases where there are less than ten students for a particular cohort, survey results are not reported.

NCDPI Employer Satisfaction Surveys

2020-2022 Employer Satisfaction with Preparation

Cato Teacher Education Committee (TEC)

School partners and internal and external stakeholders serve on the Cato Teacher Education Committee (TEC). The TEC consists of teachers from the local school district, alumni, current students, principals from our Professional Development Schools, an Area Superintendent for the CMS district, as well as faculty from Cato, and Content Areas represented in the Secondary Education program.

This advisory committee works together engaging all partners in an ongoing collaborative process to ensure all stakeholders are involved in the development, maintenance, and modification of programs. The committee meets quarterly throughout the academic year and engages in data analysis and continuous process improvement through a focus on critical topics, including but not limited to:

• Cohorts and enrollment
• Accreditation results and areas for improvement
• Potential new programs based on trends and data
• Performance of programs and program completers
• External reporting updates and feedback

This information becomes the focus of the TEC for the year in addition to the routine business that is required at each meeting. In addition to the TEC, the collaboration between Cato and partners takes place on an individual, situational basis.

CMS/Cato Memorandum of Understanding

The Cato School of Education is proud to engage in a strong partnership with the Charlotte-Mecklenburg School System as we work collaboratively in the preparation of educators and educational leadership.

CMS/Cato Memorandum of Understanding

Employment Post Graduation

The following shows the hiring rates of program completers who were employed in education positions following graduation. Data was obtained from Cato School of Education program completer surveys as well as First Destination Surveys.

2022-2023

UG: 100%

MED: 85%

MEL: 98%

MAT: 100%

SELA: N/A (there was no SELA cohort during the 22-23 academic year)

2021-2022

UG:  83%*

MAT:  100%

MEL:  100%

SELA:  95% of the program completers who primarily worked with students (serving as counselors, teachers, etc.) now work primarily with teachers in an administrative role (specifically as District Specialists along with MCLs, Facilitators, and Deans).

*This percentage reflects 2 graduates who did not join the education work force because they pursued the new 5th year graduate program at Queens and did not want to teach while pursuing master’s degree. Therefore, all completers who applied for jobs were offered a job and are currently teaching.

2020-2021

UG:  67%*

MAT:  100%

MEL:  100%

SELA:  94% of the program completers who primarily worked with students (serving as counselors, teachers, etc.) now work primarily with teachers in an administrative role (specifically as MCLs, facilitators, and deans).

*This percentage reflects two graduates who did not join the education work force because they pursued the new 5th year graduate program at Queens and did not want to teach while pursuing master’s degree. Therefore, all completers who applied for jobs were offered a job and are currently teaching.

2019-2020

UG:  100%

MAT:  100%

MED:  100%

MEL:  100%

SELA:  88% of the program completers who primarily worked with students (serving as counselors, teachers, etc.) now work primarily with teachers in an administrative role.

2018-2019

UG:  100%

MAT:  100%

MED:  100%

MEL:  100%

SELA:  90% of the program completers who primarily worked with students (serving as counselors, teachers, etc.) now work primarily with teachers in an administrative role.

Student Loan Default Rates

Student loan default rates are obtained by the Federal Student Aid: An office of the U.S. Department of Education. The default rate for FY2020 (the latest rate available) is 0.0%.

Data was obtained from the Queens University of Charlotte Financial Aid Office.

Consumer Information

Queens University of Charlotte – Consumer Information