The University of North Carolina Wilmington is seeking accreditation from the Council for the Accreditation of Educator Preparation (CAEP) in Spring 2022 (currently accredited by the former national accrediting body for Teacher Education, NCATE).
CAEP has established set of standards for Educator Preparation programs that lead to initial licensure, and a set for Educator Preparation programs that lead to advanced or additional licensure. The following eight annual reporting measures below focus on program impact and outcomes. Data for multiple years for each of these measures are provided below.
Student growth is determined by a value-added measure as calculated by the statewide growth model for educator effectiveness. NC Education Value-Added Assessment System (SAS® EVAAS™) data provides documentation of how well UNCW beginning teachers contribute to the expected level of student-learning growth, through a score based on an analysis of student assessment data – including End of Grade (EOG) and End of Course (EOC) assessments, Career and Technical Education Post-Assessments, and the Measures of Student Learning – over time.
North Carolina defines a beginning teacher as one who is in the first three years of teaching and holds a Standard Professional 1 license. EVAAS data document the percentage of UNCW-prepared beginning teachers who meet expected student-learning outcomes (Meets), those who exceed expectations (Exceeds), and those who do not meet expectations (Does Not Meet). EVAAS student growth scores included in the reports and dashboards below represent the impact of UNCW-prepared beginning teachers on P-12 student learning and development.
As a result of the COVID-19 pandemic, NCDPI did not collect student assessment data for Spring 2020. We do not anticipate this data being available for 2019-2020. The most recent data available is linked below.
Student Growth by Cohort: 2016-18
Teacher effectiveness evaluation data for beginning teachers is collected through the NC Educator Evaluation System (NCEES). Educator Evaluation instruments are based on the Framework for 21st Century Learning and the North Carolina Professional Teaching Standards (NCPTS). These instruments are designed to promote effective leadership, quality teaching, and student learning while enhancing professional practice and leading to improved instruction. School administrators rate the level at which teachers meet NCPTS as they progress from ratings of “developing” to “distinguished.” New teachers in their first three years of teaching are more likely to be rated lower on the evaluation standards as they are still learning and developing new skills and knowledge.
As a result of the COVID-19 pandemic, NCDPI did not collect student assessment data for Spring 2020. We do not anticipate this data being available for 2019-2020. The most recent data available is linked below.
Teaching Effectiveness Evaluation Results: 2016-2018
The Effectiveness of UNC System Educator Preparation Program Graduates
Employer satisfaction data is collected annually through the NC Employer Survey (NCES). The NCES is administered to principals and other administrators to complete for each first-year teacher employed at their school. Respondents are asked to indicate if the first-year teacher is effective in teaching tasks relative to other first-year teachers based on 21 items that are aligned with the NC Professional Teaching Standards (NCPTS). EPP's are provided with full reports of the results annually. In addition, NCDPI compiles licensure and employment contract data to track cohorts of EPP completers through employment milestones, beginning with initial licensure, to initial employment in a NC public school, to the fourth year of teaching. The most recent data available is linked below.
Bachelor Report Card: 2018-19
Masters Report Card: 2018-19
Masters of School Administration Report Card: 2018-19
The North Carolina New Teacher Preparation Survey (NTPS) is administered annually to all beginning teachers in NC Public Schools. First-year teachers are asked to respond to questions related to the quality of the educator preparation program where they completed their initial teaching preparation. The percent of recent graduates that responded 'well' or 'very well' are reported in three areas – Instruction, Supportive Learning Environments, and Teaching Diverse Learners – and a composite score is provided. The most recent data available is linked below.
2016-17 | 2017-18 | 2018-19 | 2019-20
Bachelor Report Card: 2018-19
Masters Report Card: 2018-19
Masters of School Administration Report Card: 2018-19
Graduation rates are based on the number of teacher candidates who completed a program and applied for licensure and are available for Bachelors, Masters and Masters of School Administration programs. The most recent data available is linked below.
Bachelor Report Card: 2018-19
Masters Report Card: 2018-19
Masters of School Administration Report Card: 2018-19
Bachelor Performance Report: 2018-19 | 2019-20
Masters Performance Report:& 2018-19 | 2019-20
Masters of School Administration Performance Report: 2018-19 | 2019-20
States, including North Carolina, require completion of a state approved educator preparation or alternative route program for issue of initial licensure, as well as for additional licensure for principals and other administrators. In addition to program completion, North Carolina, similar to other states, has additional requirements related to professional and content area tests or assessments. The Title II Higher Education Act requires annual collection of data from IHEs related to the quality of teacher preparation and state requirements and assessments for initial licensure. The most recent data available is linked below.
Bachelor Report Card: 2018-19
Masters Report Card: 2018-19
Masters of School Administration Report Card: 2018-19
Bachelor Performance Report: 2018-19 | 2019-20
Masters Performance Report: 2018-19 | 2019-20
Masters of School Administration Performance Report: 2018-19 | 2019-20
Title II Federal Pass Rate Reports: Include data related to the quality of teacher preparation and state requirements and assessments for initial licensure. For additional information please see Title II Higher Education Act.
UNCW 2019-20 Title II Reports: Traditional | Alternative
UNCW 2018-19 Title II Reports: Traditional | Alternative
UNCW 2017-18 Title II Reports: Traditional | Alternative
Employment is evidence of the ability of program completers to be hired in positions for which the EPP has prepared them. The most recent data available is linked below.
Initial Teacher Employment: 2013-2019
North Carolina Public Schools Employment Data: NC Department of Public Instruction provides UNCW Watson College of Education a list of alumni currently employed in North Carolina public school systems. The below data includes the details of this list.
UNCW Graduate Employment: 2017-18 | 2018-19 | 2019-20
Information for consumers includes IHE student loan default rates, the average cost of attendance at the IHE, and potential salaries for program completers employed in their fields. The Student Loan Default Rate is obtained from the National Student Loan Data System (NSLDS) and is released by the U.S. Department of Education by cohort, once per year. A cohort default rate is the percentage of a school’s borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or William D. Ford Federal Direct Loan (Direct Loan) Program loans during a particular federal fiscal year, October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year. The most recent data available is linked below.