CAEP Annual Reporting Measures

The University of North Carolina Wilmington is seeking accreditation from the Council for the Accreditation of Educator Preparation (CAEP) in Fall 2021 (currently accredited by the former national accrediting body for Teacher Education, NCATE).  CAEP has established a set of standards for the field of Educator Preparation and the following eight annual reporting measures that focus on program impact and outcomes.  Data for multiple years for each of these measures are provided below. 

Impact Measures:


1. Impact on P-12 Student Learning and Development (4.1)

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.

  • IHE/EPP Undergraduate Report Card: Includes a summary of EVAAS student growth scores for beginning teachers prepared by UNCW under Graduate Effectiveness.  Additional information about IHE Report Cards can be found at North Carolina Department of Public Instruction (NCDPI).

2016-17 | 2017-18 | 2018-19

  • IHE/EPP Bachelor Performance Report: Includes a more detailed presentation of EVAAS student growth data for beginning teachers prepared by UNCW under K. Teacher Effectiveness. Additional information about IHE/EPP Performance Reports can be found at NCDPI.

2016-17 | 2017-18 | 2018-19

  • EPP Performance Dashboard: Launched in 2020 and maintained by NCDPI, the dashboard provides the public with access to performance and other data – including EVAAS Student Growth results – with the ability to compare Report Card information between all NC EPPs (public and private).

EPP Performance Dashboard 

  • UNC Educator Quality Dashboard: Maintained by the University of North Carolina System, the dashboard provides public access to historical and current EPP performance and other data with the ability to compare information between all UNC EPPs.

UNC Educator Quality Dashboard

2. Indicators of Teaching Effectiveness (4.2)

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.

  • IHE/EPP Undergraduate Report Card:  Includes a summary of NCEES data for beginning teachers prepared by UNCW under Graduate Effectiveness.  Additional information about IHE Report Cards can be found at NCDPI

2016-17 | 2017-18 | 2018-19

  • IHE/EPP Bachelor Performance Report: Provides more detailed displays of results of NCEES for beginning teachers prepared by UNCW under K. Teacher Effectiveness. Additional information about IHE Performance Reports can be found at NCDPI.

2016-17 | 2017-18 | 2018-19

  • EPP Performance Dashboard:  Launched in 2020 and maintained by NCDPI, the dashboard provides the public with access to performance and other data – including NCEES Teacher Evaluation results – with the ability to compare information between all NC EPPs (public and private).

EPP Performance Dashboard 

  • Resource: The Effectiveness of UNC System EPP Program Graduates: Published by the Education Policy Initiative at Carolina (EPIC), the initiative presents updated results from their Program Effectiveness analyses, a seminal study in the UNC System Educator Quality Research Initiative. The brief provides details for UNC System prepared teachers in comparison with those prepared by EPPs outside the System.

The Effectiveness of UNC System Educator Preparation Program Graduates

3. Satisfaction of Employers and Employment Milestones (4.3|A.4.1)

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). EPPS 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.

  • NCES Reports: Display full results of administration of the NCES with principals and other administrators employing UNCW completers in their first year of teaching.

2016-172017-182018-19

  • IHE/EPP Undergraduate Report Card:  Includes a summary of NCES results for UNCW completers under Graduate Effectiveness and summarizes employment rates for completer cohorts under 4-Year Completer Employment.

2016-17 | 2017-18 | 2018-19

  • IHE/EPP Bachelors Performance Report: Displays results of the NCES for UNCW completers under Employer Survey and employment rates for completer cohorts under 4-Year Completer Employment.

2016-17 | 2017-18 | 2018-19

4. Satisfaction of Completers (4.4|A.4.2)

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.

  • NC New Teacher Preparation Survey:  Full results from the NTPS for UNCW Prepared new teachers, including comparisons to all other UNC IHEs and to Non-UNC IHE Traditionally Prepared new teachers.  Results for program areas are also included.
2016-17 | 2017-18 | 2018-19

  • IHE/EPP Undergraduate Report Card: Includes a summary of NTPS results for UNCW completers under Graduate Satisfaction Survey.

2016-17 | 2017-18 | 2018-19

  • EPP Performance Dashboard: Launched in 2020 and maintained by NCDPI, the dashboard provides the public with access to performance and other data – including NTPS Candidate Satisfaction – with the ability to compare information between all NC EPPs (public and private).

EPP Performance Dashboard 

  • UNC Educator Quality Dashboard: Maintained by the University of North Carolina System, the dashboard provides public access to historical and current EPP performance and other data with the ability to compare information between all UNC EPPs.

UNC Educator Quality Dashboard 

Outcome Measures:


5. Graduation Rates (initial & advanced levels)

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.

  • IHE/EPP Report Cards: Include the number of teacher candidates who completed a program and applied for licensure.  The IHE Report Card is provided for Bachelors, Masters, and Masters of School Administration programs.  Additional details about the IHE Report card can be found at NCDPI.
Bachelor Report Card:  2016-17 | 2017-18 2018-19
Masters Report Card:   2016-17 | 2017-18 | 2018-19
Masters of School Administration Report Card: 2016-17 | 2017-18 | 2018-19

  • IHE/EPP Performance Reports: Display the number of candidates who completed a program and applied for licensure and are available for Bachelors, Masters and Masters of School Administration programs.  Additional information about the IHE Performance Report can be found at NCDPI.

Bachelor Performance Report:  2016-17 | 2017-18 2018-19
Masters Performance Report:   2016-17 | 2017-18 2018-19
Masters of School Administration Performance Report:  2016-17 | 2017-18 | 2018-19

6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)

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.

  • IHE/EPP Report Cards:  Includes the number of teacher candidates who completed a program and applied for licensure and the percentage of candidates who pass professional and content area exams required for licensure.  The IHE Report Card is provided for Bachelors, Masters, and Masters of School Administration Program.  Additional details about the IHR Report card can be found at NCDPI.
Bachelor Report Card:  2016-17 | 2017-18 2018-19
Masters Report Card:   2016-17 | 2017-18 | 2018-19
Masters of School Administration Report Card: 2016-17 | 2017-18 | 2018-19

  • IHE/EPP Performance Reports: Contains information for teacher candidates from admission to program completion.  A separate report is provided for the bachelors, masters, and masters of school administration programs.  The report contains details on NC school employment, top employers for program completers and additional information about UNCW teacher candidates.  Program completer and licensure data is disaggregated by program.  Additional information about the IHE Performance Report can be found at NCDPI.
Bachelor Performance Report:  2016-17 | 2017-18 2018-19
Masters Performance Report:   2016-17 | 2017-18 2018-19
Masters of School Administration Performance Report:  2016-17 | 2017-18 | 2018-19

  • 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 2018-19 Title II Reports:  Traditional | Alternative
UNCW 2017-18 Title II Reports:  Traditional | Alternative
UNCW 2016-17 Title II Reports:  Traditional | Alternative

7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)

Employment is evidence of the ability of program completers to be hired in positions for which the EPP has prepared them.

  • 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:  2016-17 | 2017-18 | 2018-19

  • Resource: Employment Rates for Initially Prepared Teachers: Published by the Education Policy Initiative at Carolina (EPIC) this research brief examines one and three-year employment rates at NC public schools for individuals initially prepared to teach at UNC System institutions.  The results include data from the 2008-09 through 2017-18 academic years. 
Employment Rates by Institution:  2018
Source:  Education Policy Initiative at Carolina    

8. Consumer Information (initial and advanced)

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.  

  • Student Loan Default Rates:  UNCW default rates are obtained from the NSLDS.  The U.S. Department of Education releases student loan default rates, by cohort, once per year.  

School Default Rates:  FY 2015, 2016, 2017

  • Tuition and Fee Schedules/Average Cost of Attendance: Tuition and Fee Schedules including the estimated cost of attendance for UNCW Undergraduate and Graduate  students  for the two most recent academic years are provided.  The average time for completion for an Undergraduate Initial Teacher Licensure Program is 4 years, with 1 year for the Master of Arts in Teaching, and an average of 2 years for graduate programs.   

2019-20 | 2020-21

  • North Carolina Teacher Salary Schedules: Provided by NC Department of Public Instruction’s Financial & Business Services for the most recent three years, these schedules include salaries for teachers, instructional support positions, principals and superintendents dependent on years of experience, degree and National Board Certification.   

2017-18 | 2018-19 | 2019-20