Education Division CAEP Data

The following Education programs are accredited:

Undergraduate - Initial Certification
Graduate - Educational Leadership
Graduate - Autism Spectrum Disorders
Graduate - Learning Disabilities
Graduate - Literacy
Graduate - Early Childhood Education
Graduate - Catholic School Leadership
Graduate - Teaching English to Speakers of Other Languages 


As part of our effort to show our continuous improvement and demonstrate transparency, the Education Division of the College of Education and Human Development, as directed by our accrediting body (Council for the Accreditation of Educator Preparation), make the following data available as part of our Annual Reporting Measures:

Impact Measures (CAEP Standard 4)

  • Impact on P-12 learning and development (Component 4.1)
    During the 2018-2019 academic year, we piloted our Case Study Research Assessment (CSRA), an interview protocol involving first-year teachers who replicated data collection assignments from their preparation in their current setting.  The purpose of the CSRA is two-fold: our graduates provide our institution with student-growth data, and the interview provides an opportunity for the graduates to discuss strengths and weaknesses in our teacher preparation program.  Our first and second year pilot consisted of one educator each year. We evolved a new interview protocol and extended the pilot, and then we were faced with a COVID shutdown. This past year’s group of four educators was reduced to one, following job changes and disruptions. We have expanded our pool of subjects for this 2020-21 year. We have recruited five current student teachers after explaining the new interview protocol, which teachers find less daunting than written results. We are currently in the initial data collection phase with this year’s educators. Themes from the two years of interviews include the following: 
    • Graduates were able to demonstrate student growth.
    • Graduates felt that institution prepared them to conduct formative assessment, as well as make data-drive decisions.
    • Overall, the graduates felt that the institution also prepared them to differentiate instruction based on student ability.
  • Indicators of teaching effectiveness (Component 4.2)
    As indicated by our Educator Preparation Institution (EPI) Score report, we received a Satisfactory rating from the Michigan Department of Education. The calculation of this score takes into account the effectiveness ratings of our completers in their first three years of teaching.  NOTE: the process for calculating EPI scores is currently under revision; scores were not provided to providers in 2019.
    Madonna University's score (2017)
    How score is calculated (2017)
    Below are data provided from the Michigan Department of Education regarding teacher effectiveness for the 2018-2019 school year for graduates in their first three years in the field. 
    CAEP Chart Data for 2018-2019
  • Satisfaction of employers and employment milestones (Component 4.3 | A.4.1)
    Out of the 2017-2018 initial certification cohort, the five survey respondents indicated that they are currently employed as a classroom teacher.  The statewide pilot survey of principals is currently under revision.
  • Satisfaction of completers (Component 4.4 | A.4.2)
    The Michigan Department of Education (MDE) sends out surveys to new teachers asking them questions regarding the job search process and their satisfaction with their preparation.
    2018-2019 Year-Out Survey (completers in 2017-2018; N=3)
    Further, Madonna University does an internal survey of our initial completers one year after graduation (Completers in 2017-2018; N=4 of 21 completers).
    In response to University-wide survey fatigue, we are working with our Graduate School and Career Development Office to incorporate specific questions in their graduate surveys that will yield feedback on our graduate programs.

Outcome Measures

  • Graduation Rates (initial & advanced levels)
    Based on reporting to IPEDS, our institutional graduation rate for 2019-2020 was 58%, with a transfer-out rate of 23%. 
  • Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)
    3-year initial and cumulative pass rates for the Michigan Test for Teacher Certification (MTTC). Based on last year's data, our 3-year pass rates for initial and cumulative attempts have increased.
       2014-2017   2015-2018   2016-2019   2017-2020 
    Initial 76.1% 77.3% 77.0% 77.4%
    Cumulative 88.4% 89.7% 92.6% 93.4%
  • Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)
    Based on the year-out survey distributed by the Michigan Department of Education, of the 5 respondents, 4 responded that they had found a teaching position and 1 was actively seeking a position. 

While we are working to enhance mechanisms to track completers of advanced programs into positions related to their preparation, we can report that 100% of our M.S. in Educational Leadership graduates during the 19-20 school year who responded to an institutional survey (N=7) declared they had found employment relative to their degree.

  • Student loan default rates and other consumer information (initial & advanced levels)
    Based on the most recent data from our Office of Financial Aid (FY 2017; 3-year cohort), our overall institutional default rate is 7.4%.