Education Division CAEP Data

The following Education programs are accredited with stipulations:

Undergraduate

• Initial Certification

Graduate

• Transformational Educational Leadership
• Catholic School Leadership Concentration
• Autism Spectrum Disorders
• Early Childhood Education

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:

CAEP Accountability Measures: (CAEP Standard 4)

1. Completer effectiveness and impact on P-12 student learning

Completer effectiveness:

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 considers the effectiveness ratings of our completers in their first three years of teaching.

Madonna University's score (2024)

How score is calculated (2024)

Below are data provided from the Michigan Department of Education regarding teacher effectiveness for the 2023-2024 school year for graduates in their first three years in the field.

YEARS OF EXPERIENCE	N	HIGHLY EFFECTIVE	EFFECTIVE	MINIMALLY EFFECTIVE	INEFFECTIVE
1	6	0	6	0	0
2	8	5	11	0	0
3	17	20	30	1	0

Impact on P12 student learning:

Our Case Study Research Assessment (CSRA) is 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.  We have recruited three current student teachers after explaining the interview protocol, which teachers find less daunting than simply submitting written results. We are in the data collection phase with this year’s educators. Themes from the two previous years of interviews include the following:

• • Graduate felt that the EPP prepared them to make data-driven decisions.
  • Graduates were able to reflect on their strengths and areas for improvement.
  • Overall, the graduates felt that the institution also prepared them to differentiate instruction based on student ability.

2.      Satisfaction of employers and stakeholder involvement

The satisfaction of employers and stakeholder involvement over the past three cycles indicates a strong level of satisfaction. While we recognize the low sample size, we have included links to the two most recent administrator surveys, both of which demonstrate a 100% positive trend. Overall, there is a consistent positive trend in satisfaction.

(Administrator Survey Results: 2022-2023)

(Administrator Survey Results: 2023-2024)

3.      Candidate competency at completion

• Based on last year's data, our 3-year pass rates for initial and cumulative attempts have decreased.

	2015-2018	2016-2019	2017-2020	2019-2022	2020-2023	2021-2024
Initial	77.3%	77.0%	77.4%	79.2%	65.4%	68.0
Cumulative	89.7%	92.6%	93.4%	83.3%	76.9%	76.0

•  In Academic Year 2023-2024, 78.3% of teacher candidates passed their MTTC Exam. (MTTC Results: 2023-2024)

4.      Ability of completers to be hired in the area of licensure

The MDE’s 2023-2024 Year Out survey data indicates that 4 of 4 respondents have secured employment in their teaching field. 

The University continues to work to identify methods to track completers of advanced programs into positions related to their preparation.