- Impact on P-12 learning and development (Component 4.1)
- Indicators of teaching effectiveness (Component 4.2)
The Virginia Department of Education does not provide data to EPPs that could help meet these impact measures. The EPP normally voluntarily requests end of year assessment data from completers and evaluation data from principals as measures of completer impact on student learning and indicators of teaching effectiveness. However, due to the disruption of learning resulting from the pandemic starting in March 2020, it became evident that these CAEP impact measures would not be able to be collected and recorded as accurately. The Virginia Department of Education created a website to address these changes in the learning and assessment conditions: VDOE :: School Closure FAQ (virginia.gov) In particular, the section on “Assessment and Accountability” details which testing has been suspended and how waivers would be instituted. The EPP is looking to reach out to completers and employers for evidence that meets both impact measures in the near future.
- Satisfaction of employers and employment milestones (Component 4.3)
- Satisfaction of completers (Component 4.4)
The EPP has recently joined the Virginia Education Assessment Collaborative (VEAC) to create a state-wide system for data collection on the satisfaction of employers and completers. This innovative initiative set out tobuild a common set of assessment measures, tools, and activities that all Virginia EPPs may use in response to CAEP requirements. This group also created the VEAC Instruction Guide which outlined how these surveys met sufficiency on the CAEP Evaluation Framework for EPP-Created Assessments, and how these surveys assessed both the InTASC Standards and the Virginia Uniform Performance Standards.
VEAC created and implemented completer and employer surveys in response to CAEP Standard 4.3 and 4.4 and piloted the program last year. At that time, the EPP was currently preparing for its Self-Study and Site Visit. However, VEAC distributed these surveys again in the spring 2021 semester and since the priority was joining this state-wide initiative, the EPP’s schedule of sending out their own completer and employer surveys needed to be revised to accommodate their data collection cycle. Consequently, the data from both surveys are just being returned for data analysis. The EPP will update once the data is ready for presentation. The data will be reported by individual EPP program along with a state comparison on those EPPs participating in VEAC.
- Graduation Rates (initial and advanced levels)
For initial programs: 100% graduation rate in the following programs: PK-6 (22); Special Education K-12 (17); Biology (4); English (4); History (8)
School Counseling (8): 100% graduation rate
Administration and Supervision (11): 100% graduation rate
- Ability of completers to meet licensing and state requirements
As evidenced in the EPP Title II Report for 2019-2020:
For initial programs: 100% of completers met licensing and state requirements in their program: PK-6 (22); Special Education K-12 (17); Biology (4); English (4); History (8)
For advanced programs: 100% of completers met licensing and state requirements in their program: School Counseling (8) and Administration and Supervision (11)
- Ability of completers to be hired in education positions for which they have been prepared
The EPP can confirm that approximately 90% of the 2019-2020 completers have been hired in positions for which they have been prepared. Due to the pandemic, there have been a few completers who chose to stay out of the workforce or for other reasons.
- Student loan default rates
For the most recent cohort (2017) listed on nces.ed.gov for Marymount University, the Default rate is 3.4%, with 28 students in default and 814 in repayment.