CAEP Annual Reporting Measures

Criteria: Data must address: (a) Completer impact in contributing to P-12 student-learning growth AND (b) completer effectiveness in applying professional knowledge, skills, and dispositions.
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.

Virginia Education Assessment Collaborative

As stated on their website: https://projectveac.org, the Virginia Education Assessment Collaborative (VEAC) is a growing partnership between Educator Preparation Programs (EPP) in the Commonwealth of Virginia. Their purpose is to provide a centralized assessment structure for Virginia EPPs that standardizes and reduces the complexity of data collection for both the Virginia Department of Education (VDOE) and the Council for the Accreditation of Educator Preparation (CAEP).

Data Collection Process

VEAC partners submitted contact information for program completers to VEAC in February 2025. Initial recruitment for the survey began in February 2025 and was open with reminders through April 2025.

Survey Response Rates

For the 2024- 2025 initial licensure cycle, VEAC fielded the Initial Licensure Completer Survey to program completers from 32 Education Preparation Programs (EPP) partners.

Upon closing the survey in April 2025, VEAC collected 1,149 complete and partial responses resulting in a 18% response rate.

VEAC provides EPP partners access to a responsive dashboard to view holistic data from the 2024-2025 VEAC cycle. Further, the VEAC dashboard supports benchmark reference points through interactive data disaggregation by relevant EPP characteristics (e.g., EPP Size, EPP Type (public/private), Endorsement Level, etc.). Access the VEAC Completer survey dashboard at www.projectveac.org.

Marymount University had a 27% response rate on the VEAC Completer Survey based on the total number of contacts submitted to VEAC minus the number of failed/bounced emails.

Data Results

There were fourteen (14) responses to twelve (12) questions regarding their perceived performance aligned with the VDOE Uniform Performance Standards and one (1) question regarding their satisfaction with their preparation program. The questions asked:

Based on your preparation at Marymount University, how would you rate your performance in each of these teaching areas:

• Demonstrating your understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

Exemplary 7 (77%)

Proficient 2 (22%)

Developing/Needs Improvement 0 (0%)

• Planning using state standards, the school’s curriculum, engaging and research-based strategies and resources, and data to meet the needs of all students.

Exemplary 6 (66%)

Proficient 3 (33%)

Developing/Needs Improvement 0 (0%)

• Effectively engaging students in learning by using a variety of research-based instructional strategies in order to meet individual learning needs.

Exemplary 5 (56%)

Proficient 4 (54%)

Developing/Needs Improvement 0 (0%)

• Systematically gathering, analyzing, and using all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to students, parents, caregivers, and other educators.

Exemplary 5 (56%)

Proficient 3 (33%)

Developing/Needs Improvement 1 (11%)

• Using resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.

Exemplary 7 (78%)

Proficient 2 (22%)

Developing/Needs Improvement 0 (0%)

• Maintaining a commitment to professional ethics, collaborating and communicating effectively, and taking responsibility for and participating in professional growth that results in enhanced student learning.

Exemplary 8 (89%)

Proficient 1 (11%)

Developing/Needs Improvement 0 (0%)

• Engaging in practices that result in acceptable, measurable, and appropriate student academic progress.

Exemplary 7 (78%)

Proficient 2 (22%)

Developing/Needs Improvement 0 (0%)

• Using content-aligned and developmentally appropriate instructional technology to enhance student learning.

Exemplary 4 (44%)

Proficient 5 (56%)

Developing/Needs Improvement 0 (0%)

• Demonstrating a commitment to equity by providing instructional practices and classroom strategies that result in culturally inclusive and responsive learning environments and academic achievement for all students.

Exemplary 7 (78%)

Proficient 2 (22%)

Developing/Needs Improvement 0 (0%)

• Collaborating with the learning community (e.g. school personnel, caregivers, and volunteers) to meet the needs of all learners and contribute to a supportive culture.

Exemplary 4 (44%)

Proficient 5 (56%)

Developing/Needs Improvement 1 (11%)

• Using assessment results to inform and adjust practice.

Exemplary 5 (56%)

Proficient 3 (33%)

Developing/Needs Improvement 1 (11%)

• Engaging in reflection on the impact of their teaching practice and adapting to meet the needs of each learner.

Exemplary 7 (78%)

Proficient 2 (22%)

Developing/Needs Improvement 0 (0%)

The following table provides responses to the 2024-25 VEAC Initial Licensure Survey. Column 1 (VEAC Item) provides the text for each VEAC survey item. Column 2 (InTASC) provides the item alignment to the InTASC Standards. Column 3 (VUPS 2021) provides the item alignment to the 2021 Virginia Uniform Performance Standards. Column 4 (VEAC Mean) provides the average (mean) for responses to each survey item for all responses from all VEAC partners coded 1-4. Column 5 provides the standard deviation for responses to each survey item for all responses from all VEAC partners coded 1-4. Column 6 provides the number of responses to each survey item. Note that response count does not include N/A or skipped responses. Column 7 (EPP Mean) provides the average (mean) for responses to each survey item for all responses from the EPP coded 1-4. Column 8 provides the standard deviation for Marymount-specific responses to each survey item with all responses coded 1-4. Column 9 provides the number of responses to each survey item from the EPP. Lastly, Column 10 depicts the P-Value of the received scores. Note that the response count does not include N/A or skipped responses.

Items A through N ask program completers to rate their satisfaction on 12 VUPS/InTASC items. Specifically, these items ask, “How would you rate your preparation at Marymount University for each of the following program competencies?.” Respondents can choose “Exemplary,” “Proficient,” “Developing/Needs Improvement,” or “Unacceptable.” To find the average rating, responses are coded, from 1 to 4. Higher values indicate more proficiency, and lower values indicate more unacceptability. Means for each of these data points were at a 3.44 or above, indicating a high level of responders rating the preparation they received at Marymount as proficient and exemplary. All EPP means exceeded the overall VEAC means for each measure.

The last item, item thirteen (13) in the VEAC Completer survey, asks “Overall, how satisfied are you with your preparation from Marymount University?” Respondents could respond “extremely dissatisfied, somewhat dissatisfied, neither satisfied nor dissatisfied, somewhat satisfied, or extremely satisfied.” To find the average overall satisfaction, responses are coded, from 1 to 5. Higher values indicate more satisfaction, and lower values indicate more dissatisfaction. The mean for this measure is reported as 4.78, indicating a high level of satisfaction from completers. The mean for the EPP is reported higher than that of the VEAC mean for this measure.

Marymount University School of Education

2025 Completer Cycle

VEAC Completer Survey 2025

	VEAC Item	InTASC	VUPS 2021	VEAC Mean	VEAC SD	VEAC N	EPP Mean	EPP SD	EPP N	P value
IA	Demonstrate an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.	1,2,4	1	3.4	0.61	904	3.78	0.44	9	0.03
IB	Plan using state standards, the school’s curriculum, engaging and research-based strategies and resources, and data to meet the needs of all students.	1,2,7,8	2	3.37	0.63	898	3.67	0.50	9	0.11
IC	Effectively engage students in learning by using a variety of research-based instructional strategies in order to meet individual learning needs.	1,2,8	3	3.30	0.63	903	3.56	0.53	9	0.18
ID	Systematically gather, analyze, and use all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to students, caregivers, and other educators.	6,10	4,8	3.18	0.67	902	3.44	0.73	9	0.30
IE	Use resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.	3	5	3.48	0.61	908	3.78	0.44	9	0.07
IF	Maintain a commitment to professional ethics, collaborate and communicate effectively, and take responsibility for and participates in professional growth that results in enhanced student learning.	1,2,9	7	3.60	0.55	907	3.89	0.33	9	0.03
IG	Engage in practices that result in acceptable, measurable, and appropriate student academic progress.	6,7,8	8	3.37	0.59	904	3.78	0.44	9	0.02
IH	Use content-aligned and developmentally appropriate instructional technology to enhance student learning.	7,8	3	3.33	0.62	900	3.44	0.53	9	0.53
IJ	Demonstrate a commitment to equity by providing instructional practices and classroom strategies that result in culturally inclusive and responsive learning environments and academic achievement for all students.	2,3,8	5,6	3.49	0.58	908	3.78	0.44	9	0.08
IL	Collaborate with the learning community (e.g. school personnel, caregivers, and volunteers) to meet the needs of all learners and contribute to a supportive culture.	3,9,10	7	3.36	0.67	906	3.44	0.53	9	0.64
IM	Use assessment results to inform and adjust practice.	6	4,8	3.27	0.64	900	3.44	0.73	9	0.48
IN	Engage in reflection on the impact of their teaching practice and adapt to meet the needs of each learner.	9	7	3.44	0.59	906	3.78	0.44	9	0.05
I_O	Overall, how satisfied are you with your preparation from Marymount?	N/A	N/A	4.54	0.78	907	4.78	0.44	9	0.14

Criteria: Data provided should be collected on employers’ satisfaction with program completers.

Initial Programs: 

Virginia Education Assessment Collaborative

Marymount University collaborates with the Virginia Education Assessment Collaborative (VEAC). The Virginia Education Assessment Collaborative (VEAC) is a growing partnership between Educator Preparation Programs (EPP) in the Commonwealth of Virginia. Our purpose is to provide a centralized assessment structure for Virginia EPPs that standardizes and reduces the complexity of data collection for both the Virginia Department of Education (VDOE) and the Council for the Accreditation of Educator Preparation (CAEP).

Data Collection Process

VEAC partners submitted contact information for program completers and their employers to VEAC in February 2025. Initial recruitment for the survey began in March 2025 and was open with reminders through May 2025.

Survey Response Rates

For our 2024-2025 initial licensure cycle, VEAC fielded the Initial Licensure Employer Survey to program completers’ employers from 32 EPP partners.
Upon closing the survey in May 2025 , VEAC collected complete and partial responses resulting in a 34% response rate.

VEAC provides EPP partners access to a responsive dashboard to view holistic data from the 2024-2025 VEAC cycle. Further, the dashboard supports benchmark reference points through interactive data disaggregation by relevant EPP characteristics (e.g., EPP Size, EPP Type (public/private), Endorsement Level, etc.). Access the VEAC Employer survey dashboard at www.projectveac.org.

EPPs can find responses to the open-ended response question and a response rate table by EPP in their shared Box folder.

Employer Survey Report

VEAC Employer Survey 2025

	VEAC Item	InTASC	VUPS 2021	VEAC Mean	VEAC SD	VEAC N	EPP Mean	EPP SD	EPP N	P value
IA	Demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.	1,2,4	1	3.33	0.61	1369	3.12	0.64	8	0.40
IB	Plans using state standards, the school’s curriculum, engaging and research-based strategies and resources, and data to meet the needs of all students.	1,2,7,8	2	3.31	0.62	1362	3.12	0.64	8	0.43
IC	Effectively engages students in learning by using a variety of research-based instructional strategies in order to meet individual learning needs.	1,2,8	3	3.27	0.68	1368	3.00	0.53	8	0.20
ID	Systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to students, caregivers, and other educators.	6,10	4,8	3.22	0.66	1359	3.00	0.53	8	0.29
IE	Uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.	3	5	3.36	0.68	1370	3.12	0.64	8	0.33
IF	Maintains a commitment to professional ethics, collaborates and communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.	1,2,9	7	3.40	0.64	1370	3.25	0.71	8	0.56
IG	Engages in practices that result in acceptable, measurable, and appropriate student academic progress.	6,7,8	8	3.30	0.63	1363	3.12	0.64	8	0.46
IH	Uses content-aligned and developmentally appropriate instructional technology to enhance student learning.	7,8	3	3.33	0.58	1360	3.25	0.46	8	0.64
IJ	Demonstrates a commitment to equity by providing instructional practices and classroom strategies that result in culturally inclusive and responsive learning environments and academic achievement for all students.	2,3,8	5,6	3.40	0.60	1361	3.12	0.64	8	0.27
IL	Collaborates with the learning community (e.g. school personnel, caregivers, and volunteers) to meet the needs of all learners and contribute to a supportive culture.	3,9,10	7	3.38	0.64	1368	3.12	0.64	8	0.30
IM	Uses assessment results to inform and adjust practice.	6	4,8	3.24	0.64	1358	3.00	0.53	8	0.24
IN	Engages in reflection on the impact of their teaching practice and adapts to meet the needs of each learner.	9	7	3.29	0.66	1361	3.00	0.53	8	0.17
I_O	Based on your experience with this teacher, what best describes the extent to which they were ready to meet the needs of students in your school?	N/A	N/A	4.45	0.80	1379	4.50	0.76	8	0.87

Items A through N asks program completers’ employers to rate their performance on 13 VUPS/InTASC items. Specifically, these items ask, “Please rate [Field-C.FirstName] [Field-C.LastName]’s performance on each of the following.”Respondent can choose “Exemplary,” “Proficient,” “Developing/Needs Improvement,” or “Unacceptable.” To find the average rating, responses are coded, from 1 to 4. Higher values indicate more proficiency, and lower values indicate more unacceptability. All means scores reported indicate the completer’s employers view the completer’s performance as “proficient” or above “proficient” across the reported measures.

The last item in the VEAC employer survey asks, “Based on your experience with this teacher, what best describes the extent to which they were ready to meet the needs of students in your school?” Respondent employers could respond “Fully ready (able to have an immediate impact on student learning)”, “Mostly ready (able to successfully meet the needs of most students,” “Moderately ready (in order to be successful, needed additional training, support, and coaching beyond what is typically provided to beginning teachers),” “Minimally ready (limited success meeting the needs of students and improving outcomes even with additional supports)” or “Not ready (unable to meet the needs of students even with additional supports).” On this five-point scale, higher values indicate more satisfaction, and lower values indicate more dissatisfaction. The mean for this last item (4.50), indicates that completer’s employers view the completer’s performance as “mostly ready” to successfully meet the needs of most students and “fully ready” and able to have an immediate impact on student learning.

Table 1 provides responses to the 2024-25 VEAC Initial Licensure Survey. Column 1 (VEAC Item) provides the text for each revised VEAC survey item. For items A through N: Column 2 (InTASC) provides the item alignment to the InTASC Standards. Column 3 (VUPS 2021) provides the item alignment to the 2021 Virginia Uniform Performance Standards. Column 4 (VEAC Mean) provides the average (mean) for responses to each survey item for all responses from all VEAC partners coded 1-4 for items A-N and 1-5 for item O. Column 5 provides the standard deviation for responses to each survey item for all responses from all VEAC partners coded 1-4. Column 6 provides the number of responses to each survey item. Note that response count does not include N/A or skipped responses. Column 7 (EPP Mean) provides the average (mean) for responses to each survey item for all responses from the EPP coded. Column 8 provides the standard deviation for responses to each survey item for all responses coded 1-4 for items A-N and 1-5 for item O. Column 9 provides the number of responses to each survey item from the EPP. Lastly, Column 10 provides the P-value with regard to the responses. Note that response count does not include N/A or skipped responses.

On average, most respondents shared that they felt their employees’ performance aligned with the survey items was “proficient” or “exemplary,” represented by the mean score for each survey item reflecting as a 3.00 or higher.

Advanced Program: 

Marymount Office of Education Clinical Experiences (ECE), Licensure, and Assessment Report

Marymount University collaborates with key stakeholders in the communities in which our graduates serve. Our purpose is to provide an assessment structure aligned with our Quality Assurance System, CAEP, and NELP standards to track the progress of Administration and Supervision program completers. We look forward to joining the VEAC initiative to collect data via the collaboration for our advanced level program.

Data Collection Process

The ECE office reviews contact and employment information for program completers for outreach to occur in January each year. Initial recruitment for the survey began in January 2026 and was open with reminders through April 2026 to receive information on alumni who graduated between 2020-2025.

Survey Response Rates

For our advanced licensure cycle, the ECE office fielded the Licensure Employer Survey to program completers’ employers, representing 48 graduates.

Upon closing the survey in April 2026, the ECE collected complete and partial responses resulting in a 29% response rate.

Employer Survey Report

The below survey reports on the level of satisfaction of employers with Marymount Administration and Supervision Program completers and the roles in which the completers currently hold.

Items 1 through 25 asks program completers’ employers to first share if the completer holds an administrative role. 78% (11) responded “yes.” Of the three responses that were not answered with “yes,” one held a department chair role, one is a founding board member of a new independent school, and one has yet to transition into a leadership role. Employers were then asked to rate their agreement to their employee’s alignment to and display of indicators relating to NELP and CAEP related questions. Specifically, these items ask, “Please rate your level of agreement with the following statement” followed by a statement aligned with the CAEP RA Standard 4 and NELP indicators. Respondents can choose “Strongly Agree,” “Agree,” “Neutral,” or “Disagree” or “Strongly Disagree.” Responses were then recoded, from 1 to 5 in accordance to their agreement level. Higher values indicate higher levels of agreement with the candidate displaying behaviors aligned with the proposed indicators, and lower values indicate more disagreement. Employers’ responses included a high rate of “Agreed.” High agreement across the NELP and CAEP items were reflected in the means ranging from 3.93 to 4.64. Standard deviations were relatively low (0.27–0.92) and the coefficient of variance were below .3 for every measure, indicating responses were clustered near the mean and there were mild to moderate emerging trends for this small sample size.

Standard Aligned Survey Questions	EPP Mean	EPP SD	Coefficient of Variation (CV)	EPP N
1. Does this person work in an administrative position in your school or diocese?	78%			14
2a. Overall, do you perceive the preparation they received within their Administration Leadership Preparation program as relevant to the administrative and supervision responsibilities they confront on the job? (CAEP RA.4)	92.80%			14
2b. Overall, do you perceive the preparation they received within their Administration Leadership Preparation program was effective in preparing them for an administrative role? (CAEP RA.4)	85%			14
3. This graduate entered leadership/administration with an understanding and an ability to demonstrate the capacity to collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community (NELP 1.1)	4	0.55	0.14	14
4. This graduate entered leadership/administration with the ability to understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation (NELP 1.2)	3.93	0.92	0.23	14
5. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult (NELP 2.1)	4.29	0.91	0.21	14
6. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to evaluate, communicate about, and advocate for ethical and legal decisions (NELP 2.2)	4.21	0.89	0.21	14
7. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others (NELP 2.3)	4.64	0.63	0.14	14
8. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture (NELP 3.1)	3.93	0.73	0.19	14
9. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student (NELP 3.2).	4.14	0.53	0.13	14
10. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff (NELP 3.3)	4.21	0.58	0.14	14
11. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs (NELP 4.1)	4.21	0.70	0.17	14
12. This graduate entered leadership/administration with an ability to understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems (NELP 4.2)	4.07	0.47	0.12	14
13. This graduate entered leadership/administration with an ability to understand and can demonstrate the capacity to evaluate, develop, and implement formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement and student learning and well-being (NELP 4.3)	3.93	0.47	0.12	14
14. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner (NELP 4.4)	4.21	0.80	0.19	14
15. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to collaboratively engage diverse families in strengthening student learning in and out of school (NELP 5.1)	4.14	0.53	0.13	14
16. This gradute entered leadership/administration with an ability to understand and demonstrate the capacity to collaboratively engage and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development (NELP 5.2)	4.29	0.47	0.11	14
17. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to communicate through oral, written, and digital means within the larger organizational, community, and political contexts when advocating for the needs of their school and community (NELP 5.3)	4.07	0.62	0.15	14
18. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school (NELP 6.1)	3.93	0.83	0.21	14
19. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development (NELP 6.2)	4.00	0.78	0.20	14
20. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being (NELP 6.3)	4.14	0.66	0.16	14
21. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to collaboratively develop the school’s professional capacity through engagement in recruiting, selecting, and hiring staff (NELP 7.1)	3.93	0.73	0.19	14
22. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to develop and engage staff in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school (NELP 7.2)	4.00	0.55	0.14	14
23. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success (NELP 7.3)	3.93	0.47	0.12	14
24. This graduate entered leadership/administration with an ability to understand and demonstrate the capacity to evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success (NELP 7.4)	4.14	0.66	0.16	14
25. It is evident that this graduate was provided a variety of coherent, authentic field and/or clinical internship experiences within multiple school environments that afforded opportunities to interact with stakeholders, synthesize and apply the content knowledge, and develop and refine the professional skills articulated in each of the components included in NELP building-level program standards 1–7 (NELP 8.1)	4.07	0.62	0.15	14

2024-2025

Initial programs: 100% graduation rate in the following programs: PK-6 (1); Special Education K-12 (5); Physics (1); Math (1); English (2)

Administration and Supervision (5/5): 100% graduation rate

School Counseling (0): N/A

As evidenced in the EPP Title II Report for 2024-25:

For initial programs: 100% graduation rate in the following programs: PK-6 (1); Special Education K-12 (5); Physics (1); Math (1); English (2)

For advanced programs: 100% of completers met the requirements for graduation. 80% (4 out of 5) of completers met licensure and state requirements in their program, Administration and Supervision; all but one took and passed their SLLA exam and met all requirements for licensure.

*Marymount creates explicit criteria for program progression and uses disaggregated data to monitor candidates’ advancement during key stages of the students program, from admissions through completion. Advisor protocols are in place to enhance students’ knowledge of and progression through transition points and these transition points are made transparent to candidates through detailed plans and documents to bolster candidate support (CAEP, RA3.3).

The EPP can confirm that approximately 90% of the 2024-25 completers have been hired in positions for which they have been prepared. There have been a few completers who chose to stay out of the workforce or stay in their current position for various reasons.