CAEP Accountability Measures & Program Effectiveness

The teacher education programs at Queens are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the North Carolina Department of Public Instruction (NCDPI).

CAEP Accountability Measures

Measure One: Completer Effectiveness

1. NCDPI Report Card and Performance Report
2. Average GPA of Program Completers
3. NC Licensure Requirements: (PPAT) Assessment Rates

Measure Two: Satisfaction of Employers and Stakeholder Involvement

1. NCDPI Report Card and Performance Report
2. NCDPI Employer Satisfaction Surveys
3. Cato Teacher Education Committee (TEC)
4. CMS/Cato MOU

Measure Three: Candidate Competency at Completion

1. Average GPA of Program Completers
2. NC Licensure Requirement: (PPAT) Assessment Rates
3. NC Licensure Requirement: Praxis II Testing Pass Rates
4. NC Licensure Requirement: Foundations of Reading and General Curriculum Tests
5. NC Report Card and Performance Report Data

Measure Four: Ability of Completers to be Hired

1. NC Report Card and Performance Report Data
2. Employment Post Graduation
3. Student Loan Default
4. Consumer Information

Initial Programs: Elementary Education; Post-baccalaureate Teacher Licensure Only Program–Elementary Education (K – 6); Secondary Education Biology; Post-baccalaureate Teacher Licensure Only Program–Secondary Education (9 – 12): Biology; Secondary Education Social Studies; Post-baccalaureate Teacher Licensure Only Program–Secondary Education (9 – 12): Social Studies; Secondary Education Chemistry; Post-Baccalaureate Teacher Licensure Only Program–Secondary Education (9 – 12): Chemistry; Secondary Education Physics; Secondary Education English; Post-baccalaureate Teacher Licensure Only Program –Secondary Education (9 – 12):English; Secondary Education History; Post-baccalaureate Teacher Licensure Only Program–Secondary Education (9 – 12): History; French Education; Spanish Education; Post-baccalaureate Teacher Licensure Only Program–Foreign Language (K – 12) (French, Spanish); Secondary Education Science; Secondary Education Mathematics; Post-baccalaureate Teacher Licensure Only Program–Secondary Education (9 – 12): Math; Secondary Education Earth Science.

Advanced Programs: Master of Arts in Educational Leadership; SELA School Executive Leadership Academy; Master of Education in Special Education – General Curriculum K-12; Special Education – General Curriculum K-12 Certificate; Master of Education in Curriculum and Instruction; Curriculum and Instruction Certificate; Master of Education in Higher Education; Higher Education Certificate; Master of Education in Literacy; Literacy K-12 Certificate; Master of Education in STEM; STEM Certificate; Master of Education in Instructional Technology Specialist K-12; Instructional Technology Specialist K-12 Certificate; Master of Education in AIG K-12; AIG Certificate; Master of Arts in Teaching – Elementary Education; (Coming in 2025) Graduate Certificate in Educational Leadership

Measures of Effectiveness

Average GPA of Program Completers

Data was obtained from Queens University of Charlotte’s Institutional Effectiveness.

Degrees conferred June 30 to July 1 of the specified years.

	2020-2021		2021-2022		2022-2023
	Count of Graduates	Avg. Career GPA	Count of Graduates	Avg. Career GPA	Count of Graduates	Avg. Career GPA
Undergraduate	10	3.682	13	3.817	6	3.761
BA Education	10	3.682	9	3.851	5	3.738
Secondary Education Minor			4	3.740	1	3.875
Masters	81	3.918	42	3.939	66	3.965
MA Educational Leadership	71	3.934	34	3.925	49	3.963
MAT Elementary Education	7	3.748	4	4.000	4	3.956
MED Master of Education	3	3.939	4	4.000	13	3.979
Certificate	17	3.971	15	3.960	24	3.896
AIG (GREAI)	17	3.971			9	3.722
Special Education (GREDS)			14	3.957	14	4.000
Literacy K-12 (GRELT)			1	4.000	1	4.000
Total	108	3.905	70	3.921	96	3.935

NC Licensure Requirements – Praxis II Testing Pass Rates

*Only required for Secondary Education Students to obtain a license in specific subject areas.

Note: In cases where there are less than ten students taking the assessment the number passing and pass rate are not reported.

2021-2023: 63% (three-year rate, 38 candidates)

NC Licensure Requirements – Praxis Performance Assessment for Teachers (PPAT) Pass Rates

The candidate’s impact in contributing to P-12 student-learning growth and level of teaching effectiveness in applying professional knowledge, skills, and dispositions is assessed through the PPAT portfolio completed during student teaching. The PPAT portfolio assessment measures candidates’ readiness to teach effectively through their demonstration of assessing student learning needs, effectively interacting with students, developing and implementing effective lessons, and designing and using assessments to make data-driven decisions to inform teaching and learning. Data was obtained from the NCDPI Dashboard.

NCDPI Report Card and Performance Report Data

The impact on P-12 learning and development, indicators displaying the level of teaching effectiveness in applying professional knowledge, skills, and dispositions, and the satisfaction of employers and employment milestones from our graduates are reported each year in our EPP Report Card, developed and distributed by the North Carolina Department of Public Schools. Beginning in 2020, NCDPI transitioned from publishing EPP data in the Report Card to now reporting EPP data in the NC Educator Preparation Program Dashboard.

To view more information on trends in educator preparation view the dashboard, select a trend, select to filter by EPP, then select Queens as the EPP.

Note: In cases where there are less than ten students for a particular cohort, survey results are not reported.

NCDPI Employer Satisfaction Surveys

2020-2022 Employer Satisfaction with Preparation

Cato Teacher Education Committee (TEC)

School partners and internal and external stakeholders serve on the Cato Teacher Education Committee (TEC). The TEC consists of teachers from the local school district, alumni, current students, principals from our Professional Development Schools, an Area Superintendent for the CMS district, as well as faculty from Cato, and Content Areas represented in the Secondary Education program.

This advisory committee works together engaging all partners in an ongoing collaborative process to ensure all stakeholders are involved in the development, maintenance, and modification of programs. The committee meets quarterly throughout the academic year and engages in data analysis and continuous process improvement through a focus on critical topics, including but not limited to:

• Cohorts and enrollment
• Accreditation results and areas for improvement
• Potential new programs based on trends and data
• Performance of programs and program completers
• External reporting updates and feedback

This information becomes the focus of the TEC for the year in addition to the routine business that is required at each meeting. In addition to the TEC, the collaboration between Cato and partners takes place on an individual, situational basis.

CMS/Cato Memorandum of Understanding

The Cato School of Education is proud to engage in a strong partnership with the Charlotte-Mecklenburg School System as we work collaboratively in the preparation of educators and educational leadership.

CMS/Cato Memorandum of Understanding

Employment Post Graduation

The following shows the hiring rates of program completers who were employed in education positions following graduation. Data was obtained from Cato School of Education program completer surveys as well as First Destination Surveys.

2022-2023

UG: 100%

MED: 85%

MEL: 98%

MAT: 100%

SELA: N/A (there was no SELA cohort during the 22-23 academic year)

2021-2022

UG:  83%*

MAT:  100%

MEL:  100%

SELA:  95% of the program completers who primarily worked with students (serving as counselors, teachers, etc.) now work primarily with teachers in an administrative role (specifically as District Specialists along with MCLs, Facilitators, and Deans).

*This percentage reflects 2 graduates who did not join the education work force because they pursued the new 5th year graduate program at Queens and did not want to teach while pursuing master’s degree. Therefore, all completers who applied for jobs were offered a job and are currently teaching.

2020-2021

UG:  67%*

MAT:  100%

MEL:  100%

SELA:  94% of the program completers who primarily worked with students (serving as counselors, teachers, etc.) now work primarily with teachers in an administrative role (specifically as MCLs, facilitators, and deans).

*This percentage reflects two graduates who did not join the education work force because they pursued the new 5th year graduate program at Queens and did not want to teach while pursuing master’s degree. Therefore, all completers who applied for jobs were offered a job and are currently teaching.

2019-2020

UG:  100%

MAT:  100%

MED:  100%

MEL:  100%

SELA:  88% of the program completers who primarily worked with students (serving as counselors, teachers, etc.) now work primarily with teachers in an administrative role.

2018-2019

UG:  100%

MAT:  100%

MED:  100%

MEL:  100%

SELA:  90% of the program completers who primarily worked with students (serving as counselors, teachers, etc.) now work primarily with teachers in an administrative role.

Student Loan Default Rates

Student loan default rates are obtained by the Federal Student Aid: An office of the U.S. Department of Education. The default rate for FY2020 (the latest rate available) is 0.0%.

Data was obtained from the Queens University of Charlotte Financial Aid Office.

Consumer Information

Queens University of Charlotte – Consumer Information