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Department Performance

UMBC’s Education Department was nationally reaccredited by the National Council for Accreditation of Teacher Education (NCATE) in 2011 with all eligible programs attaining national recognition from Specialty Professional Associations, including Mathematics, English, Science, Social Studies, Foreign Language, Teaching English as a Second Language, Elementary, and Early Childhood Education.

The department is happy to share data about the performance of our students and the quality of our program.

If you would like more information please contact Marta Seres at seres@umbc.edu

Performance Summary

Summary of Initial Certification Graduate Follow-up Survey Data

Summary of Employer Feedback Data

2017 – 2018 Title II Pass Rate: Summary and Single Assessment Institution-Level Pass Rate Data: Traditional Teacher Preparation Program within IHE

2016 – 2017 Title II Pass Rate: Summary and Single Assessment Institution-Level Pass Rate Data: Traditional Teacher Preparation Program within IHE

Impact Study: Laurel Woods Elementary School – UMBC Professional Development School Partnership. Plan and Phase I study of public domain documents with focus on mathematics

Higher Education Consumer Information Website

Call for Comments

The Department of Education at UMBC is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on December 1st, 2019 through December 3rd, 2019.

Interested parties are invited to submit third-party comments to the site team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party’s relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).

We invite you to submit written testimony to:

CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org

Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:

  • In CAEP’s performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
  • A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
  • Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent’s relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.