Accreditation & Annual Reporting

National Accreditation and Recognition

 

 

UMBC’s Education Department has been nationally reaccredited by the Council for the Accreditation of Education Preparation (CAEP) in 2020 with all eligible programs attaining national recognition from Specialty Professional Associations (SPA), including Mathematics, English, Science, Social Studies, Foreign Language, Teaching English as a Second Language, Elementary, and Early Childhood Education.

The Council for the Accreditation of Educator Preparation (CAEP) announced that UMBC is to receive accreditation for their educator preparation programs (EPP). The spring 2020 review by the CAEP Accreditation Council resulted in 60 newly-accredited EPPs, bringing the total to 341 providers approved under the CAEP Teacher Preparation Standards – rigorous, nationally recognized standards that were developed to ensure excellence in educator preparation programs.

“These institutions meet high standards so that their students receive an education that prepares them to succeed in a diverse range of classrooms after they graduate,” said CAEP President Dr. Christopher A. Koch. “Seeking CAEP Accreditation is a significant commitment on the part of an educator preparation provider.” CAEP is the sole accrediting body for educator preparation nationally recognized by CHEA. Accreditation is a nongovernmental activity based on peer review that serves the dual functions of assuring quality and promoting improvement.

Educator preparation providers seeking accreditation must pass peer review on five standards, which are based on
two principles:

  1. Solid evidence that the provider’s graduates are competent and caring educators, and
  2. Solid evidence that the provider’s educator staff have the capacity to create a culture of evidence and use it to maintain and enhance the quality of the professional programs they offer.

 


CAEP Annual Reporting Measures

CAEP has identified 8 reporting measures that educator preparation providers are required to track and document on an annual basis. Below is a summary of those measures.

Impact Measures

  • Impact on P-12 learning and development (Component 4.1)
  • Indicators of teaching effectiveness (Component 4.2)

To measure how our alumni have an impact within their community, we were able to use Maryland public data to create an impact study to measure both Impact on P-12 Learning and Development (Component 4.1) and Teaching Effectiveness (Component 4.2).

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

 

  • Satisfaction of employers and employment milestones (Component 4.3)

The UMBC Education Department Employer Survey is administered using a web-based survey instrument.  Respondents are asked to provide feedback regarding how well the program prepared alumni to enter the field of education.

Summary of Employer Feedback Data

 

  • Satisfaction of completers

The UMBC Education Department Alumni Survey is administered using a web-based survey instrument. The Department invites participation from all alumni of the teacher preparation program. Respondents are asked to provide feedback regarding how well the program prepared alumni to enter the field of education.

Summary of Initial Certification Graduate Follow-up Survey Data – Last updated 2021 January

Outcome Measures

  • Graduation Rates (initial & advanced levels)

Campus-wide graduation and job placement information can be found here  https://oir.umbc.edu/university-data/retention-graduate-rates/ and here  https://careers.umbc.edu/aboutus/outcomes/

  • Ability of completers to meet licensing (certification) and any additional state requirements – Title 2 pass rate

Title II Pass Rate: Summary and Single Assessment Institution-Level Pass Rate Data: Traditional Teacher Preparation Program within IHE – Academic Years: 2016 – 2017  |  2017 – 2018  |  2018 – 2019

 

  • Ability of completers to be hired in education positions for which they have prepared (initial & advanced)

Due to Maryland confidentiality laws we are unable to track or report this data accurately. The Maryland Longitudinal Data System Center is developing a series of reports in order to better answer this question.  At this time we rely on our Employer survey to track our alumni within our Professional Development Schools (PDS). Please see above for the Employer survey data.

 

  • Student loan default rates and other consumer information

Information about student loans, including default rates, can be found here: https://nces.ed.gov/collegenavigator/?q=UMBC&s=all&id=163268#fedloans

 

In accordance with various federal laws and regulations, including The Higher Education Act of 1965 (HEA), as amended by the Higher Education Opportunity Act of 2008 (HEOA),the University of Maryland, Baltimore County (UMBC) makes available to prospective students, current students, and employees….

Please visit UMBC Higher Education Consumer Information Website for more information.


Additional Information

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

 

 

updated 2021 01_26 nrm