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At ���Ĵ�ý, we don’t just graduate teachers; we prepare educators who change lives. To verify this impact, we use rigorous, evidence-based measures to track how our alumni contribute to student growth and how effectively they apply their training in the field.

MEASURE 1a: COMPLETER IMPACT CONTRIBUTING TO P-12 STUDENT-LEARNING GROWTH

ACTION RESEARCH PROJECT: THE PROFESSIONAL TEACHER WORK SAMPLE
Our graduates participate in a sophisticated “Action Research” project during their first three years of teaching. Using a Plan-Do-Study-Act cycle, they document their ability to analyze student data and adjust their instruction to ensure every child succeeds.

Longitudinal Success (2021 – 2024):

• Proven Growth: 100% of evaluated graduates provided empirical evidence that the majority of their students met or exceeded learning goals.
• Research-Driven Instruction: In our most recent cycle, 100% of participants scored at or above “Target” for linking their classroom strategies to evidence-based research.
• Exemplary Performance: A significant majority of our teachers achieved “Exemplary” ratings in data analysis and instructional integration, proving they possess the high-level skills necessary to move the needle on student achievement.

Download the Full PTWS Longitudinal Data Report

MEASURE 1b: COMPLETER EFFECTIVENESS IN APPLYING PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS

INDIANA TEACHER SURVEY:
At ���Ĵ�ý, we measure our success by the confidence and competence of our graduates in the field. To ensure our alumni are meeting the highest professional standards, we utilize the Indiana Teacher Survey.

This annual state evaluation captures the experiences of our graduates during their first and second years of teaching, focusing on three core pillars: Knowledge, Pedagogical Performance, and Professional Dispositions.

A Tradition of Quality
Our graduates consistently report that their preparation at ���Ĵ�ý was directly relevant to their success in the classroom.

Highlights: Why ���Ĵ�ý Educators Stand Out

The feedback from our most recent cohort (2025 Reporting Year) highlights specific areas where ���Ĵ�ý preparation is making a significant difference. The full Indiana Teacher Survey reveals the following:

1. Integrity and Professionalism

Our graduates report nearly perfect scores in professional character.

• Ethical Practice: 96/4.0 * Accepting Constructive Feedback: 3.96/4.0
• Adhering to Ethical Requirements: 91/4.0

2. Classroom Readiness & Student Impact

���Ĵ�ý educators enter the field with the pedagogical skills needed to foster growth in every student.

• Understanding Learner Development: 74/4.0
• Inclusive & Positive Learning Environments: 65/4.0
• Managing Learning Environments: 65/4.0
• Differentiating Instruction for All Learners: 61/4.0

3. Technological & Analytical Skill

Modern teaching requires data-driven decisions and technical fluency. Our graduates feel highly competent in:

• Analyzing Student Assessment Data: 65/4.0
• Integrating Technological Tools: 57/4.0

These data points are part of the IDOE’s annual matrix, intended to provide the public with a transparent way to interpret program quality. By consistently meeting and exceeding the qualifying score of 3.0, the ���Ĵ�ý School of Education demonstrates its dedication to producing high-quality educators for Indiana’s P-12 students.

Privacy Note: In 2023, data was not reported for the 2021-2022 cycle because fewer than 10 graduates were surveyed. ���Ĵ�ý adheres to strict FERPA and CAEP guidelines to protect the confidentiality of our alumni.

Download the Full Indiana Teacher Survey Longitudinal Data

�����ٱ���������PRINCIPAL SURVEY:

The ultimate measure of an Educator Preparation Program (EPP) is the satisfaction of the principals who employ its graduates. Each year, the Indiana Department of Education (IDOE) surveys school administrators to evaluate the performance of first- and second-year teachers.

This survey aligns with InTASC and CAEP standards, ensuring that ���Ĵ�ý educators meet rigorous national benchmarks for professional excellence.

Principal Satisfaction at a Glance

Data from our most recent cycles confirms that Indiana principals are highly satisfied with the training and professional readiness of ���Ĵ�ý graduates.

Key Performance Areas (2025 Highlights)

According to the most recent feedback from school leaders, ���Ĵ�ý graduates excel in the following critical domains (results found in the full Indiana Principal Survey):

1. Professionalism & Ethical Leadership

Principals consistently give our graduates high marks for their character and collaborative spirit:

• Exhibiting Ethical Practice: 55/4.0
• Working Effectively with School Leaders: 45/4.0
• Accepting Constructive Feedback: 50/4.0
• Working Effectively with Other Professionals: 50/4.0

2. Specialized Knowledge & Learner Support

Our graduates are recognized for their deep understanding of child development and their ability to support students with diverse needs:

• Working with Exceptionalities (Special Education/High Ability): 50/4.0
• Understanding Learner Growth & Development: 40/4.0
• Content Area Expertise: 40/4.0

3. Classroom Impact & Environment

School leaders value how ���Ĵ�ý educators create inclusive and data-informed learning spaces:

• Providing Inclusive Learning Environments: 45/4.0
• Analyzing Student Data to Improve Instruction: 40/4.0
• Integrating Technology for Student Learning: 40/4.0

Transparency and State Reporting

These evaluations are part of a statewide data matrix required by IC 20-28-3-1. While the state does not use this data to “grade” programs, it allows the public to compare the quality of educator preparation across Indiana. ���Ĵ�ý consistently meets and exceeds the state-qualifying score of 3.0, demonstrating that our graduates are not just “day-one ready,” but are prepared to thrive as long-term professional educators.

Note on Data Privacy: To protect the confidentiality of our graduates, data is not publicly reported for years where fewer than 10 completers were assessed (e.g., the 2023 report).

Download the Full Principal Survey Longitudinal Data

To ensure that every graduate is prepared to lead a classroom on day one, the ���Ĵ�ý School of Education utilizes two primary benchmarks for competency: Academic Achievement (GPA) and Professional Licensure Exams (Praxis). These measures ensure candidates meet both institutional expectations and state-mandated requirements for licensure.

MEASURE 3a: ACADEMIC ACHIEVEMENT: GRADE POINT AVERAGE (GPA)

���Ĵ�ý maintains high academic standards for its teacher candidates. While an individual GPA of 2.5 is required for graduation, the School of Education is committed to ensuring that each graduating cohort maintains a collective GPA of 3.0 or higher, exceeding the standards set by the Council for the Accreditation of Educator Preparation (CAEP).

 MEASURE 3b: PROFESSIONAL KNOWLEDGE & CONTENT PEDAGOGY (PRAXIS EXAMS)

The Praxis Subject Tests are national assessments that measure a candidate’s content knowledge and teaching skills.

• A Pathway to Licensure: While a degree is earned through academic success, passing these exams is the final step in securing an Indiana teaching license.
• Proactive Support: We require candidates to attempt these assessments prior to their student teaching semester. This allows our faculty to identify specific areas of need and provide targeted remediation, ensuring our students have the support they need to succeed before they finish the program.

CANDIDATE COMPLETION MILESTONES: Three-Year Snapshot

The following data represents our candidate’s performance over the last three reporting cycles. Data is aligned with the Title II reporting timeframe (September 1 – August 31).

Important Data Notes:

• N < 10*: To protect candidate privacy in accordance with FERPA and CAEP standards, specific results are suppressed for cohorts with fewer than 10 completers.
• Secondary Education: This reflects an aggregate pass rate across all content areas (e.g., Mathematics, English, Social Studies). For information regarding a specific content area, please contact the School of Education.

Analysis & Continuous Improvement

• Academic Excellence: Our candidates consistently graduate with a cohort GPA well above the 3.0 requirement, reflecting a deep commitment to content knowledge and academic discipline.
• Licensure Trends: While our Elementary and Special Education pass rates remain exceptionally high, we have identified a trend in our Secondary Education licensure pass rates that has led to increased faculty mentoring and the implementation of new Praxis-aligned study modules within our secondary methods courses.

Download the Full 2025 Title II Traditional Report (AY 2023-24)

The School of Education maintains a robust tracking system to monitor the career trajectories of our graduates, utilizing annual surveys, direct outreach, and professional networking platforms. Our recent data underscores a consistent trend of high licensure rates and immediate workforce integration.

Key Performance Highlights

• Licensure Achievement: For the 2024–2025 cohort, 94% of graduates have secured teaching credentials. This includes 89% who hold an Initial Practitioner’s License (in Indiana or a reciprocal state) and an additional 5% currently teaching under one-year emergency permits while finalizing exams.
• Career Placement: Our graduates are highly sought after. Of the 2023–2024 cohort, 97% are currently employed in full-time P–12 teaching positions.
• First Destination Success: According to the ���Ĵ�ý Center for Career Connections, 100% of School of Education survey respondents reported a successful transition into the workforce, with all respondents securing full-time roles immediately following graduation.

Comparative Employment Statistics

The following data reflects our sustained excellence in preparing educators for the classroom over the last three academic cycles:

*Note: Figures include graduates working under emergency permits while completing final licensure requirements.

Download the Full 2025 First Destinations Survey

PRINCIPAL SURVEY:

Our graduates enter the classroom ready to lead and inspire. At ���Ĵ�ý, we continuously monitor the “real-world” effectiveness of our programs through a Principal Survey. This tool evaluates the pedagogical skills, professional knowledge, and dispositions of newly licensed teachers within their first two years of service.

The survey is built on key performance elements that align with national standards set by the Council for the Accreditation of Educator Preparation (CAEP) and InTASC.

Our Results

We take pride in the high marks our graduates consistently receive from their supervisors. While we regularly collect and analyze this feedback to drive program improvements, we prioritize the privacy of our alumni.

Data Privacy Note: In accordance with CAEP reporting internal policies and FERPA privacy standards, specific data points are not publicly displayed for reporting cycles with fewer than 10 respondents. This ensures that the identity and individual scores of our graduates remain confidential.

Even when sample sizes are small, this data remains a vital part of our internal review process, confirming that ���Ĵ�ý educators are meeting—and exceeding—the rigorous demands of today’s P-12 classrooms.

2025 PRINCIPAL SURVEY:  No Data Available (N<10 responders)

At the ���Ĵ�ý School of Education, we maintain rigorous benchmarks to ensure our advanced program candidates are fully prepared for the complexities of the modern classroom. Our competency measures align with the Council for the Accreditation of Educator Preparation (CAEP) standards, ensuring our graduates are recognized for their expertise and professional readiness.

MEASURE 3a: ACADEMIC EXCELLENCE: GPA BENCHMARKS

We utilize a dual-layered approach to monitoring academic competency. This ensures that both the individual student and the graduating class as a whole meet high performance standards:

• Individual Mastery: To qualify for graduation, every candidate must maintain a minimum GPA of 5, demonstrating a consistent grasp of program content.
• Cohort Performance: In alignment with CAEP expectations, ���Ĵ�ý is committed to ensuring that each graduating cohort achieves a collective average GPA of 0 or higher, reflecting a community of high-achieving educators.

MEASURE 3b: PROFESSIONAL KNOWLEDGE: PRAXIS ASSESSMENTS

To ensure our candidates possess a deep understanding of both their specific subject matter and the art of teaching, we utilize the Praxis Content and Pedagogy licensure tests. These national assessments evaluate:

• Subject Matter Expertise: Comprehensive knowledge of the specific disciplines candidates will teach.
• Pedagogical Skill: The ability to translate that knowledge into effective classroom instruction.

Licensure Requirements: As part of our professional internship semester, all candidates are required to attempt the relevant developmental and content assessments for their specific grade level and field. While program completion is based on academic performance, achieving a passing score on these assessments is the final step toward earning Initial Indiana Licensure.

CANDIDATE PERFORMANCE DATA and COMPLETION MILESTONES

The ���Ĵ�ý School of Education tracks several key indicators to ensure our advanced program candidates meet the highest standards of professional readiness. The table below provides a three-year snapshot of our cohort sizes, academic achievement, and licensure exam performance.

Detailed Program Breakdowns

To protect candidate privacy in accordance with CAEP and FERPA standards, specific scores for individual programs (Elementary and Secondary Education) are suppressed for cohorts with fewer than 10 respondents.

• Elementary Education: N < 10 for all reporting cycles.
• Secondary Education: N < 10 for all reporting cycles.

[Link: Download the Full 2025 Title II Alternative Report (AY 2023-24) (PDF)]

* <10 indicates fewer than 10 completers during a reporting cycle. 

**The first cohort of secondary education candidates in advanced programs began coursework during the summer of 2024. Data on secondary education program completers will become available with the 2024-2025 academic year reporting.

A degree from the ���Ĵ�ý School of Education is more than a credential—it is a pathway to a meaningful career. We track the employment status of our Transition to Teaching (T2T) graduates to ensure our programs meet the high demand for qualified educators in Indiana and beyond.

Our Impact at a Glance

Our recent data reflects the high employability of ���Ĵ�ý graduates. Whether transitioning into Elementary or Secondary education, our alumni are successfully securing positions and making an immediate impact in P-12 schools.

*Note: Several 2024-2025 T2T completers are currently maintaining successful employment under their Transition to Teaching permits while finalizing their professional licensing.

Why These Results Matter

These statistics demonstrate that school districts trust ���Ĵ�ý to prepare educators who are ready to step into high-need roles. By aligning our curriculum with CAEP Standard 4, we ensure that our candidates don’t just finish their program—they launch successful careers.

Our Commitment: We provide the rigorous training and clinical experience necessary for our students to transition seamlessly from the program to a full-time professional classroom.