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Accreditation Data

 Clarion University is fully accredited by CAEP until 2026.  The 2021 site visit resulted in both Initial and Advanced program accreditation with No Areas for Improvement of Stipulations to which to respond.

 The following programs were included in the last CAEP accreditation review.

Program

Program Recognition

Expiration of Recognition

Early Childhood

NAEYC

8/1/25

Early Childhood / Special Education

NAEYC

2/1/28

English / Language Arts

NCTE

8/1/26

Intervention Specialist

CEC

8/1/25

Mathematics

NCTM

8/1/26

Mid Level 4-8

AMLE

2/1/28

Reading**

ILA

2/1/28

Social Studies

NCSS

8/1/25

Special Education

CEC

8/1/25

     

Science Education

(multiple fields)

NSTA*

Fully recognized at last review

Technology Leadership

ISTE*

Recognized with conditions at last review

Post-Bac programs

 

To be added next cycle

*No longer active CAEP SPAs. CAEP Program Review is chosen for the next cycle.

**Advanced Program

 

Annual Reports - Eight Outcome Measures

2014
2015
2016
2017
2018
2019
2020
2021

3rd Party Comments

Validity Data

 Program Data

 Impact of Student Learning: Unit Data

*Pennsylvania does not provide teacher evaluation data.  Focus groups are used to collect effectiveness data from in-service teachers.  Data is limited due to the restrictions of the COVID-19 pandemic.  Focus group data collection will resume during fall 2021.

Effectiveness and Satisfaction Data

Surveys

Alumni Survey - Survey instrument has been developed based on the InTASC standards. Preparedness on these standards is used to draw conclusions regarding teacher effectiveness.  The survey instrument is distributed bi-annually.  Survey is sent to teacher candidates six months following their completion of the teacher preparation program.

Career Services Employment Data - Data provided by the Office of Career Development is used to gauge employment rates of teacher candidates.

Employer Survey - Employer survey instrument mirrors the Alumni Survey.  Survey results in unit level data.  Data limited due to the restrictions of the COVID-19 pandemic.  The next survey distribution is set for fall 2021.

Graduation Rate

 

Completer Data - Impact of teacher candidates on PK-12 student learning is collected during the teacher candidate field experience.

 

 Title II

PRAXIS II and PECT Scores

 Student Loan Default Rate

FY 2017 CDR = 10%
https://www2.ed.gov/offices/OSFAP/defaultmanagement/ecdrcheck.html

 

This page contains links to reports and data for a variety of accreditation reports.  Please contact Dr. Jesse Haight or Dr. Gwyneth Price if you have any trouble accessing the data.

 

 

 

 


 

Early Childhood Program Data
Middle Level Program Data
Reading Program Specialist Program Data
Secondary Program Data
Special Education Program Data
Call for 3rd Party Comments

CAEP History and Growth

Presently Clarion University is seeking accreditation through the Council for the Accreditation of Educator Preparation (CAEP).  As of July 2013, CAEP is the sole accrediting body for educator preparation providers due to the acceptance of the recommendation to form a new accrediting body by the boards of NCATE and TEAC in 2010. As of 2016, the CAEP accreditation standards are fully recognized, with the NCATE and TEAC legacy standards no longer being utilized for accreditation purposes.

The School of Education at Clarion University is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on March 22-24 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 submitted prior to March 9th 2020 and be 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.

 

Last Updated 8/30/21