Accreditation and Performance Data
The Pace University School of Education (SOE) is accredited by the Council for the Accreditation of Educator Preparation (CAEP). CAEP was established in 2013 as the sole accrediting body for educator preparation providers through the merger of NCATE and the Teacher Education Accreditation Council (TEAC).
CAEP’s mission is to "advance equity and excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning." As part of our accreditation and continuous improvement efforts, the School of Education provides annual updates on data about our candidates and graduates. The resources provided below document our program and candidate outcomes and provide evidence of progress on CAEP’s annual reporting measures.
CAEP Resources can be found here.
MEASURES OF PROGRAM IMPACT, CANDIDATE PERFORMANCE AND CONSUMER INFORMATION
CAEP Measure 1: Impact that completers have on P-12 students
The Annual Professional Performance Review Plan (also known as an APPR) is the process by which New York state teachers and principals are evaluated on a yearly basis. New York State Education Department requires that each public-school entities around the state document, and requires that local board of education have a plan in place for reviewing the merits of each educator in the public school system. NY State Educator Evaluation Data can be found here.
CAEP Measure 2: Indicators of teaching effectiveness
As part of the SOE’s longitudinal study of graduates’ practice, the School of Education is collecting data about graduates’ effectiveness as teacher, drawing on multiple sources: Observations of graduates’ instruction, individual and focus group interviews of graduates, and pre-/post-assessment of P-12 student learning.
CAEP Measure 3: Results of employer surveys, and including retention and employment milestones
The Pace School of Education participates in the Mid-Hudson School Study Council (MHSSC), a consortium of educator preparation programs that have collaborated on a survey to 110 school districts in the Mid-Hudson New York region. This survey includes questions about the quality of program completers hired from those prepared by the educator preparation programs within the mid-Hudson region.
First transmitted in Fall 2016, the MHSSC survey is well-received by New York teacher employers and has grown from a 36% response rate in 2016 to a 45% response rate in 2018. To optimize the accuracy of the data as it pertains to Pace, the School of Education has extended this survey to include New York City Department of Education schools.
In addition to surveys of our graduates’ employers, the School of Education is also conducting focus group interviews of principals and superintendents who employ our graduates to elicit their feedback about their satisfaction with Pace School of Education graduates.
CAEP Measure 4: Results of completer surveys
The School of Education has developed a completer satisfaction survey, which is fielded annually to program completers. 2018-2019 results available in late June.
Current student satisfaction results are tracked via course evaluations system (Blue). Course evaluation is critical in providing constructive feedback to faculty and their departments on the quality of instruction delivered at the School of Education.
Questions about courses (Max score 5):
Questions about Instructors (Max score 5):
CAEP Measure 5: Graduation rates from programs
Pace University Facts and Figures / Census Reports can be found here.
1 Year Retention rates for first-time, full-time, degree-seekers:
6 Year Graduation rates for first-time, full-time, degree-seekers:
Enrollment Figures by campus:
Fall 2018 Enrollment Figures by Ethnicity:
Impact on P-12 student learning and development:
The School of Education has undertaken a longitudinal study of graduates’ contributions to P-12 students’ learning and development. Partnering with school districts and our graduates, we track our program completers over the course of their first three years of teaching. Sources of data include observations of graduates’ lessons and evaluation of P-12 student learning gains using a pre- and post-assessment of instruction.
CAEP Measure 6: Ability of completers to meet licensing (certification) and any additional state requirements
Program completers must pass all required New York State Teacher Certification Exams including Content Specialty Tests (CST) and edTPA to qualify for certification.
Additional NYS requirements for certification can be found here.
Students with Disabilities (CST) and Educating All Students (EAS) pass rates by campus vs. NY State average: