The Educator Preparation Programs at IWU prepare educators for both initial and advanced state licensure. These programs report annually providing information about program completers, including data regarding their impact on P-12 learning and development, teacher effectiveness, the satisfaction of completers and employers, Title II data, and other measures. Data for the following annual reports can be found by clicking on the corresponding link below.

Title II Reporting

1388 Comparative Data

CAEP Annual Reporting Measures

 

Title II Reporting

In accordance with state and federal law, EPPs are required to annually collect and report on specific information from initial licensure programs. Information includes, but is not limited to: admission requirements, number of enrolled candidates, number of program completers, race and ethnicity statistics, clinical experience requirements, number of candidates prepared in the various subject areas, assessment pass rate data, etc. Title II reports for IWU’s initial licensure programs may be accessed through the following links:

The annual compilation reports of the individual states and the U.S. Secretary of Education are available at https://www2.ed.gov/about/reports/annual/teachprep/index.html.

 

1388 Comparative Data

The following reports display Indiana Wesleyan University's data as provided by the Indiana Department of Education (IDOE) in the 1388 Comparative Matrix Report. This report provides average pass rates for state testing, completion, attrition, and retention data, and impact measure data.

To view the full 1388 Comparative Matrix produced by the IDOE, visit https://www.doe.in.gov/epps/data-comparative-performance

 

CAEP Annual Reporting Measures

The Council for the Accreditation of Educator Preparation (CAEP) has identified annual reporting measures upon which each Educator Preparation Program (EPP) is required to report and make data available to the general public. Reporting measures are divided into two categories: Impact Measures and Outcome Measures. The information and links (in red below) will help the viewer understand and access the data from Indiana Wesleyan University's (IWU) annual CAEP reporting measures.

Impact Measures

  1. Impact on P-12 learning and development
  2. Indicators of teaching effectiveness
  3. Satisfaction of employers and employment milestones
  4. Satisfaction of completers

Outcome Measures

  1. Graduation Rates
  2. Ability of completers to meet licensing (certification) and any additional state requirements
  3. Ability of completers to be hired in education positions for which they have been prepared
  4. Student loan default rates and other consumer information

 

1. Impact on P-12 learning and development

A completer survey is distributed annually through the Indiana Department of Education to all EPP program completers for initial licensure programs. The completer responds to statements divided into the following three domains: knowledge preparation, pedagogical preparation, and professional disposition preparation. The survey results depict completer’s level of agreement in how well the EPP prepared them to impact the learning and development of P-12 students.

An employer survey is distributed annually through the Indiana Department of Education to all Indiana school corporations and schools. The survey is completed by building-level administrators who respond to statements divided into three domains: knowledge, disposition, and performance. These domains reflect elements of both national professional standards (NCATE/CAEP) and the Model Core Teaching Standards, Interstate Teacher Assessment and Support Consortium (InTASC). Survey results depict building-level administrators’ level of agreement in how well the EPP prepared candidates to perform their teaching responsibilities

 

2. Indicators of teaching effectiveness

To ensure compliance with Indiana Public Law 90, the Indiana Department of Education (IDOE) developed an optimal model evaluation system named RISE. Each year school administrators from across Indiana conduct annual performance evaluations for their staff and faculty using the RISE model. The RISE model evaluates educators in the following domains (each with its own set of skills and competencies): purposeful planning, effective instruction, and teacher leadership.

 

3. Satisfaction of employers and employment milestones

An employer survey is distributed annually through the Indiana Department of Education to all Indiana P-12 school corporations and schools. The survey is completed by building-level administrators who respond to statements indicating their level of performance satisfaction with faculty responsibilities compared to the preparation received from the EPP. The survey is divided into three domains: knowledge, disposition, and performance. These domains reflect elements of both national professional standards (NCATE/CAEP) and the Model Core Teaching Standards, Interstate Teacher Assessment and Support Consortium (InTASC).

Advanced Employer Surveys are specifically designed for each advanced program. They collect employers' satisfaction with program preparation as it relates to standard-aligned completer outcomes. The surveys also collect data on the employer and the community's overall impression of the program.

Indiana Wesleyan University has developed an advanced program completer database for tracking and storing information regarding completer employment milestones. An initial licensure program completer database is currently in development. Data being reported has been collected only from those completers who have voluntarily provided their employment information.

 

4. Satisfaction of completers

A completer survey is distributed annually through the Indiana Department of Education to all EPP program completers for initial licensure programs. The completer responds to statements indicating their level of satisfaction with the preparation received from the EPP. The survey is divided into the following three domains: knowledge preparation, pedagogical preparation, and professional disposition preparation.

Advanced Completer Surveys are specifically designed for each advanced program. They collect data on completers' satisfaction with program preparation as it relates to standard-aligned completer outcomes. The surveys also collect data on the effectiveness of program clinical experiences and the candidates' overall impression of the program.

  

5. Graduation Rates

Indiana Wesleyan University reports annually on student outcomes such as retention rates, graduation rates, and common employers of IWU graduates.

 

6. Ability of completers to meet licensing (certification) and any additional state requirements

In keeping with accreditation standards, Indiana Wesleyan University (IWU) candidates are required to provide proof of basic skill competency in reading, writing, and math before being admitted into an educator preparation program. Evidence can be submitted in the form of minimum scoring on sub-sections of the ACT, SAT, or GRE exams. Or, candidates may take a series of Core Academic Skills Assessment (CASA) exams through Pearson® Assessments to satisfy this requirement. Average test scores for IWU candidates are compared annually to state averages.

To be considered a program completer with Indiana Wesleyan University and be eligible for licensure recommendation, candidates must take and pass the state-mandated content and pedagogy exams for their licensure area. Exams are administered through Pearson® Assessments and are reported annually comparing IWU with the state of Indiana in the following areas: average test scores, the average number of attempts before passing, percentage passing on the first attempt, and the number of candidates not passing/not retaking exams.

The Indiana Department of Education requires a minimum entrance GPA for admission into an initial educator preparation program. Annually, the state completes an EPP report comparing state and EPP averages for entrance GPA and completer GPA ranges disaggregated by content area and cumulative grade point average ranges. 

Additional available Data:

 

7. Ability of completers to be hired in education positions for which they have been prepared

A teacher survey is distributed annually through the Indiana Department of Education to all EPP program completers for initial licensure programs. The completer responds to statements divided into the following three domains: knowledge preparation, pedagogical preparation, and professional disposition preparation. The survey indicates the EPP’s ability to effectively train candidates to be successful in the classroom as well as indicating that the EPP’s completers will be highly competitive during the employment process. 

Advanced Completer Surveys are specifically designed for each advanced program. They collect data on completers' satisfaction with program preparation as it relates to standard-aligned completer outcomes. The surveys also collect data on the effectiveness of program clinical experiences and the candidates' overall impression of the program.

An employer survey is distributed annually through the Indiana Department of Education to all Indiana P-12 school corporations and schools. The survey is completed by building-level administrators who respond to statements indicating their level of performance satisfaction with faculty responsibilities as compared to the preparation received from the EPP. The survey is divided into three domains: knowledge, disposition, and performance. The survey indicates the EPP’s ability to effectively train candidates to be successful in the classroom as well as indicating that the EPP’s completers have been highly competitive during the employment process.

Advanced Employer Surveys are specifically designed for each advanced program. They collect employers' satisfaction with program preparation as it relates to standard-aligned completer outcomes. The surveys also collect data on the employer and the community's overall impression of the program.

To be eligible for licensure recommendation, a program completer with Indiana Wesleyan University must take and pass the state-mandated content and pedagogy exams for their licensure area. Exams are administered through Pearson® Assessments and are reported annually comparing IWU with the state of Indiana in the following areas: average test scores, the average number of attempts before passing, percentage passing on the first attempt, and the number of candidates not passing/not retaking exams.

 

8. Student loan default rates and other consumer information

The Office of Federal Student Aid, under the direction of the US Department of Education, releases official cohort default rates once per year. A cohort default rate is the percentage of a school's borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or William D. Ford Federal Direct Loan (Direct Loan) Program loans during a particular federal fiscal year (FY), October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year. The FY 2016 official cohort default rates were delivered to both domestic and foreign schools on September 23, 2019.