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

The EPP has provided data below from a piloy case study. P-12 partners provided student growth data for IWU completers teaching in their schools. The number of IWU completers represented in this data is less than ten. To get a fuller picture of completer impact and effectiveness, review the Completer Survey - Initial Programs and Effectiveness Ratings - Inital Programs. 

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.

 

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

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

The EPP tracks Initial Program completers’ employment status from multiple sources and analyzes the data for both the Online Initial Programs and the Traditional Initial Programs. Click the link below to view the Online and Traditional Initial Program employment status results.

Advanced Completer Surveys are specifically designed for each advanced program. They collect data on completer satisfaction and employment status. These surveys are distributed annually. Click the link below to view employment status results.

 

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 28, 2020.