The Council for the Accreditation of Educator Preparation (CAEP) requires that the College of Education and Human Services (COEHS) publicly post data on the EPP’s (Educator Preparation Providers) website, demonstrating transparency and accountability to stakeholders, including the general public. The four CAEP Accountability Measures provide Lindenwood’s students and stakeholders with information and data on 51福利社’s EPP teacher candidates, graduate outcomes, and impact on P-12 students.

CAEP Accountability Measures
Impact Measures	Outcome Measures
Measure 1 (Initial): Completer Effectiveness and Impact on P-12 learning and development. (Component R4.1)	Measure 3 (Initial and/or Advanced): Candidate competency at program completion. (Component R3.3 | RA3.4)
Measure 2 (Initial and/or Advanced): Satisfaction of employers of stakeholder involvement. (Components R4.2 | R5.3 | RA.4.1)	Measure 4 (Initial and/or Advanced): The ability of completers to be hired in education positions for which they have prepared.

The College of Education and Human Services reports can be found in the following list of CAEP measures with links to the supporting evidence and documentation.

Measure 1: Completer Impact and Effectiveness

COEHS administered a survey for program completers and Alumni. This survey asks graduates to share their most recent MEES data (Missouri Educator Evaluation System) as prepared by their supervising principal. This survey helps COEHS identify and analyze the impact our program completers have on P-12 student learning and growth, as well as their effectiveness in applying professional knowledge, skills, and dispositions. The survey was given to alumni for the past 5 years, but 2023-2024 data was disaggregated from the survey results.

• Impact on P-12 Learning and Teaching Effectiveness

Measure 2: Satisfaction of Employers and Stakeholder Involvement

Since 2007, the Department of Elementary and Secondary Education (DESE), in collaboration with the University of Missouri’s Office of Social and Economic Data Analysis (OSEDA) and, more recently, the University of Missouri’s Institute of Public Policy (IPP), has surveyed first year teachers in Missouri public schools and their supervisors each spring. Together the two surveys form a statewide data collection effort known collectively as the First-Year Teacher Survey. Similar surveys aimed at first-year principals and school counselors began in 2009 and 2017, respectively.

• First Year Teacher's Principal Evaluation 2024
• First Year Counselor's Supervisor Evaluation 2024
• First Year Principal's Supervisor Evaluation 2024

Measure 3: Candidate Competency at Program Completion

The Missouri Department of Elementary and Secondary Education (DESE) publishes Annual Performance Reports for completers of 51福利社’s programs providing Teacher Certification as well as advanced programs.

Initial teacher certification completers are defined as candidates who have earned a teacher education degree and qualify for Missouri teaching certification. Advanced program completes are defined as individuals who have earned a school counseling degree and qualify for counseling certification.  

Candidates seeking building- and district-level administration certification are not required to pass the Missouri Content Assessment to complete the program. They are required to pass the content assessment for certification. Therefore, not all program completers will be able to provide this information to the COEHS at the time of their graduation.

The Department of Elementary and Secondary Education calculates the Educator Preparation Program scores for accreditation in the following manner:

1. Data generated by and about Certification Candidates will be used to generate up to three Certification Type scores for an EPP, one for Teachers and one each for School Counselors and School leaders, depending upon the programs offered at the EPP.
2. Scores for each Certification Type will then be combined to create an EPP score.
   • Certification Type scores will be weighted based upon the number of candidates in the Certification Type relative to the EPP’s total number of Certification Candidates.
   • For example, for an EPP with 75 teacher candidates and 25 school leader candidates, the Teacher Certification Type score would count for 75% of the EPP score.

This data, reported annually, is considered for accreditation based on five years of data. The performance assessment for Teacher Education was revised in 2021-2022 therefore only three years of data are reported below. A Certification Type Score of seventy (70%) or higher is recommended for accreditation.

Certification Type	Number of Certification Candidates	Score for Certification Type	Weight*	Weighted Points
Teacher	316	93.03	0.63	58.68
Counselor	104	98.25	0.21	20.40
School Leader	81	91.650	0.16	14.82
Overall EPP	501			93.89

*(based on percentage of the EPP’s candidates in Certification Type)

• 2023-24 Annual Performance Report

Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

Each year, the Missouri Department of Elementary and Secondary Education provides employment data on education personnel who completed a program of study through 51福利社's EPP and are currently employed in K-12 Missouri Public Schools. The employment rate for the last three years can be found in the following document.

• Placement Data for 2023-2024 will be available July 2025.
• Placement Data for 2018-2023