National Accreditation

Faculty in Butler University’s College of Education planned and implemented a research project using case study methodology to explore two questions:

1. Do our program completers contribute to expected levels of student learning growth, and
2. Can we document, in the words of CAEP Standard 4, “through structured and validated observation instruments and student surveys, that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve?”

Source:
Executive Summary Case Studies of Teacher Education Graduates 
Data for Measure 1 are currently under development due to a pause in case study research as a result of limited access to schools during the pandemic. Data will be updated no later than April 30, 2022.

Findings from the nine cases in Years 1, 2, and 3 of the Case Study are summarized in the table on the web site.  The researchers examined the data across participants, while also attending to patterns within elementary and middle/secondary developmental levels.  The scoring process provided more than simple scores to report to CAEP.  We learned through the process what is most valuable to us as we describe our “primary traits,” and we are developing a common language across our college and with our candidates and graduates in talking about our work.

Source:
Annual Reporting Measures 4.1 & 4.2
CAEP Standard 4 Survey Spring 2021 Report
Data for Measure 2 are currently under development due to a pause in case study research as a result of limited access to schools during the pandemic. Data will be updated no later than April 30, 2022. 

In 2017, the Indiana Department of Education began to annually survey principals of first and second year teachers who completed teacher preparation programs in Indiana.  

Source:
​IDOE 2020 Principal Survey
 

Campus Interview Day is held annually at the end of the spring semester for our completers.  Interviewers include human resource directors and administrators from schools in Indiana.  Results of post event surveys are attached for the last 5 years.

Source:
Campus Interview Day survey (5 years):  2019 | 2018 | 2017 | 2016 | 2015

In 2017, the Indiana Department of Education began surveying first and second year teachers who completed teacher preparation programs in Indiana.  Results were analyzed by the EPP faculty.

In 2018, there were technical difficulties and response rates were affected by the description.  See "Impact Measures" on the attached IDOE text and the footnote.

Source:
IDOE 2020 Teacher Survey
 

In the 2016 School Counseling alumni survey, graduates responded to 16 questions ranging from preparation, strengths of the program, and asked suggestions for improvement and professional development needs.  Survey administered every 4 years.

Source:
School Counseling Alumni Survey-Fall 2019
School Counseling Employer Survey-Fall 2019

The Experiential Program for Preparing School Principals (EPPSP) at Butler University surveys graduates on a regular basis to determine the effectiveness of the program in the preparation of school leaders.  Survey questions are based on the ELCC Standards and data is used for continuous improvementof the program.

Source:
EPPSP 2020 Graduate Survey 
Group 38 Asssessment #5 Graduate Survey-Fall 2020
 

The EPP has developed an Exit Survey which was administered to completers for 3 academic years:

Source: 
COE Exit Survey (3 years):  May 2020 Completer Survey | December 2020 | 2019 | 2018 

5.  Graduation Rates (initial and advanced)

Initial Completer Attrition and Retention rates are reported annually by the EPP to the Indiana Department of Education as required by House Bill 1388.

Source:
Undergraduate Attrition and Retention 1388 data (7 years)

Advanced completer Attrition and Retention rates are reported by the EPP and Butler Office of Institutional Research (OIR).

Source:
Graduate Master’s Degree Attrition and Retention (6 years)

TITLE II mandates annual reporting of enrollees officially admitted to the EPP teacher preparation program and completers of the program. The data is reported to the Federal Government in the Institutional Report Card (IPRC).

Source:
TITLE II reports (6 years)

Traditional:  2020 (data for 2018-2019) | 2019 (data for 2017-2018) | 2018 (data for 2016-17) | 2017 (data for 2015-16) | 2016 (data for 2014-15) | 2015 (data for 2013-14)

Alternative:  2020 (data for 2018-2019) | 2019 (data for 2017-2018) | 2018 (data for 2016-17) | 2017 (data for 2015-16) | 2016 (data for 2014-15) | 2015 (data for 2013-14)

Indiana requires the Pearson Indiana CORE Content Area exam for licensure.The attached chart indicates passing scores on the Pearson exam for 6 years.

Source:
Pearson CORE Content area scores (6 yrs)

Indiana House Bill 1388 requires EPPs to report the following information annually:

1. Testing – Content and Pedagogical Knowledge
2. Candidate Selection-at entrance to Teacher Education and at Completion of program
3. Impact Program – Attrition Rate, Principal Survey, Teacher Survey, % of Teachers Achieving Highly Effective or Effective Rating

Source:
House Bill 1388

Licenses are issued by the Indiana Department of Education (chart through August 2020) is attached.

Source:
Licenses issued - 6 years

The annual EPP placement rate is 100% of those licensed and seeking employment.

Source:
Placement reports (6 years):  2019-20 | 2018-19 | 2017-18 | 2016-17 | 2015-16 | 2014-15

The cost of attendance at Butler University is reflected in the attached chart.  It includes tuition, room and board, and fees for the last 5 years.

Source:
Cost of Attendance (7 years)

The NEA reports the average annual starting salary for teachers for Indiana and surrounding states.

Source:
Average annual salary in IN and surrounding states

The Butler University Office of Financial Aid has provided the student loan default rates for the last 5 years.

Source:
Student Loan Default Rates