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College of Education

National Accreditation

Accreditation is a  process  used by higher education to evaluate colleges, universities, and educational programs for quality and to assess their efforts toward continuous quality improvement. The Council for the Accreditation of Educator Preparation (CAEP) has annual reporting measures which are used to provide information to the public on both program outcome and program impact.  Following is the list of CAEP measures with links to data tables that provide supporting evidence for each measure:

CAEP Accreditation | Call for Third Party Comments July 2019

The Council for the Accreditation of Educator Preparation (CAEP) is calling for third-party comments about Butler University’s College of Educations’ teacher preparation programs.  Butler University’s College of Education is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on November 10-12, 2019. 

An important part of the accreditation process is to invited interested parties to submit third-party comments to the site team.  Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party’s relationship to the provider (i.e, graduate, present or former faculty member, employer, current student, etc.).

We invite you to submit written testimony to:

CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036

Or by email to: callforcomments@caepnet.org

We are requesting that all comments be sent to CAEP by September 1, 2019 and based on the core tenets of CAEP accreditation standards of excellence (www.caepnet.org), which recognize that:

In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.

A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.

Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.

For questions, please contact Deb Lecklider (dlecklid@butler.edu) or Karen Farrell (kfarrell@butler.edu). 

Sincerely,

Brooke Kandel-Cisco
Interim Dean

Deb Lecklider
CAEP Coordinator

Karen Farrell
Accreditation Coordinator

CAEP | 8 Annual Reporting Measures

Annual Reporting Measures

EPP Descriptor

1.  Impact on P-12 learning 

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 

2.  Indicators of teaching effectiveness

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

3.  Satisfaction of employers and employment

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 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 4 years.

Source:
Campus Interview Day survey (4 years):  2018 201720162015

4.  Satisfaction of completers

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 2018 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
 

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 2018 Graduate Survey
 

The EPP has developed an Exit Survey which was administered to the 2017-2018 completers in May 2018.

Source: 
COE Exit Survey (2 years):  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 (5 years)

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

Source:
Graduate Completers (4 years)

6.  Ability of completers to meet licensing

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 (4 years)

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

Alternative:  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 4 years.

Source:
Pearson CORE Content area scores (4 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 2018) is attached.

Source:
Licenses issued - 3 years

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

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

Source:
Placement reports (4 years):  2017-182016-17 | 2015-16 | 2014-15

8.  Student loan default rates and other consumer information (initial and advanced)

The cost of attendance at Butler University is reflected in the attached chart.  It includes tuition, room and board, and fees for the last 4 years.

Source:
Cost of Attendance (4 years)

The NEA reports the average annual starting salary for teachers in 2016-17 and 2017-18 for Indiana and surrounding states.

Source:
Average annual salary in IN for 2016-17 and 2017-18 w/surrounding states

The Butler University Office of Financial Aid has provided the student loan default rates for the last 4 years.

Source:
Student Loan Default Rates

 

The Butler University College of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE) through 2020 and is now affiliated with the Council for the Accreditation of Educator Preparation (CAEP), the new accrediting body for educator preparation.