CAEP Accountability Measures

The Ruth S. Ammon College of Education and Health Sciences is engaged in ongoing assessment and continuous improvement.

麻豆直播 is proud to publicly share impact and outcome measures identified by the Council for the Accreditation of Educator Preparation (CAEP) which demonstrate that our graduates are effective teachers and teacher leaders who contribute to student learning.

CAEP Measures

The following is the list of CAEP measures and corresponding data tables that provide supporting evidence for each measure.

Measure 1: Completer Impact and Effectiveness

Impact on P-12 Student Learning Growth

The New York State Education Department (NYSED) no longer provides up-to-date data on Student Achievement Growth ratings for teachers. We reached out multiple times to the state education department for data on recent graduates as well as to the NYC Public Schools; however, neither organization has indicated that they will provide any updated findings. Alternatively, the EPP has collected data through the following approaches: 1) We requested formal observation data from recent graduates from Adelphi鈥檚 teacher education program; 2) We conducted a case study of recent graduates on their impact on P-12 students and their teaching effectiveness.

Findings on observation data: The EPP obtained data from 12 program completers (2021-2024) who provided summative teaching evaluations completed by their administrators during formal classroom observations using the Danielson Framework for Teaching. Data indicates that Childhood Education, Science, Art Grad, and TESOL scored above 3.0 across all seven domains (1a. Demonstrating knowledge of content and pedagogy, 1e. Designing coherent instruction, 2a. Creating an environment of respect and rapport, 2d. Managing student behavior, 3b. Using questioning and discussion techniques, 3c. Engaging students in learning, and 3d. Using assessment in instruction). Completers scored the highest in 2d. Managing student behavior (mean of 3.64), and 2a. Creating an environment of respect and rapport (mean of 3.58). At the EPP level, data show program completers performed better in certain areas during their APPR evaluations as working teachers compared to their student teaching. The data show improvement in managing student behavior (3.33 鈫� 3.64), designing coherent instruction (3.25 鈫� 3.38), and using questioning and discussion techniques (3.00 鈫� 3.09) once they became practicing teachers. Scores for creating an environment of respect and rapport stayed consistently strong in both situations, maintaining a 3.58.

At the time of this annual report submission, we have analyzed one case study observation of a completer from the Childhood Program (several other observations are currently being conducted but analysis will not be completed in time for this report). Findings are discussed below. We highlight the program completer鈥檚 impact on P-12 student learning growth:

Documented Academic Progress: The graduate shows impact through measurable student growth in reading levels. As stated in the interview: “at this point in the year, for example, they’re supposed to be reading at like an H or an I, and a lot of my students came in Rr, so they’re finally reaching A, B or C.” While this progress is below grade-level benchmarks, it represents significant growth for ELL students.
School Performance Context: The report notes that “The school’s students are in Level 3 and 4 in terms of subject performance in Mathematics and ELA (with Level 4 being the highest)” indicating the completer contributes to maintaining strong performance metrics.
Differentiated Instruction: The completer demonstrates impact through targeted teaching strategies: “I use the small groups a lot to really support where they need.” This approach allows for addressing specific learning needs of diverse students, particularly ELLs.
Motivational Impact: The completer creates memorable learning experiences (like the pumpkin experiment) that engage students in learning. The report notes students from previous years still remember these activities, indicating lasting impact on student engagement with learning materials.
Language Acquisition Progress: The completer focuses specifically on English language development for ELL students, providing resources to support learning both in class and at home through Google Classroom videos and sight word flashcards.

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Teacher Effectiveness

The New York State Education Department has not provided data on overall Teacher Effectiveness since 2016. Alternatively, the EPP obtained data from 2 program completers in 2021-2024 who provided summative teaching evaluations completed by their administrators using the Danielson Framework for Teaching. Completers scored a mean of 4.0 in 4e. Growing and developing professionally.

Findings from the case study (as described above) showcase the program completer鈥檚 effectiveness in applying professional knowledge, skills, and dispositions through:

Danielson Framework Assessment: The completer scored “distinguished” (4) in 19 out of 24 domains and “proficient” (3) in the remaining 5 domains, with an overall score of 3.8/4. This indicates highly effective application of professional knowledge and skills across multiple teaching dimensions.
Classroom Environment: The completer creates a supportive learning environment where students feel safe to take risks. As stated in the discussion: “This directly impacted her classroom, as students felt safe yet challenged to participate and take risks.”
Instructional Flexibility: The completer demonstrates the ability to adapt teaching strategies to meet student needs: “She showcased both in words and actions (within the observation) the willingness to explore her flexibility to help her students reach their needs and goals.”
Professional Growth: The completer attributes her effectiveness partly to her Adelphi training: “The alumni maintain that her experience within the 麻豆直播 program, most notably the Residency student teaching experience, gave her the courage to think outside the box when working with her students.”
Cultural Responsiveness: The completer effectively teaches a primarily English Language Learner population, showing cultural competence by supporting bilingual development and creating appropriate scaffolds for learning.
Assessment Practices: The completer implements effective formative assessment strategies through small group work and individualized monitoring of student progress, helping her identify next instructional steps.

The report also identifies an area for professional growth – developing stronger home-school connections with families of ELL students. This suggests a recommendation for Adelphi’s program to “provide more support to the teacher candidates to create a family-centered curriculum and instruction primarily focused on literacy development.”

The EPP is planning to collect more current data through the two approaches discussed above in (1).

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Measure 2: Satisfaction of Employers and Stakeholder Involvement

Initial Programs: Employer Survey

A survey was administered in Spring 2024 to 29 employers, with a 24% return rate. When asked whether Adelphi alumni teachers compare favorably to other first hires and/or recently tenured faculty, 100% strongly agreed or agreed with planning and preparation, and professional responsibility. 86% strongly agreed or agreed with classroom management, and instruction. Three comments from school administrators detail our alumni’s strengths, drawn from the survey results: 鈥淎U students have strong foundational knowledge of best practices,鈥� 鈥淎U students understand the importance of creating safe and supportive classroom environments,鈥� and 鈥淪tudents have strong knowledge of differentiated instruction.鈥�

In March 2025, the assessment committee developed a revised employer survey, aligned with CAEP Standard R1 (Learner and Learning, Content, Instructional Practice, and Professional Responsibility), to evaluate program effectiveness.

The EPP plans to administer this survey in Fall 2025. Data for this measure is expected to be available to the public on or before April 2026.

Initial Programs: Advisory Board Update

The Dean assembled a P-12 Advisory Board in Fall 2022 consisting of local superintendents, current students, EPP faculty, and alumni. Minutes from the meetings in 2024 (April 17 and October 21) are included below, which include discussions around ways the EPP and P-12 districts can mutually support and collaborate on initiatives. We have included summaries of these discussions under each topic.

Teacher Assistant (TA) License: The proposed Teacher Assistant license by NYS prompted a discussion about the necessity of TAs in school districts. Various perspectives were shared, with some districts like East Meadow indicating a shift towards co-teaching models, reducing the reliance on TAs. Conversely, districts such as West Hempstead and Garden City expressed a need for TAs, particularly within special education settings, and viewed the TA track as a potential avenue to alleviate teacher shortages and provide financial support for those training to become teachers.
Teacher Education Pipeline Updates: The board discussed the development of teacher pipelines for East Meadow, Freeport, Roosevelt, and Mineola, noting that each district has a slightly different model tailored to its specific context and needs. Funding efforts for the National Professional Development grant were a topic of conversation, and there was an emphasis on the value of rotating fieldwork in pipeline districts to provide teacher candidates with practical experience.
Input for Teacher Preparation Programs and Needs for School Districts:
- Using Technology: Discussions centered on the integration of technology in school districts, the essential technology skills that new teachers should possess, and the potential for Adelphi faculty to receive technology training. Specific areas of focus included the use of AI, the relevance of Google Classroom certificates, the use of QR codes in portfolios, the importance of data analysis skills, and familiarity with gradebook software. Concerns were also raised about Adelphi’s classroom environment and its adequacy for effectively preparing future teachers.
- Working with Diverse Students and Families: The board emphasized the importance of experience and multilingualism for new teachers, highlighting the need to establish strong connections with diverse students and families. There was a consensus on the value of increasing interactions with families to ensure teacher candidates are well-prepared to engage with them effectively.
- Simulations vs. Real-Life Experience: The use of simulations in teacher preparation was debated, with some advocating for prioritizing real-life experience in school districts, even from early in the training process.
Longevity and Wellness in the School Context: A significant portion of the October meeting was dedicated to the topic of longevity and wellness within the school environment. Discussions explored the possibility of incorporating longevity into the curriculum, potentially through the development of a dedicated module or certificate program for teachers. The crucial role of mental health and the impact of relationships on longevity were underscored. Ideas for parent workshops and leveraging the experience of the elderly community in schools were considered, along with the potential for establishing a longevity institute.
Tech Ed Certification: The development of a new Tech Ed certification program was discussed in response to the identified shortage of certified technology education teachers on Long Island and across New York State. The board explored opportunities for partnerships with districts and businesses to facilitate the program’s development and implementation.
CAEP Accreditation: The board reviewed data related to CAEP accreditation, noting positive feedback on graduates’ preparedness, particularly their grit and responsiveness to feedback. Previous feedback indicating a need for enhanced technology preparation was acknowledged, and it was noted that this has been addressed through the addition of a technology course to the teacher education program.

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Advanced Programs: Employer Survey

In January 2022, the EPP鈥檚 assessment committee created a new employer survey specific to its advanced programs and aligned to the CAEP revised advanced standards. The questions have been finalized and reviewed. The Employer survey was postponed due to an overlap in timing with administering the Alumni Survey.

A survey was administered in Spring 2024 to 6 employers, with a 33% return rate. Overall, 100% strongly agreed or agreed AU alumni teachers were well prepared.

In March 2025, the assessment committee developed a revised employer survey, aligned with CAEP Standard RA1.1 (Candidate Knowledge, Skills, and Professional Dispositions), focusing on data literacy, research methodologies, evidence-based school environment development, collaboration, technology application, and professional standards, to evaluate program effectiveness.

The EPP plans to administer this survey in Fall 2025. Data for this measure is expected to be available to the public on or before April 2026.

Measure 3: Candidate Competency at Program Completion

Initial Programs: State licensure exams

Teacher candidates seeking initial licensure in New York State are required to take two certification exams: Educating All Students (EAS) and Content Specialty Test (CST).

In addition, New York State-registered teacher preparation programs are required to integrate a teacher performance assessment (TPA) into the candidates鈥� student teaching, practicum, or similar clinical experience (e.g., residency, mentored in-service component). The EPP chose to create a TPA by using the Renaissance Group鈥檚 Teacher Work Sample as the base and creating an Addendum to assess candidates鈥� ability to plan and enact culturally responsive and sustaining practices as well as technology into their planning, teaching and assessment.

The EAS pass rate for Adelphi candidates seeking initial certification during the 21-22, 22-23, and 23-24 academic years were 96%, 99%, and 96% respectively. The pass rate was higher than the minimum threshold of 80% across all programs.

White student percentage decreased from 79% to 73% (2022-2024), while people of color increased from 14% to 20%. The “not reported” category remained stable (6-8%). The 2022-2023 year showed less diversity (79% white) compared to both 2021-2022 (75%) and 2023-2024 (73%).

The CST pass rate for Adelphi candidates seeking initial certification during the 21-22, 22-23, and 23-24 academic years were 91%, 95%, and 97%. Most subject-areas maintained pass rates well above the 80% minimum across all years. However, four instances fell below the 80% threshold: Multi-Subject B-2 Part 2 (2021-2023), Multi-Subject 7-12 Part 1 (2023-2024), and Health Education (2022-2023). These low pass rates occurred in small testing groups of just 1-4 candidates, where a single person’s result dramatically affects the percentages.

White test takers decreased from 81% (2022-2023) to 72% (2023-2024), while people of color nearly doubled from 11% to 21%. This resembles 2021-2022 patterns (74% white, 22% people of color), indicating 2022-2023 had unusually low diversity. The “not reported” category remained stable at 4-8% across all years.

In the 2023-2024 AY, the EPP collected TPA data on 163 candidates across three locations:

Garden City campus: 163 students (74% white, 23% people of color, 3% not reported)
New York City – Brooklyn Center: 8 students (62% white, 25% people of color, 13% not reported)
Online Program: 40 students (78% white, 12% people of color, 10% not reported)

On the Garden City Campus(163 students), Alignment with Learning Goals scored highest (2.97), showing these teachers excel at connecting their instruction directly to their objectives.

On the Brooklyn campus (8 students), multiple criteria received perfect scores of 3.00, including Knowledge of Context, Learning Goals, Assessment Planning, and Instructional Design. The small sample size may contribute to these perfect scores.

In the Online program (40 students), three areas stood out with perfect scores (3.00): Welcoming & Affirming Environment, Inclusive Curriculum and Assessment, and Technology Alignment with Standards. This highlights the program’s strengths in cultural responsiveness and technology integration.

In the 2022-2023 AY, the EPP collected TPA data around 124 candidates (78% white, 12% people of color, 10% not reported). Overall, candidates scored above a 2.6 in all items, with the highest scores (M=2.98) in 2d. Alignment w/National, State or Local Standards, (M=2.94) 4c. Lesson and Unit Structure, and (M=2.93) 2c. Appropriateness for Students.

This data is shared regularly with faculty at teacher education retreats and during individual program meetings, so that faculty can review data and discuss potential factors which contributed to this change.

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Initial Programs: Danielson Framework for Teaching

The Danielson Framework for Teaching was developed by Charlotte Danielson as a tool to identify the aspects of a teacher’s responsibilities that have been documented through research as promoting improved student learning. Danielson divides the complex activity of teaching into twenty-two components clustered into four domains of teaching responsibility: (1) planning and preparation, (2) the classroom environment, (3) instruction, and (4) professional responsibilities.

In the 2023-2024 AY, the EPP collected Danielson data on 220 candidates across three locations:

Garden City campus: 171 students (75% white, 22% people of color, 3% not reported)
New York City – Brooklyn Center: 9 students (56% white, 22% people of color, 22% not reported)
Online: 40 students (78% white, 10% people of color, 12% not reported)

Overall, candidates scored above a 3.00 at all locations and maintained average scores above the 3.0 threshold. On the Garden City campus, Creating an environment of respect and rapport scored highest (3.51). In the Brooklyn Center, multiple domains tied 3.78 (Communicating with students, Reflecting on teaching, Growing and developing professionally, and Showing Professionalism). In the Online program, Demonstrating knowledge of resources scored the highest (3.48).

Across all locations, creating respectful environments and professionalism consistently score high, while assessment techniques and questioning/discussion strategies typically score lower.

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Advanced Programs: State Licensure Exams

Teacher candidates seeking advanced certification are required to take the Content Specialty Test (CST) in the additional certification area. The CST pass rate for Adelphi candidates seeking advanced certification during the 21-22, 22-23, and 23-24 academic years were 91%, 94%, and 100%.

Educational Leadership is the only advanced program required to take the Educating All Students (EAS). The pass rate for Adelphi candidates seeking advanced certification was 100% for 21-22, 22-23, and 23-24 academic years.

Educational Leadership candidates also take School Leadership Assessments (SLA). The pass rate for these exams was 100% for 21-22, 22-23, and 23-24 academic years.

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Advanced Programs: Academic Competency

The Advanced Programs identified the courses where each of the 6 sub-components in RA1.1 Candidate Knowledge, Skills, and Professional Dispositions are addressed, and three of the six are assessed.

2023 – 2024 Academic Year Data Analysis

Overall, candidates are meeting and/or exceeding expectations across the programs. Mean scores consistently fall in the upper portion of their respective rating scales (either 1-3 or 1-4).

Almost all mean scores are at or above the midpoint of their respective rating scales (either 1-3 or 1-4 scales).
Programs using a 1-3 scale show mean scores predominantly in the 2.5-3.0 range.
Programs using a 1-4 scale show mean scores predominantly in the 3.0-3.5 range.
Health Education shows particularly strong performance with an average score of 3.40 across its assessed standards.
Literacy program shows consistently strong performance with means of 2.93-2.96 on a 1-3 scale.
The lowest-scoring program (Early Childhood Special Education at 2.33 average) still shows performance well above the minimum expectations on its 1-3 scale.

2022 – 2023 Academic Year Data Analysis

Overall, candidates are generally meeting or exceeding expectations across the programs. Mean scores predominantly fall in the upper portion of their respective rating scales (either 1-3 or 1-4).

Almost all mean scores are at or above the midpoint of their respective rating scales (either 1-3 or 1-4 scales).
Programs using a 1-3 scale show mean scores generally in the 2.0-3.0 range.
Programs using a 1-4 scale show mean scores generally in the 3.0-3.5 range.
Educational Leadership demonstrates strong performance with mean scores ranging from 3.11 to 3.56.
Several programs demonstrate strong performance in specific areas, with Adolescent Special Education, Childhood Special Education, and Educational Leadership all achieving a mean of 3.0 or higher in Applications of Data Literacy.
The Early Childhood Special Education program shows the lowest mean score in the area of “Employment of data analysis and evidence to develop supportive, diverse, equitable, and inclusive school environment” at 2.0; however, this is still above the minimum expectation on the 1-3 scale.

Trend Analysis: CAEP Advanced Professional Skills Assessment (2022-2024)

In both years, candidates across programs generally meet or exceed expectations.

Most mean scores are at or above the midpoint of their respective rating scales.
Programs using a 1-3 rating scale typically show mean scores in the 2.5-3.0 range, while those using a 1-4 scale show scores predominantly in the 3.0-3.5 range.
Overall performance remains stable with an average score of about 2.9 across both years, indicating consistent program quality while assessment methods continue to develop.

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Ruth S. Ammon College of Education and Health Sciences

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