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College of Education

CAEP Reporting

The following educator preparation programs are reviewed by the Council for the Accreditation of Educator Preparation (CAEP):

  • Initial Level – Agricultural Education, B.S., Early Childhood Education, B.A., Elementary Education, B.A., Middle Level Education, B.S., Mathematics Teaching, B.S., Special Education, B.A., Secondary Education, B.A., Science Teaching, B.S./B.A., Teacher Residency, MAT
  • Advanced Level – Educational Leadership, M.Ed./Ed.S.

Council for the Accreditation of Educator Preparation (CAEP)

Annual Report Measures Spring 2020

Measure 1
CAEP Standard 4.1: Impact on P-12 learning and development

Currently, this information is not provided to us by the South Carolina Department of Education. However, there is proposed legislation requiring the SCDE to provide this data beginning 2023. For AY 2018-2019, we conducted a case study to determine learning and development impact. 26 completers working in partner districts provided results for several different growth measures including MAP, District level benchmarks (SLO), SC Ready, SC PASS, EOC Exams, AP Exams, and IEPs. 23 (88.5%) reported students showing growth/meeting expectations while 3 (11.54%) reported students not meeting expectations. 100% of completers agreed that Clemson programs prepared them to make a positive impact on student learning and development.

Measure 2
CAEP Standard 4.2: Indicators of teaching effectiveness

The following results are for second year evaluation of Clemson graduates employed in South Carolina:

2018-2019 ADEPT Report

Provider Results

Statewide Results

Total Graduates Evaluated



Total Graduates Passing

134 (96.4%)

1839 (94.89%)

Measure 3
CAEP Standard 4.3 and A4.1: Satisfaction of employers and employment milestones

In a recent survey, 95% of principals indicated satisfaction with the knowledge, ability, and dispositions of Clemson prepared teachers. 100% responded they would hire another candidate prepared by Clemson programs.

In another recent survey, district superintendents indicated satisfaction in Clemson prepared leaders’ abilities related to the six CAEP professional skills. 100% of superintendents indicated they will continue to seek and hire school leaders prepared by Clemson advanced programs.

Measure 4
CAEP Standard 4.4 and A4.2: Satisfaction of completers

A recent case study of initial level completers employed in three partner districts yielded the following satisfaction results aligned to INTASC domains, technology, diverse learners, and college/career standards:


The Learner and Learning

Content Knowledge

Instructional Practice

Professional Responsibility


Diverse Learners

College and Career Standards

InTASC Domains

With the knowledge you have gained as a teaching professional, reflect on how well your Clemson program prepared you for the job. Rate your level of preparedness in the following critical areas….

Understanding how learners grow and develop and how to create environments that support individual learning differences, allowing each learner to achieve a high level of success

Mastery of content that allows me to connect concepts and engage students in problem solving and critical thinking

Skills to design and implement effective instruction, align assessments with student learning outcomes/standards, and use assessment results to monitor and improve student progress

Professionalism and ethical practices allowing me to be an excellent collaborator and leader in the learning community

Utilization and application of technology resources and digital media to increase professional skills and improve student learning outcomes

Understanding the strengths and needs of diverse learners and ability to plan and present instruction that allows all students the opportunity to succeed

Implementation of college and career readiness standards



Satisfaction Percentage (number selecting prepared or very prepared in respective area)

Total (n=34)

85.29% (29)

88.24% (30)

82.35% (28)

94.12% (32)

88.24% (30)

73.53% (25)

79.41% (27)

 A recent case study of advanced level completers employed in partner districts yielded the following satisfaction results aligned to CAEP professional skills:

Reflecting on your professional experiences, please rate your level of preparedness in the following critical areas provided by your Clemson program courses and internship:

Applications of data literacy

Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies

Employment of data analysis and evidence to develop supportive school environments

Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents

Supporting appropriate applications of technology

Application of professional dispositions, laws and policies, codes of ethics and professional standards


Satisfaction Percentage (number selecting prepared or very prepared in respective area)

Total (n=13)

76.92% (10)

84.62% (11)

76.92% (10)

96.31% (12)

69.23% (9)

76.92% (10)

Measure 5
Graduation Rates (initial and advanced levels)

Initial Programs


Fall 2009

Fall 2010

Fall 2011

Fall 2012

Fall 2013

6 Year Graduation Rate






Sophomore Success Rate*






*Proportion of first time, full time sophomores who graduate from Clemson within five years

Advanced Programs

Graduation rates for our M.Ed. in Administration and Supervision (Building Level Leadership-Principal) and for our Ed.S. in Administration and Supervision (District Level Leadership-Superintendent) are not determined in the same way as undergraduates. These practitioner programs may vary in length.

Measure 6
Ability of completers to meet state licensing/certification requirements (initial and advanced levels)

163 total completers in AY 2018-2019:

100% of candidates received passing scores on Praxis Principles of Learning and Teaching exam

99% of initial completers received passing scores on Praxis II Content Area Exams

100% of advanced completers received passing scores on Praxis II Content Exam

All programs in AY 18-19 met or exceeded the required 3.0 cohort mean GPA.

Measure 7
Completer employability in education positions for which they have prepared (initial and advanced levels)

In Spring 2019, the CoE surveyed undergraduate students to determine post-graduation plan. Of the 136 students surveyed, 74 undergraduates and 23 Teacher Residency graduates responded. Of these responding, the College report the following placement rates:


Placement Rate

Early Childhood






Special Education


Teacher Residency


Overall Placement Rate


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

Official Clemson University cohort default rates taken from U.S. Department of Education Federal Student Aid website:


Default Rate







For additional data about Clemson University or the College of Education please visit the Fact Book.

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