CAEP Reporting

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:

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:

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

Measure 5
Graduation Rates (initial and advanced levels)

Initial Programs

*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:

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: https://www2.ed.gov/about/offices/list/fsa/index.html