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Annual Reporting

The College of Education (COE) serves as an incubator for innovative programs and houses award winning undergraduate and graduate degree programs, as well as centers of excellence, that train teachers, counselors and school leaders; prepare counselors for community practice; train higher education student affairs leaders; and prepare training and development specialists for business and industry. In accordance with the will of Thomas Green Clemson, the COE is committed to being “a high seminary for learning” and to being a transformative leader, improving education, and to advancing the lives of all South Carolinians. As indicated in the infographic below, our alumni can be found serving throughout South Carolina. 

This images shows a percentage of Clemson College of Education Alumni who are Employeed in South Carolina. There is 58 percent in the Upstate. There is 22 percent in the Midlands. There is 19 percent in the Low country.

The innovative and transformative COE utilizes research based best practices and uses data to make decisions. Because we value continuous program improvement we:

  • collect performance data;
  • analyze candidate learning outcomes;
  • receive feedback from our candidates, completers and employers; and
  • monitor the impact our graduates have on P-12 schools and student learning.

We have dynamic partnerships with other institutions and school districts to ensure responsive programs and to support students, educators, schools and communities.

Each year we submit annual reports to inform continuous improvement, ensure transparency and meet reporting and accreditation requirements. These measures demonstrate impact around student learning, teacher effectiveness, employer and completer satisfaction, and specific outcomes and consumer information, such as graduation, licensure, employment, and student loan default rates.

Council for the Accreditation of Educator Preparation (CAEP)
Annual Report Measures Spring 2019

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. We are working to collect this information for accreditation through a case study approach. We will be able to gather this information for our Teacher Residents and other graduates as agreed upon with our partnering school districts via MOUs.

Measure 2
CAEP Standard 4.2: Indicators of teaching effectiveness

During the second year of teaching (2017-2018), 96.4% of our completers MET ADEPT Standards and 3.6.% of completers did NOT MEET ADEPT standards.

 

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

96% of employers "agree" or "strongly agree" that Clemson University teachers are prepared to be effective educators and have dispositions that support student learning; and

95% of surveyed school superintendents and building principals “agree” or "strongly agree" that Clemson University school leaders (both at the district and building level) are knowledgeable and exhibit effective leadership.

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

98% of our program completers indicate they “agree” or “strongly agree” that they were well prepared to be successful educators; and

96% of our program completers “agree” or “strongly agree” that our faculty have excellent content knowledge, were dedicated to providing meaningful educational opportunities, and were excellent educators and advisors.

Measure 5
Graduation Rates (initial & advanced levels)

Initial: 91.1%

Advanced:  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 & advanced levels)

The median GPA of undergraduate candidates entering our educator preparation program is 3.61 and 3.71 upon program completion. Along with course grades, our candidates demonstrate content knowledge through ETS PRAXIS assessments. We currently have a pass rate of 99% for teacher licensure programs and 100% for advanced programs.  For more information related to our educator preparation program please visit:  https://title2.ed.gov/Public/Home.aspx

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

Each year the Office of Institutional Research sends alumni surveys to recent graduates. As part of the 2018 survey, our graduates were asked how long it took them to find a position in the field or certification area for which they were prepared. The following percentages reflect the employment rates of those who replied to the survey:

  • Early Childhood: 79% were employed in the first 6 months, 21% were employed 6-12 months after graduation.
  • Elementary Education, Middle Level Education, Secondary Education, and Special Education: 100% were employed within 6 months.
  • P-12 Educational Leadership: 100% were employed within 6 months.

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

According to CollegeFactual.com, 3192 Clemson Students entered loan repayment in 2014. After three years, 3.2% (103) defaulted on their federal loans. The current national average three-year default rate is 7.2%.

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