Accreditation Data
Annual Reports - Eight Outcome Measures
3rd Party Comments
- Unit Assessment Validity Data (Word File)
- Early Childhood Key Assessment Validity Data (Excel File)
Program Data
- Early Childhood Education
- Middle Level Education
- Reading Specialist Certification
- Secondary Education
- Special Education
Impact of Student Learning: Unit Data
- STPP (Excel Files)
- CPAST (Excel Files)
- Program Completers Focus Group
- Teacher Work Sample (TWS)
- Data
- Spring 2020 Teacher Work Sample Data (Excel File)
- Rubrics
- ECH Teacher Works Sample Rubric (Word file)
- Middle Level/Secondary Teacher Work Sample Rubric (PDF file)
- Data
Surveys
- Alumni Survey
- Career Services Employment Data
- Survey Data – 2018 (Excel file)
- Self- Reported Employment Data – 2018-2019 (Excel File)
- Employer Survey
- Graduation Rate - 6-year: Data Results
- Graduation and Retention: Data Results
Title II
PRAXIS II and PECT Scores
- Pass Rate Data (Word File)
Student Loan Default Rate
FY 2017 CDR = 10%
https://www2.ed.gov/offices/OSFAP/defaultmanagement/ecdrcheck.html
This page contains links to reports and data for a variety of accreditation reports. Please contact Dr. Jesse Haight or Dr. Gwyneth Price if you have any trouble accessing the data.
Early Childhood Program Data
- ECH Associate Degree Program Outcome Data
- Early Childhood Bachelor Degree
- National Recognition Report
- Initial Report
- Initial Recognition Report
- Response to Conditions - 2019
- Response to Conditions - 2018
- Early Childhood / Special Education Degree
- National Recognition Report
- Initial Report
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Middle Level Program Data
- Middle Level Education Degree
- National Recognition Report
- Initial Report
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- Middle Level / Special Education 5-year Program
- National Recognition Report
- Initial Report
- Initial Recognition Report
- Response to Conditions - 2019
- Response to Conditions - 2018
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Reading Program Specialist Program Data
Secondary Program Data
- Secondary English Degree
- National Recognition Report
- Initial Report
- Initial Recognition Report
- Response to Conditions - 2019
- Response to Conditions - 2018
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- Secondary Mathematics
- National Recognition Report
- Initial Report
- Initial Recognition Report
- Revised Response - 2019
- Response to Conditions - 2018
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- Secondary Science
- Initial Report
- Initial Recognition Report
- Revised Response - 2019
- Response to Conditions - 2018
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- Secondary Social Studies
- National Recognition Report
- Initial Report
- Initial Recognition Report
- Response to Conditions - 2019
- Response to Conditions - 2018
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Special Education Program Data
- Intervention Specialist Degree
- National Recognition Report
- Initial Report
- Initial Recognition Report
- Response to Conditions - 2019
- Response to Conditions - 2018
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- Special Education
- National Recognition Report
- Initial Report
- Initial Recognition Report
- Response to Conditions - 2019
- Response to Conditions - 2018
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Call for 3rd Party Comments
CAEP History and Growth
Presently Clarion University is seeking accreditation through the Council for the Accreditation of Educator Preparation (CAEP). As of July 2013, CAEP is the sole accrediting body for educator preparation providers due to the acceptance of the recommendation to form a new accrediting body by the boards of NCATE and TEAC in 2010. As of 2016, the CAEP accreditation standards are fully recognized, with the NCATE and TEAC legacy standards no longer being utilized for accreditation purposes.
The School of Education at Clarion University is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on March 22-24 2019. Interested parties are invited 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 of graduates).
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
Such comments must be submitted prior to March 9th 2020 and be based on the core tenets of CAEP accreditation standards of excellence, which recognize that:
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- 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.