CAEP Annual Reporting Measures

Measure 1 (Initial): Completer effectiveness and Impact on P-12 learning and development (Component R4.1)

CAEP R4.1a

Completer Effectiveness (contribute to student learning growth) [N=5]:

Impact Study:

This impact study was designed to address CAEP indicators R4.1, which emphasizes the use of multiple state-supported impact measures related to expected levels of student growth (R4.1a) and using validated observation instruments to determine whether program completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve (R4.1b). 

Completer participants are recruited for the study each year who are actively teaching full time in K-12 schools. For the 2024-2025 academic year, 5 completers agreed to participate in the study. Of the 5 participants, 4 were undergraduate program completers and 1 was a MAT graduate program completer. Participants represented the following licensure areas: 2 elementary education, 1 special education (secondary), and 2 middle/secondary education candidates (Middle Math – 1, Social Studies – 1).  

The completers are asked to collect data on an assessment they gave to their K-12 students for analysis and reflection. The completers were asked to provide two iterations of data from either a classroom test (pre/post), or a computerized test (MAP, iReady, STAR, etc.). They were then asked to chart their student results and analyze the data for students whose scores increased, indicating learning growth. Participants then completed a Qualtrics survey to report their data results. The Qualtrics survey is represented here. 

Student Learning Qualtrics Survey Questions regarding the K-12 student data provided. 

• Name & Endorsement Program 

• Type of Assessment (classroom, standardized, school, etc.) 

• Number of students taking the assessment 

• Number of students who increased scores indicating learning growth 

• Number of students who did not show improvement or growth 

• Number of students who exceeded goals   

Overall data indicated the following: (N=5 Teachers, N=112 K-12 Students) 

• 86% of combined students increased scores indicating learning growth 

• 12% of combined students did not show improvement or growth 

• 54% of combined students exceeded target goals 

CAEP R4.1b 

Completer Effectiveness (apply skills in P-12 classrooms that preparation experiences were designed to achieve): 

Teacher Observation (Completed by Supervisor) 

The Impact Study included a formal classroom observation conducted by a supervisor or principal, who then reported their evaluation through a structured survey. Results from these supervisor observations (N=5) show that Liberty teacher graduates received ratings of meets or exceeds on 96% of the 23 teacherperformance indicators. 

Teacher Observation by Supervisor (N=5)  

[4 MAT, 1 BED] 

[2 Elementary, 2 Secondary, 1 SPED] 

• 99% received a rating of either meets or exceeds across the 23 teacher performance indicators 

• Areas where teachers most often scored exceeds in the performance areas were Attitude with Students, Interactions with Colleagues, Professional Behaviors and Punctuality 

P-12 Student Survey  

As part of reflective practice and continuous professional growth, teacher graduates regularly seek feedback from their P–12 learners using developmentally appropriate student surveys. These surveys help teachers gain insight into classroom climate, instructional effectiveness, communication, and student perceptions of support. The collected feedback also serves as an authentic measure of educator impact from the learner’s perspective. 

P-12 Student Survey (N=3 Teacher submissions, 107 student surveys) 

  [1 elementary, 1 middle, 1 secondary] 

• Elementary – 100% of students reported “Yes” that their teacher shows them how to do new things and encourages them to evaluate their own learning. 

• Middle – 100% of students reported either “Agree or Strongly Agree” that their teacher is knowledgeable about the subject matter and gives clear instructions. 

• Secondary – 100% of students reported either “Agree or Strongly Agree” that their teacher shows respect to all students and that they treat everyone fairly.

LU Gradate Impact Study 2024-2025 (PDF), case study of beginning teachers

Conclusions: LU School of Education (SOE) completers demonstrated proficiency in their ability to effectively plan lessons that were meaningful and differentiated, deliver effective instruction, and assess their students to analyze learning growth according to the SOE 2024-25 Impact Study.

Measure 2 (Initial and/or Advanced): Satisfaction of employers and stakeholder involvement (Components R4.2|R5.3 | RA.4.1)

Satisfaction of Employers:

Data Collection:

R4.2 Employer Survey – VEAC Survey (initial)

RA4.1 Employer Survey – VEAC Survey (advanced)

Employer Survey: VEAC Initial & Advanced Surveys (2025) 

The Virginia Education Assessment Collaborative (VEAC) is an outgrowth of several collaborations taking place between Educator Preparation Programs (EPP) in the Commonwealth of Virginia. The purpose of VEAC is to provide a centralized assessment structure for Virginia EPPs that standardizes and reduces the complexity of data collection for both the Virginia Department of Education (VDOE)  and the Council for the Accreditation of Educator Preparation (CAEP). 

The VEAC group sends out program satisfaction surveys to our graduates and their employers in order to collect data to meet CAEP Standard 4. The data received is analyzed for program continuous improvement. 

• Initial Licensure Employers in Spring 2025 reported a:  

• 3.48 out of 4.0 on the teacher’s commitment to professional ethics, collaborating and communicating effectively, and taking responsibility for and participating in professional growth that results in enhanced student learning. (N=163) 

• 4.46 out of 5.0 on the teacher’s overall extent to which they were ready to meet the needs of students in the school. (N=164) 

• Advanced Licensure Employers in Spring 2025 reported a:  

• 3.5 out of 4.0 on the school administrator’s supervision and leadership skills to promote a working and learning climate that is safe, secure, and respectful of a diverse school community. (N=74) 

• 3.73 out of 4.0 on the reading specialist’ s ability to instruct and advise teachers in the skills necessary to differentiate reading instruction for both low and high achieving readers.  (N=11) 

A link to the full Employers Survey Results can be seen at LU Employer Surveys Spring 2025 (PDF).

Stakeholder Involvement (R5.3)

Partner Satisfaction Survey – (Collected every other spring- even years) 

The mission of the School of Education’s Partnership Program is to provide a forum for collaboration between the School of Education (SOE) and its education partners to ensure a mutually beneficial relationship for all involved in the Educator Preparation Program (EPP). 

SOE Partnership Model 
The SOE collaborates with P-12 school partners to design and refine field experiences that reflect diverse settings to ensure that candidates demonstrate their developing effectiveness and positive impact on all students’ learning and development. Field experiences, including technology-enhanced learning opportunities, are structured to have multiple performance-based assessments at key points within the program to demonstrate candidates’ development of the knowledge, skills, and professional dispositions, that are associated with a positive impact on the learning and development of all P-12 students. Liberty partners agreed that the partnership is mutually beneficial, according to the survey. The partnership survey is conducted every other year in even years. Full survey results can be found at LU Partnership Satisfaction Survey (PDF). 

Highlights from the Spring 2024 Partnership survey: 

• 100% of partners surveyed stated either strongly agreed or agreed that host teachers/educators and university supervisors are highly qualified. 

• 97% of partners surveyed stated either strongly agreed or agreed that the selection criteria for choosing the host teacher/educator is clearly defined.  

• 100% of partners surveyed stated either strongly agreed or agreed that the LU School of Education is accessible and responsive to partner questions or concerns. 

• 93% of partners surveyed stated either strongly agreed or agreed that their partnership with the LU School of Education is mutually beneficial. 

The School of Education maintains a partnership website which can be viewed at: www.liberty.edu/soepartners. The website provides partners with links to events and resources related to their interests.  

Advisory Councils  

The School of Education has four advisory councils. Two of them relate directly to external partners and two of them relate directly to internal partners across LU. These councils meet twice a year during the spring and fall semesters.  

CAC: Community Advisory Council – External 

• The Purpose of this group is to provide a forum for collaboration between the School of Education (EPP) and its local education partners to ensure a mutually beneficial relationship for all involved. (Central Virginia area) 

• The CAC meets once each semester, in October and March 

• The membership consists of school personnel from local school systems and SOE Faculty 

GAC: Global Advisory Council – External 

• The purpose of this group is to provide a forum for collaboration between the School of Education and its distance education partners to ensure a mutually beneficial relationship for all involved in the Educator Preparation Program. (outside the Central Virginia area) 

• The GAC meets once each semester, in October and March 

• The membership consists of school personnel from school systems outside of Central VA and SOE Faculty 

AAC: Advanced Advisory Council – Internal 

• The purpose of this group is to provide a forum for collaboration between the School of Education and program directors for advanced programs within the School of Education. 

• The AAC meets once each semester, in October and March 

• The membership consists of program directors for the Administration & Supervision, School Counseling, Reading Specialist, and Math Specialist programs.  

SAC: Secondary Advisory Council – Internal 

• The purpose of this group is to provide a forum for collaboration between the School of Education and program directors for secondary content programs from other Liberty University Schools. 

• The SAC meets once each semester, in October and March 

• The membership consists of program directors from other LU Schools:  College of Arts & Sciences, School of Behavioral Sciences, School of Business, School of Communication & the Arts, and the School of Music.

Measure 3 (Initial and/or Advanced): Candidate competency at program completion (Component R3.3 |RA3.4)

The Candidate Preservice Assessment Student Teaching (CPAST) is a proprietary formative and summative assessment implemented during the student teaching experience (i.e., the culminating field experience of a teacher preparation program). Because the assessment is used as a coaching tool, it is used twice – once midway through the student teaching practicum and once at the end.  The data from the CPAST assessment allows for national comparison. The rubric contains levels 0-3. 

CPAST Final Score Results: 2024-25

Fall 2024 Term (N=221) 

• Regarding teaching pedagogy, LU candidates scored a mean of 2.61 compared to the national mean of 2.40 (out of 3.0) 

• Regarding candidate dispositions, LU candidates scored a mean of 2.74 compared to the national mean of 2.69 (out of 3.0) 

Spring 2025 Term (N=389) 

• Regarding teaching pedagogy, LU candidates scored a mean of 2.59 compared to the national mean of 2.47 (out of 3.0) 

• Regarding candidate dispositions, LU candidates scored a mean of 2.73 compared to the national mean of 2.65 (out of 3.0) 

Item highlights (Fall 2024 Final): N=221

• Row C – Assessment of P-12 Learning, LU candidates scored a mean of 2.54 compared to the national mean of 2.33 (out of 3.0) 
• Row I – Safe & Respectful Learning Environment, LU candidates scored a mean of 2.71 compared to the national mean of 2.68 (out of 3.0) 
• Row S – Collaboration, LU candidates scored a mean of 2.83 compared to the national mean of 2.73 (out of 3.0) 
  

Item highlights (Spring 2025 Final): N=389

• Row C – Assessment of P-12 Learning, LU candidates scored a mean of 2.53 compared to the national mean of 2.42 (out of 3.0) 
• Row I – Safe & Respectful Learning Environment, LU candidates scored a mean of 2.79 compared to the national mean of 2.66 (out of 3.0) 
• Row S – Collaboration, LU candidates scored a mean of 2.84 compared to the national mean of 2.75 (out of 3.0) 
  

The results of the CPAST student teaching assessment above reveal all initial licensure candidates’ final assessment results. In both semesters for the 2024-25 academic terms, Liberty University candidates consistently scored above the national average for this culminating assessment for teaching performance. The detailed report for this assessment can be found at LU Student Teaching Assessment (PDF).

Advanced Programs RA3.4

The EPP has developed an Advanced Internship Assessment (AIA) for each of the three endorsements in the advanced licensure program:  

• AIA-AS Administration/Supervision 
• AIA-MS Math Specialist 
• AIA-RS Reading Specialist 

The Advanced Internship Assessment (AIA) is used during the final internship course for advanced licensure candidates to assess their performance using the standards of their area of specialization in a school setting.  Overall, Liberty University advanced program candidates consistently scored Acceptable (level 2) or at Target (level 3) for each of the CAEP six professional skills assessed within the Internship Assessment. The detailed report for this assessment can be found at LU Advanced Programs Internship Assessment (AIA).

Percentage of LU candidates in Advanced Programs scoring at or above target for CAEP Professional Skills on the Internship Assessment: 

• 100% on Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization (graph) 

• 100% on Applications and Employment of data literacy (graph) 

• 99% on Application and Use of Research (graph) 

Measure 4 (Initial and/or Advanced): Ability of completers to be hired in education positions for which they have prepared.

The Alumni Survey assesses the achievement and success of recent graduates from Liberty University. Topics on the survey include job placement, job relevance, and overall satisfaction with the program. There are 23 questions on the survey for all graduates which pertain to employment, contact with the university, and open feedback.  There are 7 questions (rating CAEP skills) specific to initial teacher licensure in the School of Education, and 14 question (rating CAEP 6 professional skills) specifically for advanced programs.  

The Alumni Survey is completed in the fall semester post-graduation and is used post-graduation in years 1, 5, 10, and 20. The Office of Alumni Relations, the Office of Institutional Effectiveness and Research and the School of Education use this assessment to measure the success and satisfaction of program completers. The detailed report for the alumni survey data can be found LU Alumni Survey Fall 2024 Gainful Employment (PDF).

LU Alumni Survey Fall 2024: (Fall ’24 Overall Response Rate = 12.2%)