CAEP Annual Reporting Measures

The Bellarmine University Annsley Frazier Thornton School of Education (AFTSOE) prioritizes the use of data as part of its assessment and continuous improvement process. The data provided below represents a snapshot summary of survey reports, state and school district data reports, and teacher candidate performance assessment data. Data are acquired from sources including Jefferson County Public Schools (JCPS); the Kentucky Education Professional Standards Board (EPSB); Educational Testing Service (ETS); Bellarmine Career Development Center and the Bellarmine University Office of Institutional Research and Effectiveness. We have provided links to these data to assist prospective and current students, faculty, accrediting bodies, the public, and researchers.

The following programs were reviewed and approved by CAEP during our Fall 2019 accreditation visit:

  • Bachelor of Arts (B.A.) in Education
  • Master of Arts in Teaching (MAT)
  • Master of Arts in Education (MAEd)
  • Doctor of Education in K-12 District Leadership (Ed.D.)
  • Educational Specialist degree in Instructional Leadership and School Administration (Ed.S.)
  • Rank I individualized program in Curriculum and Instruction

Measures of Program Impact

Measure 1: Impact on P-12 Learning and Development

The greatest number of our completers obtain work in the Jefferson County Public School system. To surmise the impact our 1st-3rd year teachers have on P-12 learning and development, we examine student growth in reading and math. District assessment measures changed from cycle 1 to cycle 2, making direct comparisons across years difficult. Within each cycle, our completers perform at similar levels to other early career teachers. The data for each cycle are displayed in the tables below. Due to the COVID 19 pandemic, district level and state level data were not available. Kentucky received an assessment waiver and exempted districts from accountability requirements. Correspondingly, Jefferson County Public Schools did not collect post-instruction MAP data to assess student growth in reading and math. Bellarmine University will continue to request student growth data for the 2020-2021 data when these data become available.

Measure 2: Indicators of Teaching Effectiveness

The greatest number of our completers obtain work in the Jefferson County Public School system. To understand the teaching effectiveness of our 1st-3rd year completers, we examined data from various sources. For the first cycle, 2017-2018, we collected data from the Kentucky Teacher Internship Program (KTIP) and the New Teacher Survey, both of which evaluated first year teachers. Because KTIP was discontinued in fall of 2018, we spent 2018-2019 creating an observation instrument to pilot in the spring 2020. Due to the COVID 19 pandemic, observation data are not available for cycle 2 (2018-2019). Cycle 3 (2019-2020) reflect results from the Kentucky Impact Survey at the district and school level and employer satisfaction survey data. We examined Kentucky Impact data by components that speak to teaching effectiveness. Because these data are not available for only Bellarmine completers (n<10), we narrowed results by schools with multiple Bellarmine early career teachers.

Measure 3: Satisfaction of Employers and Employment Milestones

Employer survey assesses satisfaction for both initial certification completers and advance practice completers across programs. At the initial certification level, data indicate overall employer satisfaction with specific survey items aligned to InTASC standards. At the advanced level, data indicate overall employer satisfaction with specific survey items tied to specific professional association standards as relevant to individual fields. Data are discussed in the aggregate before being discussed by relevant standard. 

Measure 4: Satisfaction of Completers

Completer survey assesses satisfaction for both initial certification completers and advance practice completers across programs. Response rates are higher for initial certification completers with this group representing just over 71% of the data. Advanced practice completers comprise the remaining 29%. Just over 96% of these completers hold positions as classroom teachers with 1 respondent holding the position of Literacy Specialist. The ability of advanced practice completers to move into leadership positions depends on job availability among other factors. Data are discussed in the aggregate before being discussed by relevant standard.

Measures of Program Outcomes

Measure 5: Graduation Rates

Bellarmine’s office of Institutional Research and Effectiveness (IR&E) calculates the four- and six-year graduation rates for the most recent cohort years available. These rates are above national averages and above our peers in the Association of Kentucky Independent Colleges and Universities. In addition to university graduation and retention rates, IR&E provides data on initial and advanced completers by program. This table is organized under school and majors. Note that IR&E does not classify programs under initial and advanced; thus, MAT data are found in the list of graduate programs. Non-CAEP eligible programs are included.

Measure 6: Ability of Completers to Meet Licensing (Certification) and State Requirements

Bellarmine works with ETS Praxis data to track candidate success rates on licensure assessments. Across all three cycles of data at the initial certification level, Bellarmine’s pass rates range from 96% to 100% with 100% of our alternative certification students passing required licensure assessments. Across all three cycles of data at the advanced certification level, Bellarmine’s pass rates range from 83% to 100% for the School Leaders assessment and from 75% to 100% for the Reading Specialist assessment. Bellarmine’s pass rates remain at or above state averages on these assessments.

Measure 7: Ability of Completers to be Hired in Positions for Which they have been Prepared

Bellarmine’s Career Development Center conducts an annual First Destination Survey to collect hiring data. Data indicate that 100% of our initial certification completers are employed with 88% in fulltime teaching positions and 98% employed by school districts. Data for advanced program completers reveal 100% employment with completers holding positions as a classroom teacher, administrator, instructional designer, and academic coach. Because advanced practitioners may not immediately obtain a license upon program completion, we monitor licensure exam pass rates. These pass rates suggest the number of completers who intend to seek employment based on their new credentials.

Measure 8: Student Loan Default Rates and Other Consumer Information

Student Loan Default rates from the Federal Student Aid, U.S. Department of Education website, which provides a database of default rates by institution. Results can be found by searching for Bellarmine. View the summary of data.

Institutional data website, which includes links to retention rates, graduation rates, degree completions, job placement, and state licensing exams.

National Center for Education Statistics and Consumer Information offer additional data on the University.