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CAEP Annual Reporting Measures

Badge that indicates CAEP Accredited Provider At Cornerstone University, the Teacher Education program was awarded TEAC accreditation by the Inquiry Brief Commission of the Council for the Accreditation of Educator Preparation for a period of seven years—from October 2013 to October 2020. The accreditation does not include individual education courses that the EPP offers to P-12 educators for professional development, re-licensure or other purposes. Currently, the EPP is under review by CAEP and will go before the council for final approval in the spring of 2021.

Eight annual reporting measures are used to provide information to the public about both program outcomes and program impact. Following is the list of the CAEP measures with links to data tables that provide supporting evidence for each measure.

The following link provides Cornerstone University’s Initial Licensure programs as reviewed by CAEP in October 2020: cornerstone.edu/divisions/teacher-education/.

Measure 1: Impact on P-12 Learning and Development

The EPP will provide evidence for Standard 4.1, Impact on P-12 Student Learning and Development, from MAP Growth test data of completers who graduated within the last five years. More specifically, the percent of projected growth per class from the MAP Growth tests will provide evidence to support how EPP completers are contributing to student academic growth, an indicator of program impact. The percent of projected growth refers to the growth rate compared with the expected growth rate (100%). If a class’s growth rate is above 100%, the class demonstrated more growth than expected. Likewise, if the growth rate is below 100%, the class demonstrated less growth than expected. The EPP will partner with area schools/districts to collect MAP Growth data. 10-15 EPP completers will be invited to provide one to four years of non-identifying data. Since the EPP graduates approximately 30-35 completers each year, 10-15 participants is an adequate sample size. First-year teachers will not have three years of MAP Growth data, so the teachers with more than two years of experience will be preferred. Teachers with less than two years will be invited to participate and asked to share data for three to four more years in order to document the on-going analysis and evaluation of the MAP Growth data. Over time the EPP expects that the data collected will demonstrate P-12 student academic growth and program impact

Anticipated timeline: Depending on the state of COVID-19 and its impact on P-12 partners, the EPP expects to conduct a pilot data collection with NHA Charter schools and Grand Rapids Public schools and analysis during fall 2021.

Measure 2: Indicators of Teaching Effectiveness

Effectiveness labels are determined by the Registry of Educational Personnel (REP) once per year to determine whether teachers are “Highly Effective,” “Effective,” “Minimally Effective,” or “Ineffective” according to factors including annual teacher evaluations. Therefore, effectiveness ratings provide evidence that a completer effectively applies the professional and pedagogical knowledge and dispositions for which they were prepared. The following link provides Cornerstone University’s Educator Preparation Institution (EPI) scores which includes a summary of completers’ effectiveness for 2016-2019. Exhibit 24: CU MI EPI Scores 2016-19.

The EPP will provide evidence for Measure 2, Indicators of Teaching Effectiveness, from teacher evaluation observations and student perception surveys for completers who graduated within the last five years. As mentioned previously, the EPP will partner with area schools/districts and contact completers from National Heritage Academies to collect teacher observation evaluations and student perception surveys. Similar to the Measure 1 plan, 10-15 EPP completers will be invited to provide one to four years of observation and survey data. Since the EPP graduates approximately 30-35 completers each year, 10-15 participants is an adequate sample size. First year teachers will not have three years of observation or survey data, so the teachers with more than two years of experience will be preferred. Teachers with less than two years will be invited to participate and asked to share data for three to four more years in order to document the on-going analysis and evaluation of their observation and survey data. As the EPP continues to collect data over time, the data collected is expected to demonstrate the teaching effectiveness of completers.

Anticipated timeline: Depending on the state of COVID-19 and its impact on P-12 partners, the EPP expects to conduct a pilot data collection and analysis this fall 2021.

Measure 3: Satisfaction of Employers and Employment Milestones

When candidates complete the program and graduate, the EPP and university collect employment and satisfaction information. Based on the last three years, data shows that completers represent employment in schools in 25 districts in Michigan, 10 states, and two international schools. Completers also reported employment in private, Christian, charter, and public schools.

Cornerstone University uses the National Association of Colleges and Employers (NACE) First Destination Survey to collect employment outcome data from graduates up to six months past graduation. Employment outcomes for CU EPP completers suggest that of the 129 completers surveyed over the last four years, 92% are working in education-related fields or continuing education. This data suggests that a high percentage of completers are getting hired in education-related positions.

Employment Outcomes for CU Teacher Education Completers* | 2016-19

  2016 (n=35) 2017 (n=33) 2018 (n=25) 2019 (n=36)
Working in Education-related Fields and/or Continuing Education 94% 97% 92% 83%
Genuinely Interested in Work or Continuing Education they are presently doing 93% 100% 100% 88%
Response Rate 90% 100% 78% 100%

*During first year after graduation (n=129)

Information is also collected from social media and networking. This additional information regarding employment and employment milestones suggest that graduates are teaching in a variety of schools, and several have remained in teaching. Several completers have also gone on to leadership positions in education. The Potter’s House School has consistently hired EPP completers suggesting that they have been satisfied with the caliber of the EPP completers.

Social media has been an effective way for the EPP to stay connected with completers. In September 2019, completers on the CUTeacherEd facebook group were invited to share an update on where they were teaching. Forty two completers who responded had graduated within the last 10 years. 15 reported having taught three or more years. Several completers shared that they were teaching in high-poverty schools: one had been teaching in Detroit for the last three years. Some reported that they were teaching in Christian schools such as Lamont Christian, Northpointe Christian, The Potter’s House, Holland Christian, and Southfield Christian. Several completers were starting their first year or going into their second. One graduate moved on to work in higher education at the Ross School of Business at the University of Michigan. Another graduate, in her fourth year, reported that she was the Math Department Chair and had begun a Master’s in Educational Leadership.

Several CU completers have gone from teaching to leadership positions. The youngest superintendent in the state, Kyle Corlett, is a CU completer. Additionally, Scott Korpak serves as the superintendent at Northview Public Schools and was given the Cornerstone University Alumni Award in 2018. Tim Mabin, PhD (Shawmut Hills) and Megan Willink (Northpointe Christian Schools) are principals in partner schools. Scott Korpak, Tim Mabin, and Megan Willink also serve on the EPP’s Steering Committee.

The Michigan Department of Education (MDE) is starting a new principal survey in the next couple of years. Along with the information collected from completers and administrators, the new principal survey will provide additional evidence regarding employers’ perceptions of completers’ preparation and whether that preparation was sufficient for their job responsibilities.

Measure 4: Satisfaction of Completers

CU uses the National Association of Colleges and Employers (NACE) First Destination Survey to collect employment outcome data from graduates up to six months past graduation. Employment outcomes for CU EPP completers suggest that of the 129 completers surveyed over the last four years, 92% are working in education-related fields or continuing education, and that 95% of completers are genuinely interested in the work or continuing education they are presently doing. This data suggests that not only are a high percentage of completers getting hired in education-related positions, but that they are also satisfied with the work for which they were prepared.

Year Out Surveys also provide evidence that EPP completers are satisfied with their preparation and perceive it as effective. Once per year, MDE surveys Education Preparation Program (EPP) completers across the state. The data sent to the Educator Preparation Institutions (EPIs) provide information about completers’ perceptions of the effectiveness of their programs. The Alumni Year-Out Survey Report included in the New Evidence Files includes the results from 2016 and 2017 Program Completers surveyed in 2017-2018 and 2018-2019 (see Exhibit 27 2018 & 2019 Alumni Year-Out Survey Responses for CU). Percentages were calculated from student responses: “Strongly Agree,” “Somewhat Agree,” “Somewhat Disagree,” “Strongly Disagree,” and “Don’t Know/Doesn’t Apply.” Because of the low number of respondents (n=10, n=6), data was combined in this report. Response data was not included for the 2016-2017 survey because of insufficient data.

Results from the last two cycles of Year Out surveys suggest that completers are satisfied with the preparation they receive at CU, especially in their clinical experiences and ability to design high quality learning experiences. Completers strongly agreed or somewhat agreed that they felt prepared to use content area knowledge to design high quality learning experiences. Areas that were not rated high were in the category of addressing the needs of English Language Learners (ELLs). 16 of the 72 completers responded to the Year Out Surveys. Although 22% is an adequate response rate, the EPP will continue to monitor the findings from up-coming surveys.

Measure 5: Graduation Rates

Four and six year graduation rates for Cornerstone University graduates are included in the following link:

University Graduation Rates and Consumer Information

Additional data for four and six year Teacher Education completers will be available in the summer of 2021.

Measure 6: Ability of Completers To Meet Licensing Requirements

The Education Preparation Institution (EPI) Score Report is issued by the Michigan Department of Education and reflects three measures: (1) Michigan Test for Teacher Certification (MTTC) content/subject area tests; (2) survey data collected from candidates and university supervisors; and (3) teacher effectiveness ratings from program completers.

The following are our recent EPI Scores for CU Teacher Education:

2021 88.7
2020 90.8
2019 90.8

Every year Cornerstone University submits a Title II report required by the federal government to verify program information such as candidate and completer demographics, majors/minors, and endorsements.

Measure 7: Ability of Completers To Be Hired in Education Positions

Cornerstone University uses the National Association of Colleges and Employers (NACE) First Destination Survey to collect employment outcome data from graduates up to six months past graduation. Employment outcomes for CU EPP completers suggest that of the 129 completers surveyed over the last four years, 92% are working in education-related fields or continuing education. This data suggests that a high percentage of completers are getting hired in education-related positions.

Employment Outcomes for CU Teacher Education Completers* | 2016-19

  2016 (n=35) 2017 (n=33) 2018 (n=25) 2019 (n=36)
Working in Education-related Fields and/or Continuing Education 94% 97% 92% 83%
Genuinely Interested in Work or Continuing Education they are presently doing 93% 100% 100% 88%
Response Rate 90% 100% 78% 100%

*During first year after graduation (n=129)

Measure 8: Student Loan Default Rates and Other Consumer Information

Student Loan Default Rate: 8.8%

The official cohort default rate for Cornerstone University is 8.8%, which was published by the Federal Student Aid Office of the U.S. Department of Education on Sept. 28, 2020. The FY 2017 national cohort default rate is 9.7%. More information can be found at https://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html.

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