CAEP Accountability Measures
Current Programs and Accreditation Status
Measure 1. Completer Impact and Effectiveness (Initial)
Impact on P-12 learning and development
State Data:
Compass
Compass is Louisiana’s educator support and evaluation system designed to provide all educators with regular, meaningful feedback on their performance. Every teacher in Louisiana public schools is evaluated on a four-point scale - Highly Effective, Effective: Proficient, Effective: Emerging, and Ineffective. Half of the evaluation is based on achievement of student learning targets to generate the Compass Student Outcome score and half of the evaluation is based on observations by teachers’ supervisors using the appropriate Compass rubric to generate a Compass Professional Practice score. The two scores are combined to generate Compass Final Evaluation Scores that range from 1.00 to 4.00. For further explanation see the Fact Book.
Traditional Compass: 2018, 2019, 2020, 2021*, 2022, 2023
Alternate Compass: 2018, 2019, 2020, 2021*, 2022, 2023
Fact Books
Teacher Preparation Fact Books: 2018,2020, 2021,2022, 2023
Indicators of teaching effectiveness
State Data: Value-Added Scores
Value-added scores have been calculated by the Louisiana Department of Education for all teachers whose students are assessed for mathematics, social studies, and English language arts. The value-added scores examine the growth of learning of grades 4-8 students and link the students’ growth in achievement to their teachers and the teacher preparation programs that prepared the new teachers. For further explanation see the Fact Book.
Traditional Value-Added: 2018, 2019, 2020, 2021*, 2022-2023
Alternate Value-Added: 2018, 2019, 2020, 2021*, 2022-2023
* Due to COVID, the Louisiana Department of Education did not use COMPASS as a teacher evaluation tool and did not administer achievement tests to K-12 students during the 2019-20 academic year. Thus, COMPASS and value-added data are not available for the 2021 Teacher Preparation Data Dashboards.
Measure 2. (Initial and Advanced): Satisfaction of employers and stakeholder involvement (R4.2|R5.4)
Employer Survey Results (Initial)
The Employer Survey is an EPP-developed instrument that requests principals of schools where EPP candidates now teach to assess their skills and preparation. This survey has been administered repeatedly, but to better assess student learning outcomes was revised during the AY 2021-22. Questions more directly align with COMPASS and represented an improvement over the previous administrations.
Employer Survey Data:  2015-2016, 2016-2020, 2020-2022, 2023
Employer Interviews (Initial)
The Unit instituted a case pilot study during AY21-22 that included interviews with school leaders. Eight principals or vice principals from one district were interviewed. Four led elementary schools and four led secondary schools. The interview schedule was modeled after the Compass instrument. This pilot data collection complemented, and extended information learned from the surveys and allowed for elaboration of themes. This addition provided meaningful data and the Unit intends to continue the process of interviewing principals.
Employer Interview Data (initial): 2022
Employer Satisfaction (Advanced)
This instrument is designed as a post-internship assessment to be completed by the internship mentor. It covers ELCC Standards 1-6. At the conclusion of the Internship, mentor principals assess the candidate’s level of performance of the outcomes of the leader roles. Results of this post-assessment serve as an evaluation of a leader’s practice within the school setting and should inform the candidate’s future professional development as a leader.
Employer Survey Data:  2017-2018
Measure 3: Candidate competency at completion. (R3.3|RA3.4)
When measuring Standard R1 Content and Pedagogical Knowledge, the Unit uses four key assessments: The Teacher Work Sample, End of Semester Evaluation, Compass and Praxis. The TWS and ESE are scored on a scale from 1-3 and items are combined to provide evidence that candidates, as a whole, meet the minimum Unit criteria (2.5/3) for the four InTASC standards. Compass is scored on a scale from 1-4 and the minimum Unit criteria is 2.5/4. After aggregate analysis, individual items are analyzed and tagged if they fall below minimum criteria. The above analysis is used to inform the continuous improvement process of the Unit. (Initial)
The Learner and Learning (Learner Development, Learning Differences, and Learning Environment) (Initial)
Traditional/MAT/Students of Color: 2019-2021, 2022-2023, 2023-2024
Content Knowledge (Content Knowledge and Application of Content) (Initial)
Traditional/MAT/Students of Color: 2019-2021 , 2022-2023, 2023-2024
Traditional Praxis: 2020-2021, 2022-2023
Alternate Praxis: 2020-2021, 2022-2023
Instructional Practice (Assessment, Planning for Instruction, and Instructional Strategies) (Initial)
Traditional/MAT/Students of Color: 2019-2021, 2022-2023, 2023-2024
Professional Responsibility (Professional Learning, Ethical Practice, Leadership, and Collaboration) (Initial)
Traditional/MAT/Students of Color: 2019-2021, 2022-2023, 2023-2024
Competency at Completion (Advanced)
The Clinical Field Evaluation is used at Level 3 in EDAD 6895-Internship. Both the candidate and mentor discuss the 25 items and complete one survey as a pre-internship activity. This discussion informs the candidate’s Internship Plan. Near the conclusion of the Internship, the mentor and candidate complete separately a post-assessment using this same 25-item instrument. This provides a summative assessment of the candidate’s preparation as well as sets the direction for the candidate’s future professional development plan. It is the data from the mentor’s final assessment that is included here. Due to a data management error in Spring 2019 and a lack of responses during Spring 2020’s COVOID outbreak, those cohorts are not represented here. The data included comes from the Spring 2018 and Spring 2017 cohorts. This assessment is being administered to the Spring 2021 cohort in April 2021 and updated data will be available for this year shortly afterwards.
Clinical Field Evaluation:  2017-2018
Measure 4: Ability of completers to be hired in education positions for which they have been prepared.
Employment and Persistence
The numbers of undergraduate and alternate completers who completed in 2018-19 and taught in public schools in Louisiana in 2019-20. The numbers of undergraduate and alternate completers who completed teacher preparation programs in 2014-15 and taught in public schools in Louisiana in 2015-16, 2016-17, 2017,18, 2018, and 2019-20 are listed below and on the next page. Completers who taught in private schools in Louisiana or taught in other states are not included.
Employment and Persistence: 2021, 2023
Program Employment (Advanced): Completer Achievement