The College of Education has two major, nationally recognized accrediting bodies for their programs – the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and the Council for the Accreditation of Education (CAEP).

CACREP

The Division of Psychology and Counseling offers two degrees accredited by CACREP. The master’s degree has specializations in clinical mental health counseling, marital/couple/family counseling, and school counseling. The doctoral degree is in Counselor Education and Supervision.

CACREP Accreditation provides recognition that the content and quality of the program has been evaluated and meets standards set by the profession.  The student, as a consumer, can be assured that appropriate knowledge and skill areas are included and that the program is stable, professionally and financially.

CAEP

The Educator Preparation Provider (EPP) at Governors State University (GSU) is continuously accredited by CAEP, formerly the National Council for Accreditation of Teacher Education (NCATE).  The CAEP Accreditation Council found that GSU met all five of the national standards for educator preparation.  This accreditation is recognized by the Illinois State Board of Education

The Council for the Accreditation of Educator Preparation (CAEP) announced on November 12, 2019 that Governors State Universityis one of 59 providers from 24 states, the District of Columbia, and Puerto Rico to receive accreditation for their educator preparation programs. The fall 2019 review by the CAEP Accreditation Council resulted in 59 newly-accredited EPPs, bringing the total to 281 providers approved under the CAEP Teacher Preparation Standards – rigorous, nationally recognized standards that were developed to ensure excellence in educator preparation programs. 

CAEP is the sole nationally recognized accrediting body for educator preparation. Accreditation is a nongovernmental activity based on peer review that serves the dual functions of assuring quality and promoting improvement. CAEP was created by the consolidation of the National Council for Accreditation of Teacher Education and the Teacher Education Accreditation Council. It is a unified accreditation system intent on raising the performance of all institutions focused on educator preparation. Approximately, 800 educator preparation providers participate in the CAEP Accreditation system, including some previously accredited through former standards.

Educator preparation providers (EPPs) seeking accreditation must pass peer review on five standards, which are based on two principles:

  • Solid evidence that the provider’s graduates are competent and caring educators, and 
  • Solid evidence that the provider’s educator staff have the capacity to create a culture of evidence and use it to maintain and enhance the quality of the professional programs they offer. 

  • Accreditation Approval

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    ISBE approved, CACREP and CAEP accredited. Click here for more information.

  • CACREP

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    GSU's Counseling Program is CACREP accredited. View the vital statistics report.

  • CAEP Accreditation 2019

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  • CAEP Annual Report:

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    The Council for the Accreditation of Educator Preparation (CAEP), the accrediting body for Governors State University’s Education Preparation Provider Unit (EPPU), requires EPPUs to disseminate information on the Eight Annual Reporting Measures annually to the public, prospective teacher candidates, policy makers, and the media to provide information on both program outcome and program impact. The CAEP measures with links to supporting evidence for each of these eight measure are as follows:

  • I. Impact on P-12 Student Learning and Development (4.1)

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    Impact on Student Learning - is an opportunity for providers, the state, and the candidates themselves, to examine their effect on P-12 student growth. For initial candidates, Impact on Student Learning is measured through a First Year Teaching Survey completed by the school administrator (supervisor) responsible for evaluating the teacher.  

    The Survey which is aligned to the Danielson Rubric is designed on a 4-point scale, ranging Excellent - Unsatisfactory.    The demonstrated teaching skills and impact on P-12 students report visualizes the performance of candidates who have completed a program at the institution.  The results below show that all candidates perform at the Excellent and Proficient levels during their first year of teaching. 

    Based on 2019-20 data

     

    EXCELLENT

    PROFICIENT

    NEEDS

    IMPROVEMENT

     

    UN SATISFACTORY

     

    TOTAL WEIGHTED

    AVERAGE

    Ability to plan, including long range

    and short-range plans.

    38.46%

    5

    61.54%

    8

     

     

    13

    3.38

    Ability to assess student

    learning, including formative

    and summative assessments.

    46.15%

    6

    53.85%

    7

     

     

    13

    3.46

    Holding high expectations for all

    learners.

    69.23%

    9

    30.77%

    4

     

     

    13

    3.69

    Knowledge of content and

    management of instructional

    time in the classroom.

    46.15%

    6

    53.85%

    7

     

     

    13

    3.46

    Ability to monitor student

    learning and adjust instruction

    to meet student learning

    needs.

    46.15%

    6

    53.85%

    7

     

     

    13

    3.46

    Classroom organization and

    management.

    46.15%

    6

    53.85%

    7

     

     

    13

    3.46

    Personal and professional

    development.

    38.46%

    5

     

    61.54%

    8

     

     

    13

    3.38

    Interpersonal relationships with

    students.

    69.23%

    9

     

    30.77%

    4

     

     

    13

    3.69

    Reflective decision-making

    based on student performance.

    46.15%

    6

     

    53.85%

    7

     

     

    13

    3.46

    Ability to work with diverse P-12

    students and their families.

    61.54%

    8

     

    38.46%

    5

     

     

    13

    3.62

    Collaboration with peers and

    administration.

    61.54%

    8

     

    38.46%

    5

     

     

    13

    3.62

    Ability to impact student

    learning as evidenced by

    student data.

    30.77%

    4

     

    69.23%

    9

     

     

    13

    3.31

    Overall Satisfaction

    69.23%

    9

    30.77%

    4

     

     

    13

    3.69

  • II. Indicators of Teaching Effectiveness (4.2)

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    Impact on Student Learning - is an opportunity for providers, the state, and the candidates themselves, to examine their effect on P-12 student growth. For initial candidates, Impact on Student Learning is measured through the Illinois State Board of Education / Partnership for Educator Preparation ISBE/PEP Impact on Student Learning Data. The demonstrated teaching skills and impact on P-12 students report visualizes the performance evaluations of candidates who have completed a program at the institution and employed in an Illinois, public school.  The advanced candidates’ Impact on Student Learning is measured through the Principal Preparation School Improvement Plan, which includes the development of a strategic plan. It is aligned to identify areas of need.  The percentage of teachers prepared by GSU that meet a minimum of proficiency level is presented in the tables below.

    The demonstrated teaching skills and impact on K-12 students report visualizes the performance evaluations of candidates who have completed a program at the institution.

    2021

    Based on 2019-20 data

     

     

    Excellent

    Proficient

    No Improvement

    Unsatisfactory

    EDEC

     

    3

    100%

     

     

    EMED

    1

    10%

    9

    90%

     

     

    ELA

     

    1

    100%

     

     

    Math

    1

    50

    1

    50

     

     

    Scie

     

    1

    100

     

     

    LBSI

    1

    100

     

     

     

     

     

     

     

     

    Prin

    3

    75

    1

    25

     

     

    SCOUN

     

    1

    100

     

     

     

  • III. Satisfaction of Employers Milestones (4.3/A.4.1)

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    Satisfaction of Employers' Milestones – GSU’s EPP demonstrates satisfaction of employers' milestones using measures that result in valid and reliable data and includes employment milestones. The EPP measures the Satisfaction of Employers' Milestones using the Demonstrated Teaching Skills from the ISBE/PEP Report for initial candidates and the Case-Study for the advanced candidate report.  Please note, the case-study report is pending results. The percentage of teacher's level of  performance/satisfaction is presented in the tables below. 

    2021

     

    Based on 2019-120 data

     

    Excellent/Proficient

    Early Childhood / SCG3

    100%

    Elementary / SCGE

    100%

    Biology/SCIB

    100%

    Chemistry

    100%

    English  / ELA

    100%

    Mathematics / MATH

    100%

    Special Education  / LBSI

    100%

     

     

    Advance Candidates

    Educational Administration / PRIN

    100%

    • IV. Satisfaction of Completers

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      Satisfaction of Completers - GSU’s EPP demonstrates satisfaction of completers using measures that result in valid and reliable data that program completers perceive their preparation as relevant to the responsibilities they confront on the job. GSU’s satisfaction of completers is measured through the ISBE Completer Survey for initial candidates. 

      The College of Education’s Educational Administration (Principal) Graduate/Completer Survey was administered as a Program requirement to the Educational Administration Candidates upon graduating (Summer 2019).  The results of this Survey will be analyzed, shared, and discussed to make continuous improvement in the Program.   

      A summary of the survey results are presented in the tables below.  

      2021

      Based on 2019-20 data

       

      Very Valuable

      N

      Coursework

      Instructors

      Field Experiences

      Student Teaching

      Early Childhood / SCG3

      9

      7

      7

      8

      9

      Elementary / SCGE

      7

      2

      4

      7

      7

      Biology/SCIB

       

       

       

       

       

      Chemistry

       

       

       

       

       

      English  / ELA

      2

      2

      2

      1

      2

      Mathematics / MATH

       

       

       

       

       

      Special Education  / LBSI

      2

      1

      1

      -

      -

      Valuable

      N

      Coursework

      Instructors

      Field Experiences

      Student Teaching

       

       

       

       

       

       

      Early Childhood / SCG3

      9

      1

      1

      1

      1

      Elementary / SCGE

      7

      5

      2

      -

      -

      Biology/SCIB

       

       

       

       

       

      Chemistry

       

       

       

       

       

      English  / ELA

      2

      -

      -

      1

      -

      Mathematics / MATH

       

       

       

       

       

      Special Education  / LBSI

      2

      1

      1

      -

      -

      Somewhat Valuable

      N

      Coursework

      Instructors

      Field Experiences

      Student Teaching

       

       

       

       

       

       

      Early Childhood / SCG3

      9

      1

      1

      1

      1

      Elementary / SCGE

      7

      -

      1

      -

      -

      Biology/SCIB

       

       

       

       

       

      Chemistry

       

       

       

       

       

      English  / ELA

      2

      -

      -

      -

      -

      Mathematics / MATH

       

       

       

       

       

      Special Education  / LBSI

      2

      -

      -

      1

      1

       

       

       

       

       

       

      Not Valuable

      N

      Coursework

      Instructors

      Field Experiences

      Student Teaching

      Early Childhood / SCG3

      9

      -

      -

      -

      -

      Elementary / SCGE

      9

      -

      -

      -

      -

      Biology/SCIB

       

       

       

       

       

      Chemistry

       

       

       

       

       

      English  / ELA

       

       

       

       

       

      Mathematics / MATH

       

       

       

       

       

      Special Education  / LBSI

      2

      -

      -

      -

      -

       

      Advance Completers

      The College of Education’s Educational Administration (Principal) Graduate/Completer Survey was administered as a Program requirement to the Educational Administration Candidates upon graduating (Summer 2019).  The results of this Survey will be analyzed, shared, and discussed to make continuous improvement in the Program.  

      The summary is based on the questions related to completer satisfaction and program quality. 

       

      N=18

       

      Attitude toward GSU (positive/strongly positive)

      78%

      Would attend GSU again

      67.6%

      Agree prepared for the licensure exam (strongly agree/agree)

      88.24%

      Agree prepared for Qualified Evaluator Training (strongly agree/agree)

      82.36%

      Valuable of the following during practicum (very valuable/valuable)

      76.47%

         

      • V. Graduation Rates

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        Graduation Rates – GSU’s EPP presents the graduation rates through 4-year and 6-year models for Initial and Advanced programs in the tables below. 


        2021

        Based on 2019-20 data

        Program

        N

        Graduated

        In 4 Years

        4-Year Rate

        Graduated

        In 6 years

        6-Year Rate

        Initial Licensure

        Early Childhood / SCG3

        35

        18

        51.4%

        22

        62.8%

        Elementary / SCGE

        48

        26

        54.1%

        33

        68.8%

        Biology/SCIB

        6

        3

        50.0%

        4

        66.7%

        Chemistry

        -

        -

         

        -

         

        English  / ELA

        7

        5

        71.4%

        6

        85.7%

        Mathematics / MATH

        12

        9

        75.0%

        10

        83.3%

        Special Education  / LBSI

        3

        2

        66.7%

        2

        66.7%

         

        Advance Licensure

        Educational Administration / PRIN

        18

        14

        77.8%

        17%

        94.4%

         

        • VI. Ability of Completers to meet Licensing & State Requirements

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          Ability of Completers to meet Licensing and State Requirements – GSU’s EPP measures the initial candidates' ability to meet licensing and state requirements through the Title II Report content exam pass rates.  The Title II content pass rate results are meant to hold IHE’s accountable and improve teacher quality.   The advanced completers are also measured through the Illinois Licensure Testing System content pass rate. The content pass rates for initial and advanced completers are presented in the tables below. 

           

           2021

          Based on 2019-20 data

          Program

          N

          Licensure Pass Rate

          Early Childhood / SCG3

          15

          100%

          Elementary / SCGE

          21

          100%

          Biology/SCIB

          1

          100%

          Chemistry

          2

          -

          English  / ELA

          10

          100%

          Mathematics / MATH

          4

          100%

          Special Education  / LBSI

          2

          100%

           

           

           

           

           

           

          PRIN

          36

          100%

           


        • VII. Ability of Completers hired in Educational Position

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          Ability of Completers to be hired in Educational Positions – GSU’s EPP measures the ability of completers to be hired in Educational Positions based on the number of completers meeting the licensure requirements.  Additional information is provided through the ISBE/PEP report to show the number of initial candidates who work in Illinois public schools. The ability of completers who meet the criteria to be hired in an educational position for initial and advanced is presented in the table below.  In addition, the percentage of completers, as indicated in the ISBE/PEP report who work in Illinois public schools, are also presented in the table below.  


          2021

          Based on 2019-20 data

          Program

          N

          Pass Rate

          Early Childhood / SCG3

          15

          100%

          Elementary / SCGE

          21

          100%

          Biology/SCIB

          1

          100%

          Chemistry

          2

          -

          English  / ELA

          10

          100%

          Mathematics / MATH

          4

          100%

          Special Education  / LBSI

          2

          100%

           

           

           

           

           

           

          PRIN

          36

          100%

           

          • VIII. Student Loan Default Rate and other Consumer Information

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            Loan Default Rate - GSU's EPP measures the percentages of loans that have been charged off after a prolonged period of missed payments through the federally reported Loan Default Rate for the institution.  The loan default rates for initial and advanced programs are based on the most recently available 2018 Three-Year Cohort Default Rate presented in the table below.


            2021

            Based on 2019-20 data

             

            GSU

            State

            National

            All Program Completers

            6.3%

            13.4%

            10.8%