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 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.

    2020

    Based on 2018-19 data

    Program

    N

    Unsatisfactory

    Needs Improvement

    Proficient

    Excellent

    Initial Licensure

     

     

    No

    %

    No

    %

    No

    %

    No

    %

    Early Childhood / SCG3

    3

    -

    -

    -

    -

    3

    100%

    -

    -

    Elementary / SCGE

    10

    -

    -

    -

    -

    9

    90%

    1

    10%

    Biology/SCIB

    1

    -

    -

    -

    -

    1

    100%

    -

    -

    Chemistry

    0

    -

    -

    -

    -

    -

    -

    -

    -

    English  / ELA

    1

    -

    -

    -

    -

    1

    100%

    -

    -

    Mathematics / MATH

    2

    -

    -

    -

    -

    1

    50%

    1

    50%

    Special Education  / LBSI

    1

    -

    -

    -

    -

    -

    -

    1

    100%

     

       

    • II. Indicators of Teaching Effectiveness (4.2)

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      Indicators of Teaching Effectiveness – GSU’s EPP demonstrates through structure and validated observation instruments that program completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve. Initial candidates’ indicators of teaching effectiveness is measured through the unit-level Danielson and Disposition assessments, which measure candidates’ ability to plan and implement instruction. The advanced candidates’ indicators of teaching effectiveness are measured through the unit-wide initial or advanced dispositions assessment. The levels of proficiency/target for initial and advanced candidates are presented in the tables below. 

      The Mastery of Teaching Subjects report visualizes the institution averages and percentages of edTPA scores by Handbook and Rubric.

      2020

      Based on 2018-19 data

      Program

      N

      PASS

      NOT PASS

      Initial Licensure

       

       

      No

      %

      No

      %

      Early Childhood / SCG3

      14

      14

      100%

      -

      -

      Elementary / SCGE

      15

      15

      100%

      -

      -

      Biology/SCIB

      4

      4

      100%

      -

      -

      Chemistry

      0

      0

      100%

      -

      -

      English  / ELA

      1

      1

      100%

      -

      -

      Mathematics / MATH

      10

      10

      100%

      -

      -

      Special Education  / LBSI

      3

      3

      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. 

      2020

       

      Based on 2018-19 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.  

        2020

        Based on 2018-19 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. 


          2020

          Based on 2018-19 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. 

             

             2020

            Based on 2018-19 data

            Program

            N

            Licensure Pass Rate

            Early Childhood / SCG3

            11

            100%

            Elementary / SCGE

            28

            100%

            Biology/SCIB

            4

            100%

            Chemistry

            0

            -

            English  / ELA

            6

            100%

            Mathematics / MATH

            6

            100%

            Special Education  / LBSI

            10

            100%

             

             

             

             

             

             

            PRIN

            18

            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.  


            2020

            Based on 2018-19 data

            Program

            N

            Pass Rate

            Early Childhood / SCG3

            11

            100%

            Elementary / SCGE

            28

            100%

            Biology/SCIB

            4

            100%

            Chemistry

            0

            -

            English  / ELA

            6

            100%

            Mathematics / MATH

            6

            100%

            Special Education  / LBSI

            10

            100%

             

             

             

             

             

             

            PRIN

            18

            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.


              2020

              Based on 2018-19 data

               

              GSU

              State

              National

              All Program Completers

              6.3%

              13.4%

              10.8%