CAEP ACCREDITATION
Teachers College Performance – An Impressive Class of Graduates
View Survey Results
To view Measures 1-4, the charts, pass rates, and commentary pertinent to CAEP accreditation, view the PDF below.
WGU is a Pathway for Independent Achievers to Reach Their Career Goals
The Teachers College at Western Governors University is granted accreditation at the initial-licensure level from CAEP, the Council for the Accreditation of Educator Preparation, 1140 19th St NW, Suite 400 Washington, DC 20036 (202) 223-0077. CAEP is the only recognized national accreditor for educator preparation. WGU is the first competency-based online university to receive CAEP accreditation for its degree programs that lead to teacher licensure.
Our graduates go on to lead classrooms and schools with innovative insights they gained from their competency-based education at WGU.
Graduates of the WGU Teachers College include not only many Teacher of the Year recipients, but also recipients of the Gates Millenium Scholarship, Intel Grant for Mathematics and Technology, Claes Nobel Educator of Distinction Award, Milken Family Foundation National Educator Award, Association of Public Charter Schools Educator of the Year Award, and Henry Ford Innovation Nation Teacher Innovator Awards.
Our Programs Are Nationally Recognized
The following programs are nationally recognized by their respective Specialized Professional Association (SPA):
- TESOL (Teachers of English to Speakers of Other Languages) for our English-language learning programs (M.A. and endorsement preparation).
- NSTA (National Science Teachers Association) for all our science education programs that lead to initial teacher licensure (B.S. and MAT).
- NCTE (National Council for Teachers of English) for our MAT English Education program.
Our Programs Share CAEP Annual Measures of Student and Graduate Performance with the Public
Programs included in the School of Education’s most recent CAEP accreditation review:
Initial Licensure Programs:
- Elementary Education – B.A.
- Elementary Education – M.A.T
- Special Education (Mild-Moderate) Dual Endorsement - B.A. M.A.T.
- Elementary and Special Education (Mild-Moderate) – B.A.
- Special Education (Mild-Moderate) – M.A.T.
- English Education (Secondary) – M.A.T.
- Math Education (Secondary) – B.S.
- Math Education (Middle Grades) – B.S.
- Math Education (Secondary) – M.A.T.
- Math Education (Middle Grades) – M.A.T.
- Science Education (Secondary Biological Science) – B.S.
- Science Education (Secondary Chemistry) – B.S.
- Science Education (Secondary Earth Science) – B.S.
- Science Education (Secondary Physics) – B.S.
- Science Education (Middle Grades) – B.S.
- Science Education (Secondary) – M.A.T.
Advanced Licensure Programs
- Educational Leadership – M.S.
- English Language Learning (PK-12) - M.A.
- English Language Learning (PK-12) - Endorsement
The following CAEP Measure data are from the academic year 2022-2023, unless otherwise noted.
Measure 1: Completer Effectiveness (Initial Level)
WGU surveys TC completers teaching in their fields 2, 3, and 5 years after graduation to discover how well the program prepared them for the classroom. Employers of these completers are surveyed on the same topic when the completers grant permission and provide contact information.
Initial Licensure program completers contribute to P-12 student-learning growth.
The majority of completers and their employers report that graduates are prepared to have a positive impact on P-12 student growth as defined in the INTASC Standard of Learners and Learning.
LEARNER AND LEARNING:
In the area of Learner and Learning, my WGU teacher education program prepared me to:
Very Well
Extremely Well
Total
1. Create a productive learning environment with high expectations for all students.
42%
42%
84%
2. Adapt instruction to address students’ cultural differences.
40%
39%
79%
3. Utilize varied strategies to support the development and use of academic language so that all students learn.
43%
39%
82%
4. Involve all students in self-assessment, goal setting, and monitoring progress.
36%
38%
73%
5. Provide quality and timely feedback to students.
39%
40%
79%
6. Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.
41%
39%
80%
In the area of Learner and Learning, my WGU teacher education program prepared me to:
Very Well
In the area of Learner and Learning, my WGU teacher education program prepared me to:
Extremely Well
In the area of Learner and Learning, my WGU teacher education program prepared me to:
Total
1. Create a productive learning environment with high expectations for all students.
42%
1. Create a productive learning environment with high expectations for all students.
42%
1. Create a productive learning environment with high expectations for all students.
84%
2. Adapt instruction to address students’ cultural differences.
40%
2. Adapt instruction to address students’ cultural differences.
39%
2. Adapt instruction to address students’ cultural differences.
79%
3. Utilize varied strategies to support the development and use of academic language so that all students learn.
43%
3. Utilize varied strategies to support the development and use of academic language so that all students learn.
39%
3. Utilize varied strategies to support the development and use of academic language so that all students learn.
82%
4. Involve all students in self-assessment, goal setting, and monitoring progress.
36%
4. Involve all students in self-assessment, goal setting, and monitoring progress.
38%
4. Involve all students in self-assessment, goal setting, and monitoring progress.
73%
5. Provide quality and timely feedback to students.
39%
5. Provide quality and timely feedback to students.
40%
5. Provide quality and timely feedback to students.
79%
6. Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.
41%
6. Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.
39%
6. Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.
80%
In the area of Learner and Learning, how well did the WGU teacher education program prepare me to:
Very Well
Extremely Well
Total
1. Create a productive learning environment with high expectations for all students.
33%
56%
89%
2. Adapt instruction to address students’ cultural differences.
37%
45%
82%
3. Utilize varied strategies to support the development and use of academic language so that all students learn.
39%
48%
87%
4. Involve all students in self-assessment, goal setting, and monitoring progress.
39%
39%
78%
5. Provide quality and timely feedback to students.
38%
48%
86%
6. Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.
39%
47%
86%
In the area of Learner and Learning, how well did the WGU teacher education program prepare me to:
Very Well
In the area of Learner and Learning, how well did the WGU teacher education program prepare me to:
Extremely Well
In the area of Learner and Learning, how well did the WGU teacher education program prepare me to:
Total
1. Create a productive learning environment with high expectations for all students.
33%
1. Create a productive learning environment with high expectations for all students.
56%
1. Create a productive learning environment with high expectations for all students.
89%
2. Adapt instruction to address students’ cultural differences.
37%
2. Adapt instruction to address students’ cultural differences.
45%
2. Adapt instruction to address students’ cultural differences.
82%
3. Utilize varied strategies to support the development and use of academic language so that all students learn.
39%
3. Utilize varied strategies to support the development and use of academic language so that all students learn.
48%
3. Utilize varied strategies to support the development and use of academic language so that all students learn.
87%
4. Involve all students in self-assessment, goal setting, and monitoring progress.
39%
4. Involve all students in self-assessment, goal setting, and monitoring progress.
39%
4. Involve all students in self-assessment, goal setting, and monitoring progress.
78%
5. Provide quality and timely feedback to students.
38%
5. Provide quality and timely feedback to students.
48%
5. Provide quality and timely feedback to students.
86%
6. Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.
39%
6. Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.
47%
6. Adapt instruction that incorporates appropriate strategies, resources, and technologies to meet the learning needs of all students.
86%
Initial Licensure program completers are effective in applying professional knowledge, skills, and dispositions.
The majority of completers and employers reported that graduates are prepared to effectively apply professional knowledge skills, and dispositions as defined by INTASC Standard of Instructional Planning and Professional Responsibilities.
INSTRUCTIONAL PLANNING:
In the area of Instructional Planning, my WGU teacher education program prepared me to:
Very Well
Extremely Well
Total
1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.
42%
38%
80%
2. Implement instruction that supports development of critical thinking, inquiry and problem solving.
41%
41%
82%
3. Use assessment data from a variety of sources to establish learning goals.
38%
41%
79%
4. Use assessment data to differentiate and modify instruction.
38%
40%
78%
5. Incorporate multiple perspectives in the subject matter being taught.
38%
38%
76%
6. Use technology to support and enhance your instruction.
36%
42%
78%
In the area of Instructional Planning, my WGU teacher education program prepared me to:
Very Well
In the area of Instructional Planning, my WGU teacher education program prepared me to:
Extremely Well
In the area of Instructional Planning, my WGU teacher education program prepared me to:
Total
1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.
42%
1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.
38%
1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.
80%
2. Implement instruction that supports development of critical thinking, inquiry and problem solving.
41%
2. Implement instruction that supports development of critical thinking, inquiry and problem solving.
41%
2. Implement instruction that supports development of critical thinking, inquiry and problem solving.
82%
3. Use assessment data from a variety of sources to establish learning goals.
38%
3. Use assessment data from a variety of sources to establish learning goals.
41%
3. Use assessment data from a variety of sources to establish learning goals.
79%
4. Use assessment data to differentiate and modify instruction.
38%
4. Use assessment data to differentiate and modify instruction.
40%
4. Use assessment data to differentiate and modify instruction.
78%
5. Incorporate multiple perspectives in the subject matter being taught.
38%
5. Incorporate multiple perspectives in the subject matter being taught.
38%
5. Incorporate multiple perspectives in the subject matter being taught.
76%
6. Use technology to support and enhance your instruction.
36%
6. Use technology to support and enhance your instruction.
42%
6. Use technology to support and enhance your instruction.
78%
In the area of Instructional Planning, my WGU teacher education program prepared me to:
Very Well
Extremely Well
Total
1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.
41%
46%
87%
2. Implement instruction that supports development of critical thinking, inquiry and problem solving.
43%
41%
84%
3. Use assessment data from a variety of sources to establish learning goals.
40%
43%
83%
4. Use assessment data to differentiate and modify instruction.
40%
42%
82%
5. Incorporate multiple perspectives in the subject matter being taught.
48%
35%
84%
6. Use technology to support and enhance your instruction.
40%
46%
86%
In the area of Instructional Planning, my WGU teacher education program prepared me to:
Very Well
In the area of Instructional Planning, my WGU teacher education program prepared me to:
Extremely Well
In the area of Instructional Planning, my WGU teacher education program prepared me to:
Total
1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.
41%
1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.
46%
1. Plan instruction based on students’ prior knowledge, academic readiness, language proficiency, and individual development.
87%
2. Implement instruction that supports development of critical thinking, inquiry and problem solving.
43%
2. Implement instruction that supports development of critical thinking, inquiry and problem solving.
41%
2. Implement instruction that supports development of critical thinking, inquiry and problem solving.
84%
3. Use assessment data from a variety of sources to establish learning goals.
40%
3. Use assessment data from a variety of sources to establish learning goals.
43%
3. Use assessment data from a variety of sources to establish learning goals.
83%
4. Use assessment data to differentiate and modify instruction.
40%
4. Use assessment data to differentiate and modify instruction.
42%
4. Use assessment data to differentiate and modify instruction.
82%
5. Incorporate multiple perspectives in the subject matter being taught.
48%
5. Incorporate multiple perspectives in the subject matter being taught.
35%
5. Incorporate multiple perspectives in the subject matter being taught.
84%
6. Use technology to support and enhance your instruction.
40%
6. Use technology to support and enhance your instruction.
46%
6. Use technology to support and enhance your instruction.
86%
PROFESSIONAL RESPONSIBILITY:
In the area of Professional Responsibility, my WGU teacher education program prepared me to:
Very Well
Extremely Well
Total
1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.
38%
46%
84%
2. Collaborate with colleagues to plan and evaluate instruction.
35%
42%
77%
3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.
38%
33%
71%
4. Analyze educational research finds and to incorporate new information into my practice as appropriate.
36%
40%
76%
5. Engage in professional learning to strengthen my instructional practice.
36%
46%
82%
6. Reflect on personal and professional biases.
37%
47%
84%
In the area of Professional Responsibility, my WGU teacher education program prepared me to:
Very Well
In the area of Professional Responsibility, my WGU teacher education program prepared me to:
Extremely Well
In the area of Professional Responsibility, my WGU teacher education program prepared me to:
Total
1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.
38%
1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.
46%
1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.
84%
2. Collaborate with colleagues to plan and evaluate instruction.
35%
2. Collaborate with colleagues to plan and evaluate instruction.
42%
2. Collaborate with colleagues to plan and evaluate instruction.
77%
3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.
38%
3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.
33%
3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.
71%
4. Analyze educational research finds and to incorporate new information into my practice as appropriate.
36%
4. Analyze educational research finds and to incorporate new information into my practice as appropriate.
40%
4. Analyze educational research finds and to incorporate new information into my practice as appropriate.
76%
5. Engage in professional learning to strengthen my instructional practice.
36%
5. Engage in professional learning to strengthen my instructional practice.
46%
5. Engage in professional learning to strengthen my instructional practice.
82%
6. Reflect on personal and professional biases.
37%
6. Reflect on personal and professional biases.
47%
6. Reflect on personal and professional biases.
84%
In the area of Professional Responsibility, my WGU teacher education program prepared me to:
Very Well
Extremely Well
Total
1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.
39%
49%
88%
2. Collaborate with colleagues to plan and evaluate instruction.
35%
55%
90%
3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.
36%
49%
85%
4. Analyze educational research finds and to incorporate new information into my practice as appropriate.
42%
37%
79%
5. Engage in professional learning to strengthen my instructional practice.
37%
52%
88%
6. Reflect on personal and professional biases.
42%
44%
86%
In the area of Professional Responsibility, my WGU teacher education program prepared me to:
Very Well
In the area of Professional Responsibility, my WGU teacher education program prepared me to:
Extremely Well
In the area of Professional Responsibility, my WGU teacher education program prepared me to:
Total
1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.
39%
1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.
49%
1. Actively reflect on effectiveness of the instruction to identify areas of strength and challenge.
88%
2. Collaborate with colleagues to plan and evaluate instruction.
35%
2. Collaborate with colleagues to plan and evaluate instruction.
55%
2. Collaborate with colleagues to plan and evaluate instruction.
90%
3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.
36%
3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.
49%
3. Collaborate with others such as para-educators and other teachers in meeting the needs of ELL’s and students with disabilities.
85%
4. Analyze educational research finds and to incorporate new information into my practice as appropriate.
42%
4. Analyze educational research finds and to incorporate new information into my practice as appropriate.
37%
4. Analyze educational research finds and to incorporate new information into my practice as appropriate.
79%
5. Engage in professional learning to strengthen my instructional practice.
37%
5. Engage in professional learning to strengthen my instructional practice.
52%
5. Engage in professional learning to strengthen my instructional practice.
88%
6. Reflect on personal and professional biases.
42%
6. Reflect on personal and professional biases.
44%
6. Reflect on personal and professional biases.
86%
Measure 2: Satisfaction of Employers and Stakeholder Involvement (Initial and Advanced Licensure)
Employers report that WGU teacher education programs prepare teachers who succeed in the classroom.
INTASC Standards
Very Well
Extremely Well
Total
Content Knowledge
41%
47%
88%
Learner and Learning
38%
47%
85%
Instructional Planning
42%
42%
84%
Professional Responsibility
39%
48%
8%
INTASC Standards
Very Well
INTASC Standards
Extremely Well
INTASC Standards
Total
Content Knowledge
41%
Content Knowledge
47%
Content Knowledge
88%
Learner and Learning
38%
Learner and Learning
47%
Learner and Learning
85%
Instructional Planning
42%
Instructional Planning
42%
Instructional Planning
84%
Professional Responsibility
39%
Professional Responsibility
48%
Professional Responsibility
8%
Measure 3: Candidate Competency at Completion (Initial and Advanced Licensure)
Demonstration/Student Teaching Final
Overall Score
Elementary Programs
B.A. Elementary Education (Range = 1-3)
2.95
MAT Elementary Education (Range = 1-3)
2.96
Post-Bacc Elementary Education (Range = 1-3)
0
Special Education Programs
B.A. Special Education and Elementary Education (Range = 1-3)
2.95
B.A. Special Education (Mild to Moderate) (Range = 1-3)
2.92
MAT Special Education (Range = 1-3)
2.95
Secondary Programs
B.S. Mathematics Education (Secondary) (Range = 1-3)
2.92
B.S. Mathematics Education (Middle Grades) (Range = 1-3)
2.95
B.S. Science Education (Middle Grades) (Range = 1-3)
2.96
B.S. Science Education (Secondary Biological Sciences) (Range = 1-3)
2.95
B.S. Science Education (Secondary Chemistry) (Range = 1-3)
2.78
B.S. Science Education (Secondary Earth Science) (Range = 1-3)
2.95
B.S. Science Education (Physics) (Range = 1-3)
2.94
Post-Bacc Elementary Education
MAT English Education (Secondary) (Range = 1-3)
2.97
MAT Mathematics Education (Middle Grades) (Range = 1-3)
2.97
MAT Mathematics Education (Secondary) (Range = 1-3)
2.89
MAT Science Education (Secondary) (Range = 1-3)
2.92
Demonstration/Student Teaching Final
Overall Score
Elementary Programs
B.A. Elementary Education (Range = 1-3)
2.95
MAT Elementary Education (Range = 1-3)
2.96
Post-Bacc Elementary Education (Range = 1-3)
0
Special Education Programs
B.A. Special Education and Elementary Education (Range = 1-3)
2.95
B.A. Special Education (Mild to Moderate) (Range = 1-3)
2.92
MAT Special Education (Range = 1-3)
2.95
Secondary Programs
B.S. Mathematics Education (Secondary) (Range = 1-3)
2.92
B.S. Mathematics Education (Middle Grades) (Range = 1-3)
2.95
B.S. Science Education (Middle Grades) (Range = 1-3)
2.96
B.S. Science Education (Secondary Biological Sciences) (Range = 1-3)
2.95
B.S. Science Education (Secondary Chemistry) (Range = 1-3)
2.78
B.S. Science Education (Secondary Earth Science) (Range = 1-3)
2.95
B.S. Science Education (Physics) (Range = 1-3)
2.94
Post-Bacc Elementary Education
MAT English Education (Secondary) (Range = 1-3)
2.97
MAT Mathematics Education (Middle Grades) (Range = 1-3)
2.97
MAT Mathematics Education (Secondary) (Range = 1-3)
2.89
MAT Science Education (Secondary) (Range = 1-3)
2.92
edTPA Content Area
Overall Score
Elementary Education
90.1%
Middle Math
98.5%
Middle Science
100%
English
96.6%
Secondary Math
84.7%
Secondary Science
92.4%
Special Education
97.0%
edTPA Content Area
Overall Score
Elementary Education
90.1%
Middle Math
98.5%
Middle Science
100%
English
96.6%
Secondary Math
84.7%
Secondary Science
92.4%
Special Education
97.0%
Demonstration/Student Teaching Final
Overall Score
M.S. Education Leadership (Range = 0-3)
2.81
M.A. English Language Learning (Range = 0-3)
2.60
Demonstration/Student Teaching Final
Overall Score
M.S. Education Leadership (Range = 0-3)
2.81
M.A. English Language Learning (Range = 0-3)
2.60
Capstone
Overall Score
M.S. Education Leadership (Range = 0-2)
1.78
M.A. English Language Learning (Range = 0-2)
1.91
Capstone
Overall Score
M.S. Education Leadership (Range = 0-2)
1.78
M.A. English Language Learning (Range = 0-2)
1.91
Measure 4: Ability of Completers to be Hired in Positions for Which They Have Prepared (Initial and Advanced Licensure)
Programs
Employment Rate
Elementary Programs
B.A. Elementary Education
77%
MAT Elementary Education
75%
Post-Bacc Elementary Education
88%
Special Education Programs
B.A. Special Education and Elementary Education
81%
B.A. Special Education (Mild to Moderate)
88%
MAT Special Education
82%
Secondary Programs
B.S. Mathematics Education (Secondary)
81%
B.S. Mathematics Education (Middle Grades)
77%
B.S. Science Education (Secondary Biological Sciences)
69%
B.S. Science Education (Secondary Chemistry)
83%
B.S. Science Education (Secondary Earth Science)
73%
B.S. Science Education (Secondary Physics)
40%
MAT English Education (Secondary)
78%
MAT Mathematics Education (Middle Grades)
77%
MAT Mathematics Education (Secondary)
75%
MAT Science Education (Secondary)
79%
Advanced Programs
M.S. Educational Leadership
97%
M.A. English Language Learning
100%
Programs
Employment Rate
Elementary Programs
B.A. Elementary Education
77%
MAT Elementary Education
75%
Post-Bacc Elementary Education
88%
Special Education Programs
B.A. Special Education and Elementary Education
81%
B.A. Special Education (Mild to Moderate)
88%
MAT Special Education
82%
Secondary Programs
B.S. Mathematics Education (Secondary)
81%
B.S. Mathematics Education (Middle Grades)
77%
B.S. Science Education (Secondary Biological Sciences)
69%
B.S. Science Education (Secondary Chemistry)
83%
B.S. Science Education (Secondary Earth Science)
73%
B.S. Science Education (Secondary Physics)
40%
MAT English Education (Secondary)
78%
MAT Mathematics Education (Middle Grades)
77%
MAT Mathematics Education (Secondary)
75%
MAT Science Education (Secondary)
79%
Advanced Programs
M.S. Educational Leadership
97%
M.A. English Language Learning
100%
Praxis Pass Rate:
Initial Level = 80.18%
Advanced Level = 90.33%
All Programs = 85.25%
Average Licensure Rates:
100%
Title II
WGU offers programs in and recommends for licensure in all states. We report licensure/certification exam pass rates to the U.S. Education Department for state where we have state program approval. The following are the most recent summary pass rates for all program completers those states, when available. The data are representative of all TC program and completers.
