WESTERN GOVERNORS UNIVERSITY

WGU's Teacher Licensure Programs are Accredited by AAQEP

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To view charts, pass rates, and commentary pertinent to AAQEP accreditation, view the PDF below.

AAQEP-Accredited Teacher Licensure Degree Programs

The teacher initial licensure programs offered through the WGU Teachers College have been awarded full accreditation by the Association for Advancing Quality in Educator Preparation (AAQEP) through June 30, 2026. Full accreditation acknowledges that a program prepares effective educators who continue to grow as professionals and that the program has demonstrated the commitment and capacity to continue to do so.

See institutions accredited by AAQEP.

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1. Overview and Context

Western Governors University (WGU) is a private, nonprofit, online university founded by 19 US governors. From its inception, WGU removed barriers to accessing higher education and earning a degree. The mission of WGU is to change lives for the better by creating pathways to opportunity. WGU is characterized by its flexible learning architecture and multi-dimensional delivery, which allows us to better personalize learning, adapt to changing workforce needs, and provide relevant pathways for an individual’s first and next opportunity. The vision for future higher education that emerged among the governors of the Western Governors Association encompassed Competency-Based Education (CBE). WGU pioneered competency-based education and remains the only institution offering competency-based degrees at scale, creating a model other colleges and universities are increasingly striving to replicate.

WGU bases the earning of a degree on a candidate’s demonstration of competency. Competency may be thought of as "possessing and demonstrating the knowledge, skills, and abilities to perform at the appropriate level for the degree being awarded." Subject matter experts draw upon practical experience, job task analyses, published standards, and other research to define competence. WGU's competency-based approach provides evidence, collected through rigorous assessment throughout each program, to ensure that each candidate is competent.

WGU measures progress through “competency units” rather than traditional “credit hours.” Competency units correlate to course outcomes without regard for the time it takes a student to achieve mastery. Appropriately designed and psychometrically-sound student assessments like performance tasks, objective exams, live observations, and simulations are direct indicators of knowledge and skill acquired. Students receive credit by passing all assessments to demonstrate competency. Students are either considered competent or not for each assessment; there are neither subjective scales of traditional grades nor the capacity to “make up” for a low grade on one assessment by excelling at another. WGU’s high standard of mastery has been designed to equate to a 3.00 on a 4.00 GPA scale. All courses in WGU’s curricula have been designed to associate competency units with credit hours. For example, the learning outcomes and course objectives that would be appropriate for a traditional 3-credit course are included and assessed in a 3-competency-unit course at WGU.

WGU established the School of Education (WSE) in 2022. Educator preparation programs are housed in the School of Education which has academic and operational authority over all licensure programs.

Assessment data included in this report reflect cumulative ratings of all iterations of the assessments taken by all students during the designated data cycle.

Bachelor's Degrees with Licensure

Master's and Post-Baccalaureate Degrees with Licensure

2. Enrollment and Completion Data

The table below shows enrollment and completion data from the most recently completed academic year for each program included in the AAQEP review.

Program Specification: Enrollment and Completers for Academic Year 2022-23 (July 1, 2022 – June 30, 2023)

Table 1. Program Specification: Enrollment and Completers for Academic Year 2022-2023

Degree or Certificate

State Certificate, License, Endorsement, or Other Credential

Number of Candidates

Number of Completers

BA, Elementary Education

Elementary Education

2,912

1,608

PB, Elementary Education

Elementary Education

MAT, Elementary Education

Elementary Education

2,407

1,305

BA, Special Education (K-12) Note: dual licensure with special education and elementary education
(Legacy and Redesigned programs)

Elementary Education and

Mild to Moderate Special Education

963

477

BA, Special Education-Mild to Moderate

Mild to Moderate Special Education

260

122

MAT, Special Education K-12

Special Education K-12: Mild/Moderate

655

294

MAT, English Education (Secondary)

English Endorsement

519

258

BS, Mathematics Education (Middle Grades)

Mathematics Endorsement

147

MAT, Mathematics Education (Middle Grades)

Mathematics Endorsement Middle Grades

BS, Mathematics Education (Secondary)

Mathematics Endorsement Secondary

138

MAT, Mathematics Education (Secondary)

Mathematics Endorsement Secondary

156

BS, Science Education (Middle Grades)

Science Middle Grades

BS, Science Education (Secondary Chemistry)

Chemistry Secondary

BS, Science Education (Secondary Physics)

Physics Secondary

BS, Science Education (Secondary Earth Science)

Earth Science Secondary

BS, Science Education (Secondary Biological Science)

Biological Science Secondary

145

MAT, Science Education (Secondary) (includes Chemistry, Biological Sciences, Earth Science and Physics)

Science Education Secondary

318

165

Total for programs that lead to initial credentials

8,799

4,591

Degree or Certificate

State Certificate, License, Endorsement, or Other Credential

Degree or Certificate

Number of Candidates

Degree or Certificate

Number of Completers

BA, Elementary Education

Elementary Education

BA, Elementary Education

2,912

BA, Elementary Education

1,608

PB, Elementary Education

Elementary Education

PB, Elementary Education

MAT, Elementary Education

Elementary Education

MAT, Elementary Education

2,407

MAT, Elementary Education

1,305

BA, Special Education (K-12) Note: dual licensure with special education and elementary education
(Legacy and Redesigned programs)

Elementary Education and

Mild to Moderate Special Education

BA, Special Education (K-12) Note: dual licensure with special education and elementary education
(Legacy and Redesigned programs)

963

BA, Special Education (K-12) Note: dual licensure with special education and elementary education
(Legacy and Redesigned programs)

477

BA, Special Education-Mild to Moderate

Mild to Moderate Special Education

BA, Special Education-Mild to Moderate

260

BA, Special Education-Mild to Moderate

122

MAT, Special Education K-12

Special Education K-12: Mild/Moderate

MAT, Special Education K-12

655

MAT, Special Education K-12

294

MAT, English Education (Secondary)

English Endorsement

MAT, English Education (Secondary)

519

MAT, English Education (Secondary)

258

BS, Mathematics Education (Middle Grades)

Mathematics Endorsement

BS, Mathematics Education (Middle Grades)

147

BS, Mathematics Education (Middle Grades)

MAT, Mathematics Education (Middle Grades)

Mathematics Endorsement Middle Grades

MAT, Mathematics Education (Middle Grades)

BS, Mathematics Education (Secondary)

Mathematics Endorsement Secondary

BS, Mathematics Education (Secondary)

138

BS, Mathematics Education (Secondary)

MAT, Mathematics Education (Secondary)

Mathematics Endorsement Secondary

MAT, Mathematics Education (Secondary)

156

MAT, Mathematics Education (Secondary)

BS, Science Education (Middle Grades)

Science Middle Grades

BS, Science Education (Middle Grades)

BS, Science Education (Secondary Chemistry)

Chemistry Secondary

BS, Science Education (Secondary Chemistry)

BS, Science Education (Secondary Physics)

Physics Secondary

BS, Science Education (Secondary Physics)

BS, Science Education (Secondary Earth Science)

Earth Science Secondary

BS, Science Education (Secondary Earth Science)

BS, Science Education (Secondary Biological Science)

Biological Science Secondary

BS, Science Education (Secondary Biological Science)

145

BS, Science Education (Secondary Biological Science)

MAT, Science Education (Secondary) (includes Chemistry, Biological Sciences, Earth Science and Physics)

Science Education Secondary

MAT, Science Education (Secondary) (includes Chemistry, Biological Sciences, Earth Science and Physics)

318

MAT, Science Education (Secondary) (includes Chemistry, Biological Sciences, Earth Science and Physics)

165

Total for programs that lead to initial credentials

8,799

Total for programs that lead to initial credentials

4,591

3. Program Performance Indicators

The program performance information in Table 2 applies to the academic year indicated in Table 1.

A. Total enrollment in the educator preparation programs shown in Table 1. This figure is an unduplicated count, i.e., individuals earning more than one credential may be counted in more than one line above but only once here.

8,780

B. Total number of unique completers (across all programs) included in Table 1. This figure is an unduplicated count, i.e., individuals who earned more than one credential may be counted in more than one line above but only once here.

4,591

C. Number of recommendations for certificate, license, or endorsement included in Table 1.

Between 7/1/23-6/30/24, WGU recommended 4,480 candidates for an initial license. Of those 4,480:

1 was recommended in 3 states because they moved
76 were recommended in 2 states because they followed the reciprocity pathway.
40 were recommended in 2 states because they were moving or licensing in two states after graduation.

The lower number of recommendations than completers may be due to individuals who delayed application for licensure and those who have one or more licensure requirements to fulfill before they would be eligible for recommendation.

D. Cohort completion rates for candidates who completed the various programs within their respective program’s expected timeframe and in 1.5 times the expected timeframe.

Master’s degrees and Post-Baccalaureate: Overall completion rate within the expected (2-year) time frame was 81.38%

Master’s degrees and Post-Baccalaureate: Overall completion rate within 1.5x of the expected time frame (3 years) was 18.62%

Bachelors: Overall completion rate within the expected (4-year) time frame was 72.97%

Bachelors: Overall completion rate within 1.5x of the expected time frame (6 years) was 27.03%

E. Summary of state license examination results, including teacher performance assessments, and specification of any examinations on which the pass rate (cumulative at time of reporting) was below 80%.

The overall pass rate on Praxis was 82.65% in 2023-2024. Most programs had pass rates in the range of the high 40% to 100%. The lowest overall pass rate was 48.85% (Secondary Science, Chemistry) which has an N of 10.

The overall pass rate on EdTPA was 92.2% in 2023-2024. Most programs had pass rates in the range of the high 89% to 100%. The lowest was 78.40% (Secondary Mathematics programs). The highest was 100% (Middle Grades Sciences and Middle Grade Mathematics).

F. Narrative explanation of evidence available from program completers, with a characterization of findings.

The School of Education systematically tracks completers after they enter the teaching profession to evaluate the WGU programs’ impact on teacher success. One tool we use is a pair of surveys sent to completers and their employers which asks the similar questions of the two groups on matters of importance to the success of all P-12 students. In 2023, we moved the administration of the School of Education’s survey collection to Benchworks by Elentra.  Similar to the in-house survey, the Benchworks survey asks the respondents to rate how well the program prepared them on items aligned with the INTASC Standards on a scale of 1 to 7. Benchworks has established a baseline goal of 5.50 or higher (75% of 7 = 5.50 mean) for the Factor Mean. Scores rely on a 1 to 7 Likert scale (1= Not at all, 4= Moderately, 7= Extremely). The new surveys are sent out in two six-month cycles each year: Spring (January through June) and Fall (July through December).

We received 107 responses from initial licensure completers in Fall 2023 and 458 in Spring 2024, for a total of 565 respondents in academic year 2023-24. This is a marked increase from the last two years when the in-house surveys were used. In 2022-23, 194 program completers responded to the survey, and 162 in 2021-2022. The majority of completers rated their preparation toward the “extremely well prepared” side of the scale (5, 6, or 7). The factored means and the total percentage of respondents who said the School of Education programs enhanced their ability in the following areas:

F. Narrative explanation of evidence available from program completers, with a characterization of findings.

The factored means were near or above the baseline goal of 5.50. The exception is Classroom Management, which was below 5.50 in both cycles, with 55% and 50% of respondents reporting at the highest end of the scale. The highest factored means of 5.87 and 5.84 were received for Diversity, with 70% of respondents reporting at the highest end of the scale in both cycles. Additional items receiving mean scores over the target goal in both cycles were Assessment (5.75 and 5.71), Lesson Planning (5.87 and 5.78), and Content (5.75 and 5.77).

G. Narrative explanation of evidence available from employers of program completers, with a characterization of findings.

WSE systematically tracks completers after they enter the teaching profession to evaluate the WGU programs’ impact on teacher success. When a completer of the survey described above gives WGU permission to contact their employer and provides contact information, a similar survey is sent to the employer. The employers’ version of the Benchworks survey asks the respondents to what degree they are satisfied with the graduate’s preparation regarding items aligned with the INTASC Standards. As with the completers’ survey, responses are on a scale of 1 to 7. Benchworks has established a baseline goal of 5.50 or higher (75% of 7 = 5.50 mean) for the Factor Mean. Scores rely on a 1 to 7 Likert scale (1= Not at all, 4= Moderately, 7= Extremely). The surveys are sent out in two six-month cycles each year: Spring (January through June) and Fall (July through December).

We received 12 responses in the fall of 2023 and 5 in the spring of 2024, for a total of 17 responses from employers during the 2023-24 academic year. This is a marked decrease from 2021-22, when 97 employers responded to the in-house surveys. Nearly all employers rated completers’ preparation at the “extremely satisfied” end of the scale (5, 6, or 7).

All employers who responded reported satisfaction with the completers’ preparation in all areas. The factored means were above the baseline goal of 5.50. Most were above 6.00. The highest factored means of 6.42 and 6.80 were received for “Display effective professional skills,” with 92% (F23) and 100% (S24) of respondents reporting at the highest end of the scale. The factored means for “Integrate technology into teaching experience” were 6.73 (F23) and 6.60 (S24), with 100% of respondents reporting on the “extremely well prepared” side of the scale (5, 6, or 7).

H. Narrative explanation of how the program investigates employment rates for program completers, with a characterization of findings. This section may also indicate rates of completers’ ongoing education, e.g., graduate study.

WSE systematically tracks completers after they enter the teaching profession to evaluate the WGU programs’ impact on teacher success. One tool we use is a pair of surveys sent to completers and their employers. Completers are asked if they are employed as teachers, employed but not as teachers, or if they are not employed. Completers who submitted the survey in 2023-2024 reported:

Teaching, full time – 46.32%

Teaching, part-time –11.03%

Total Teaching – 57.34%

Employed full time, but not in teaching – 17.43%

Employed part-time, but not in teaching – 5.22%

4. Candidate Academic Performance Indicators

Tables 3 and 4 report on select measures of candidate/completer performance related to AAQEP Standards 1 and 2, including the program’s expectations for successful performance and indicators of the degree to which those expectations are met.

Table 3: Expectations and Performance on Standard 1: Candidate and Completer Performance

Provider-Selected Measures

Explanation of Performance Expectation

Level or Extent of Success in Meeting the Expectation

WGU-TC is a competency-based program. All courses and all programs have embedded competencies.

In order pass a course, candidates must all demonstrate competencies at 3.0 GPA equivalent. In order to meet program completion requirements, candidates must pass all courses.

100% of completers meet program competencies.

Demonstration of Learning Progress (DOLP)*

Final Evaluation

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

DOLP evaluation is scored and evaluated by INTASC standards, with multiple aspect ratings within each standard. Eighty percent of the standards should be at the target level (2.40) or higher to indicate adequate progression. Scoring levels are:

0 = Not Effective  

Performance is below the target of initial student interactions.  

1 = Beginning  

Target performance at the end of the early clinical experiences, professional core and teaching methods courses 

2 = Developing 

Target performance at the end of the intermediate clinical experiences, Preclinical Experiences 

3 = Effective 

Target performance at the end of the culminating clinical experiences, Demonstration Teaching 

NA = Not Observed 

Used only for observations. Not observed is for classification of an aspect that was not observable or needing to be included based on the lesson delivered. All aspects of an evaluation must be able to be rated and include a measurable score. 

DT evaluation was scored and evaluated by INTASC standards, with multiple aspect ratings within each standard. The expectation for candidates was 3.0 in order to pass. The scoring scale was:

0 = Not Observed. The candidate did not demonstrate the teaching practice.

1 = Emerging. The candidate demonstrates through their knowledge or skills that they require significant remediation to improve

the teaching practice. The candidate requires sustained, intensive support in order to achieve success.

2 = Learning. The candidate demonstrates through their knowledge or skills that they are learning and require some additional practice to fully demonstrate competency for the teaching practice. The candidate lacks professional confidence and requires additional support in order to achieve success.

3 = Competent. The candidate demonstrates through their knowledge or skills that they are fully competent to meet the teaching practice. The candidate is generally confident, competent, and demonstrates potential for success.

Data reflect cumulative ratings for all iterations of the assessments taken by all students during the designated data cycle.

Fall 2022 = 2.95 (0-3 range)

Spring 2023 = 2.95 (0-3 range)

Fall 2023 = 2.93 (0-3 range)

Spring 2024 = 2.96 (0-3 range)

Licensure Exams

Pass with score greater than 80%

The overall pass rate on Praxis was 82.65% in 2023-2024.

Provider-Selected Measures

Explanation of Performance Expectation

Provider-Selected Measures

Level or Extent of Success in Meeting the Expectation

WGU-TC is a competency-based program. All courses and all programs have embedded competencies.

In order pass a course, candidates must all demonstrate competencies at 3.0 GPA equivalent. In order to meet program completion requirements, candidates must pass all courses.

WGU-TC is a competency-based program. All courses and all programs have embedded competencies.

100% of completers meet program competencies.

Demonstration of Learning Progress (DOLP)*

Final Evaluation

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

0 = Not Effective  

Performance is below the target of initial student interactions.  

1 = Beginning  

Target performance at the end of the early clinical experiences, professional core and teaching methods courses 

2 = Developing 

Target performance at the end of the intermediate clinical experiences, Preclinical Experiences 

3 = Effective 

Target performance at the end of the culminating clinical experiences, Demonstration Teaching 

NA = Not Observed 

DT evaluation was scored and evaluated by INTASC standards, with multiple aspect ratings within each standard. The expectation for candidates was 3.0 in order to pass. The scoring scale was:

0 = Not Observed. The candidate did not demonstrate the teaching practice.

1 = Emerging. The candidate demonstrates through their knowledge or skills that they require significant remediation to improve

the teaching practice. The candidate requires sustained, intensive support in order to achieve success.

Demonstration of Learning Progress (DOLP)*

Final Evaluation

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

Data reflect cumulative ratings for all iterations of the assessments taken by all students during the designated data cycle.

Fall 2022 = 2.95 (0-3 range)

Spring 2023 = 2.95 (0-3 range)

Fall 2023 = 2.93 (0-3 range)

Spring 2024 = 2.96 (0-3 range)

Licensure Exams

Pass with score greater than 80%

Licensure Exams

The overall pass rate on Praxis was 82.65% in 2023-2024.

Table 4. Expectations and Performance on Standard 2: Completer Professional Competence and Growth

Provider-Selected Measures

Explanation of Performance Expectation

Level or Extent of Success in Meeting the Expectation

EdTPA

The overall pass rate for the EdTPA for TC is greater than 90%. As a program requirement, candidates are expected to achieve the minimum performance expectation that WGU has established.

The overall pass rate on EdTPA was 92.2% in 2023-2024.

Demonstration of Learning Progress (DOLP)*

Final Evaluation

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

DOLP evaluation is scored and evaluated by INSTC standards, with multiple aspect ratings within each standard. Eighty percent of the standards should be at the target level (2.4) or higher to indicate adequate progression.

Scoring levels report are:

0 = Not Effective  

Performance is below the target of initial student interactions.  

1 = Beginning  

Target performance at the end of the early clinical experiences, professional core and teaching methods courses 

2 = Developing 

Target performance at the end of the intermediate clinical experiences, Preclinical Experiences 

3 = Effective 

Target performance at the end of the culminating clinical experiences, Demonstration Teaching 

NA = Not Observed 

DT evaluation was scored and evaluated by INTASC standards, with multiple aspect ratings within each standard. The expectation for candidates was 3.0 in order to pass. The scoring scale was:

0 = Not Observed. The candidate did not demonstrate the teaching practice.

1 = Emerging. The candidate demonstrates through their knowledge or skills that they require significant remediation to improve the teaching practice. The candidate requires sustained, intensive support in order to achieve success.

2 = Learning. The candidate demonstrates through their knowledge or skills that they are learning and require some additional practice to demonstrate competency for the teaching practice. The candidate lacks professional confidence and requires additional support in order to achieve success.

4 = Exemplary. The candidate demonstrates through their knowledge and skills above what is expected for a competent candidate related to the teaching practice. The candidate exudes confidence, composure, and competence, is able to work with increasing independence, and demonstrates a strong potential for success.

Data reflect cumulative ratings for all iterations of the assessments taken by all students during the designated data cycle.

Fall 2022 = 2.89 (0-3 range)

Spring 2023= 2.90 (0-3 range)

Fall 2023 = 2.93 (0-3 range)

Spring 2024 = 2.96 (0-3 range)

Professional Portfolio

Candidates must achieve competency in all performance aspects as measured by the task rubrics. The scoring levels are:

0 = Not evidence

1 = Approaching competency

2 = Competency achieved

Data reflect cumulative ratings for all iterations of the assessments taken by all candidates during the designated data cycle. All candidates must achieve a final competent rating in order to pass.

Fall 2022 = 1.94 (0-2 range)

Spring 2023 = 1.96 (0-2 range)

Fall 2023 = 2.85 (0-3 range)

Spring 2024 = 2.87 (0-3 range)

Provider-Selected Measures

Explanation of Performance Expectation

Provider-Selected Measures

Level or Extent of Success in Meeting the Expectation

EdTPA

The overall pass rate for the EdTPA for TC is greater than 90%. As a program requirement, candidates are expected to achieve the minimum performance expectation that WGU has established.

EdTPA

The overall pass rate on EdTPA was 92.2% in 2023-2024.

Demonstration of Learning Progress (DOLP)*

Final Evaluation

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

Scoring levels report are:

0 = Not Effective  

Performance is below the target of initial student interactions.  

1 = Beginning  

Target performance at the end of the early clinical experiences, professional core and teaching methods courses 

2 = Developing 

Target performance at the end of the intermediate clinical experiences, Preclinical Experiences 

3 = Effective 

Target performance at the end of the culminating clinical experiences, Demonstration Teaching 

NA = Not Observed 

DT evaluation was scored and evaluated by INTASC standards, with multiple aspect ratings within each standard. The expectation for candidates was 3.0 in order to pass. The scoring scale was:

0 = Not Observed. The candidate did not demonstrate the teaching practice.

Demonstration of Learning Progress (DOLP)*

Final Evaluation

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

Data reflect cumulative ratings for all iterations of the assessments taken by all students during the designated data cycle.

Fall 2022 = 2.89 (0-3 range)

Spring 2023= 2.90 (0-3 range)

Fall 2023 = 2.93 (0-3 range)

Spring 2024 = 2.96 (0-3 range)

Professional Portfolio

Candidates must achieve competency in all performance aspects as measured by the task rubrics. The scoring levels are:

0 = Not evidence

1 = Approaching competency

2 = Competency achieved

Professional Portfolio

Data reflect cumulative ratings for all iterations of the assessments taken by all candidates during the designated data cycle. All candidates must achieve a final competent rating in order to pass.

Fall 2022 = 1.94 (0-2 range)

Spring 2023 = 1.96 (0-2 range)

Fall 2023 = 2.85 (0-3 range)

Spring 2024 = 2.87 (0-3 range)

5. Notes on Progress, Accomplishment, and Innovation

This section describes program accomplishments, efforts, and innovations (strengths and outcomes) to address challenges and priorities over the past year.

We have done extensive faculty development for the reimagination of the ELED, SPED, and upcoming SCED. Here are examples:

We provided professional development for our Program Development leaders.
We provided professional development with all internal and external SMEs.
We conducted multiple presentations on the Reimagination to many audiences.
We held a 3-day summit with all faculty and staff that focused solely on the professional development of the Reimagination.
We implemented one-hour professional development sessions on each of the components of the Reimagination, including alignment, clinical practice, sequencing of courses, science of learning, and sharing the design of each course.

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