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Accreditation and Reporting Measures

Iona’s education programs are accredited under the National Council for the Accreditation of Teacher Education (NCATE) Standards through the Council for Accreditation of Educator Preparation (CAEP) accreditation system. This recognition serves to indicate that our curriculum and faculty will prepare program completers for success in the teaching profession. Iona will seek accreditation under CAEP standards in 2022.

As required for this accreditation, the Education Department continuously examines its alignment with CAEP standards as indicated by the reporting of eight annual outcome and impact measures including graduation, licensure and employment rates. Data findings are publicly shared as follows.

Impact Measures

Completer Impact on P-12 Learning and Development (4.1)

edTPA is a performance-based, subject-specific assessment and support system used by teacher preparation programs throughout the United States to emphasize, measure and support the skills and knowledge that all teachers need from Day 1 in the classroom.

Mean Scores on edTPA Rubric 11, Analysis of Student Learning
How does the candidate analyze evidence of student learning?

Level 1 The analysis is superficial or not supported by either student work samples or the summary of student learning. The evaluation criteria are not aligned with the learning objectives and/or analysis. OR The analysis is not aligned with the learning objectives.
Level 2 The analysis focuses on what students did right OR wrong using evidence from the summary or work samples.
Level 3 The analysis focuses on what students did right AND wrong and is supported with evidence from the summary and work samples. Analysis includes some differences in whole class learning.
Level 4 Analysis uses specific examples from work samples to demonstrate patterns of student learning consistent with the summary. Patterns are described for whole class.
Level 5 Analysis uses specific evidence from work samples to demonstrate the connections between quantitative and qualitative patterns of student learning for individuals or groups.

  2015-2016 2016-2017 2017-2018
Initial (Undergraduate) 3.4 3.5 3.3
Initial (MST) 3.0 3.0 3.2


Indicators of Teaching Effectiveness (4.2)

Mean Scores on edTPA Rubric 10, Analyzing Teaching Effectiveness
How does the candidate use evidence to evaluate and change teaching practice to meet students’ varied learning needs?

Level 1 Candidate suggests changes unrelated to evidence of student learning.
Level 2 Candidate proposes changes that are focused primarily on improving directions for learning tasks or task/behavior management.
Level 3 Candidate proposes changes that address students’ collective learning needs related to the central focus. Candidate makes superficial connections to research and/or theory.
Level 4 Candidate proposes changes that address individual and collective learning needs related to the central focus. Candidate makes connections to research and/or theory.
Level 5: Candidate justifies changes using principles of research and/or theory.

  2015-2016 2016-2017 2017-2018
Initial (Undergraduate) 3.4 3.5 3.3
Initial (MST) 3.0 3.0 3.2


Employer Satisfaction (4.3)

In the fall of the 2016-2017 and 2017-2018 school years, Iona College participated in a regional survey of 110 member districts in the Mid-Hudson School Study Council.  These districts are served by the fourteen EPPs in the mid-Hudson region.  The response rate of the 110 districts was 49% in 2016 and 36% in 2017.

District representatives were asked to rate the preparation level of program completers who were hired within the past two years on a series of topics.  Institutions received their individual score plus the overall score of all fourteen institutions.  The following are scores of Iona’s graduates as compared to the overall score of the fourteen EPPs.

Scale:  1 = Unprepared or Underprepared, 2 = Minimally Prepared, 3 = Adequately Prepared, 4 = Well Prepared, 5 = Superior

  2016-2017 2017-2018
Collective Preparation Area Mean Score Reported, All Hires (n=33) Mean Score Reported, Iona Hires (n=8) Mean Score Reported, All Hires (n=45) Mean Score Reported, Iona Hires (n=4)
Classroom Management 3.5 3.9 4 2.8
Pedagogy and Differentiation of Instruction 3.5 3.9 3.5 2.5
Working with Diverse Students/Learners 3.4 2.3 3.5 2.5
Content Knowledge 3.8 4.0 3.7 2.5
Using Data Effectively for Instructional Decision-Making 3.2 3.4 3.4 2.0


Completer Satisfaction (4.4)

Data will be collected by survey in response to the question, “Overall, what is your level of satisfaction with the program you completed?” with the following response options:
1=Extremely dissatisfied, 2=Somewhat dissatisfied, 3=Neither satisfied nor dissatisfied, 4=Somewhat satisfied, 5=Extremely satisfied

Outcome Measures

Graduation Rates (4.5)

Total Program Completers by Graduation Year

  2014-2015 2015-2016 2016-2017 2017-2018
Initial (Undergraduate) 35 23 35 21
Initial (MST) 10 10 11 14
Advanced (MSEd) 20 8 22 3


Initial Programs - Undergraduate

  2014-2015 2015-2016 2016-2017 2017-2018
Total Undergraduates Declaring Education Major during Sophomore Year 39 27 33 29
Percentage Graduating with Education Degree within 4 years 87.18% 74.07% 93.94% 96.55%
Percentage Graduating with Education Degree within 5 years 89.74% 81.48% TBD TBD
Percentages Calculated Based on Freshman Year or Equivalent Entry
Indicates figures are projections

Initial Programs - MST (35-45 credits)

  2014-2015 2015-2016 2016-2017 2017-2018
Total Entering Program 13 15 10 16
Percentage Completing Program within 1 Year* - - - 18.75%
Percentage Completing Program within 2 Years 38.46% 33.33% 20% 62.5%
Percentage Completing Program within 2.5 Years 69.23% 60% 40% 87.5%
Percentage Completing Program within 3 Years 76.92% 73.33% 50% 87.5%
Percentage Completing Program within 4 Years 92.31% 73.33% 50% 87.5%
*Graduate coursework of dual degree five-year program
Indicates figures are projections

Advanced Programs - MSEd (36-48 credits)

  2014-2015 2015-2016 2016-2017 2017-2018
Total Entering Program 11 19 3 17
Percentage Completing Program within 2 Years 18.18% 68.42% 33.33% 70.59%
Percentage Completing Program within 2.5 years 45.45% 73.68% 33.33% TBD
Percentage Completing Program with 3 Years 81.82% 78.95% 100% TBD
Percentage Completing within 4 Years 81.82% 84.21% 100% TBD
Completion time measured from entry term
Percentages are cumulative
Indicates figures are projections

Licensure Rates in Area(s) of Study Since Graduation Date (4.6)

  2016-2017 2017-2018
Initial (Undergraduate) 80% 57.14%
Initial (MST) 90.91% 92.86%
Advanced (MSEd) Programs Leading to Additional Certification 82.35% 100%
Initial licensure in at least one program certification area

Hiring Rates in Area(s) of Study (Self-Reported) Since Graduation Date (4.7)

  2016-2017
Total Responses Response Rate Percentage Reporting Placement
Initial (Undergraduate) 11 31.43% 100%
Initial (MST) 11 100% 91%
Advanced (MSEd)* 20 90.91% 90%
*Advanced candidates employed in at least one of their certification areas (incl. undergraduate preparation)

Student loan default rates and other consumer information (4.8)

Student loan default rate data: not available.
Other consumer information (general Iona population): www.iona.edu/about/student-consumer-information.aspx