CAEP Accountability Measures
Impact on P-12 Learning & Development
Student Performance on Statewide Assessments
The student performance on statewide assessments measure is computed using a statistical model and is based on average student learning growth among students assigned to in-field program completers from the previous three-year period who took statewide standardized assessments in English language arts and mathematics in grades 4 through 10. The measure is limited to program completers who received a student learning growth score during the most recent academic year for which results are available. Results on statewide assessments are based on the student learning growth formula adopted under section 1012.34, Florida Statutes. For more information about Florida’s student learning growth formula adopted under section 1012.34, Florida Statutes, http://www.fldoe.org/teaching/performance-evaluation. http://www.fldoe.org/teaching/performance-evaluation.
| Program Name; DOE Code; ITP/ADV | 2016 | 2017 | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|---|---|
| Art; DOE Code 114; ITP | - | - | - | - | - | - | - |
| Elementary Education/ESOL; DOE Code 444; ITP | 3 | 3 | - | 4 | 4 | 4 | 4 |
| Elementary Education/ESOL/Reading; DOE Code 494; ITP | 3 | 3 | 3 | 4 | 4 | 4 | 4 |
| English/ESOL; DOE Code 398; ITP | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Exceptional Student Education/ESOL K-12; DOE Code 430; ITP | - | - | - | - | - | - | - |
| Guidance and Counseling; DOE Code 304; ITP-CACREP accredited | - | - | - | - | - | - | - |
| Mathematics; DOE Code 287; ITP | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Music; DOE Code 202; ITP-NASM accredited | - | - | - | - | - | - | - |
| Reading; DOE Code 212; ADV | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Science: Biology; DOE Code 288; ITP | - | - | - | - | - | - | - |
| Science: Chemistry; DOE Code 289; ITP | - | - | - | - | - | - | - |
| Science: Physics; DOE Code 291; ITP | - | - | - | - | - | - | - |
| Social Science; DOE Code 293; ITP | - | - | - | - | - | - | - |
| World Language French; DOE Code 310; ITP | - | - | - | - | - | - | - |
| World Language Spanish; DOE Code 311; ITP | - | - | - | - | - | - | - |
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ITP: Initial Teacher Preparation Program; ADV: Advanced Program
ITP: Licensure, certification, or endorsement that signifies successful completion of preparation for P-12 educators through programs at the baccalaureate or post-baccalaureate levels. Initial licensure programs are designed to prepare candidates who have not yet earned a P-12 professional license. ADV: Advanced-level programs are defined by CAEP as educator preparation programs at the post-baccalaureate or graduate levels leading to licensure, certification, or endorsement. Advanced-level programs are designed to develop P-12 teachers who have already completed an initial preparation program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts. |
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Educational Leadership School Leaders; DOE Code 285; ADV
This degree does not receive APPR scoring and is therefore not listed in the above chart. |
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Source:
Teacher Preparation Program Reports https://www.florida-eipep.org/ApprFeedback/FeedbackRole, Educator Preparation Degree Programs, Florida Atlantic University, |
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Indicators of Teaching Effectiveness
Teacher Evaluation Results
The teacher evaluation results measure is computed based on the performance rating assigned by the local school district for program completers from the previous three-year period who received an annual evaluation rating from the most recent academic year.
| Program Name; DOE Code; ITP/ADV | 2016 | 2017 | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|---|---|
| Art; DOE Code 114; ITP | - | - | - | - | 4 | 4 | 4 |
| Elementary Education/ESOL; DOE Code 444; ITP | 2 | 3 | - | 4 | 4 | 4 | 4 |
| Elementary Education/ESOL/Reading; DOE Code 494; ITP | 2 | 3 | 2 | 4 | 4 | 4 | 4 |
| English/ESOL; DOE Code 398; ITP | 3 | 3 | 4 | 4 | 4 | 4 | 4 |
| Exceptional Student Education/ESOL K-12; DOE Code 430; ITP | 4 | 4 | 2 | 4 | 4 | 4 | 4 |
| Guidance and Counseling; DOE Code 304; ITP-CACREP accredited | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| Mathematics; DOE Code 287; ITP | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| Music; DOE Code 202; ITP-NASM accredited | 3 | 3 | 4 | 4 | 4 | 4 | 4 |
| Reading; DOE Code 212; ADV | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| Science: Biology; DOE Code 288; ITP | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| Science: Chemistry; DOE Code 289; ITP | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| Science: Physics; DOE Code 291; ITP | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| Social Science; DOE Code 293; ITP | 4 | 3 | 4 | 4 | 4 | 4 | 4 |
| World Language French; DOE Code 310; ITP | - | - | - | - | - | - | - |
| World Language Spanish; DOE Code 311; ITP | - | - | - | - | - | - | - |
| *Note: Educational Leadership School Leaders; DOE Code 285; ADV does not receive APPR scoring and is therefore not listed in the above chart. | |||||||
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ITP: Initial Teacher Preparation Program; ADV: Advanced Program
ITP: Licensure, certification, or endorsement that signifies successful completion of preparation for P-12 educators through programs at the baccalaureate or post-baccalaureate levels. Initial licensure programs are designed to prepare candidates who have not yet earned a P-12 professional license. ADV: Advanced-level programs are defined by CAEP as educator preparation programs at the post-baccalaureate or graduate levels leading to licensure, certification, or endorsement. Advanced-level programs are designed to develop P-12 teachers who have already completed an initial preparation program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts. |
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Educational Leadership School Leaders; DOE Code 285; ADV
This degree does not receive APPR scoring and is therefore not listed in the above chart. |
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Source
Teacher Preparation Program Reports https://www.florida-eipep.org/ApprFeedback/FeedbackRole, Educator Preparation Degree Programs, Florida Atlantic University |
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Satisfaction of Employers & Employment Milestones
ITP New Teacher Employer Satisfaction Survey
Employers of new teachers are surveyed a year after graduation using the Employer Satisfaction Survey. The Florida Department of Education provides a list of employment data for FAU graduates employed in the state of Florida. The graduates are from initial certification programs in the Curriculum and Instruction, Special Education, and Counselor Education departments. The survey asks principals to evaluate how well FAU programs prepared FAU graduates employed at their school. The survey questions are parallel to the New Teacher Satisfaction Survey. The survey is conducted in the late spring and early summer.
Overall satisfaction
Overall, the findings portray satisfaction among employers of FAU graduates, with 100% reporting average (3) or above average (5) of the employers of completer cohorts Spring 2021-Fall 2021.
| Rating | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|
| % Excellent (5) through Average (3) ratings | 100 | 100 | * | 100 | 100 |
| % Excellent (5) and Very good (4) ratings | 88.2 | 100 | * | 100 | 100 |
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Scale
5= excellent, 4= very good, 3= average, 2= fair, 1= poor |
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Source
New Teacher Employer Satisfaction Surveys *Data loss; no report available **To be collected Spring 2023 |
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ADV Educational Leadership School Leaders Employer Satisfaction Survey
Employers of School Leader completers/graduates are surveyed a year after graduation using the FAU 5 Employer Satisfaction Survey. The advanced-level Department of Educational Leadership & Research Methodology’s School Leaders program provides a list of program completers. Employers are surveyed to evaluate how well the completers of our state-certified school leaders program in their school and reflect their perception of the knowledge, skills, and dispositions of the FAU College of Education completers as it applies in their practice. The responses are developed based on the new FAU 5 School Leader Profile Core Values and Beliefs to serve as a guide in the development of best practices for future program planning. The survey is conducted in the late spring and early summer.
Overall satisfaction
Overall, the finings portray satisfaction among employers of FAU completers/graduates, with 90.9% reporting strongly agree (1) or somewhat agree (2) of the employers of completer cohorts between Spring 2021-Fall 2021.
| Rating | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|
| % Strongly agree (1) through Neither agree nor disagree (3) ratings | n/a | 99.6 | * | 90.9 | 90 |
| % Strongly agree (1) and Somewhat agree (2) rating | n/a | 98.9 | * | 90.9 | 90 |
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Scale
1= strongly agree, 2= somewhat agree, 3= neither agree nor disagree, 4= somewhat disagree, 5= strongly disagree |
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Source
Educational Leadership School Leaders Employer Satisfaction Surveys *Data loss; no report available **To be collected Spring 2023 |
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ADV Masters in Reading Employer Satisfaction Survey
Employers of Masters in Reading completers/graduates are surveyed using the Masters in Reading Employer Satisfaction Survey. The Florida Department of Education provides a list of employment data for FAU graduates employed in the state of Florida. The completers are from advanced-level programs in the Curriculum and Instruction (previously Teaching and Learning) department. Employers are surveyed to evaluate how well the completers of our state-certified Masters in Reading program in their school and reflect their perception of the knowledge, skills, and dispositions of the FAU College of Education completers as it applies in their practice. The responses serve as a guide in the development of best practices for future program planning. The survey was originally conducted in the fall. All subsequent surveys will be administered in spring.
Overall satisfaction
Overall, the findings portray satisfaction among FAU completers/graduates, with 100% reporting excellent (5) for completer cohorts since Spring 2021-Fall 2021.
| Rating | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|
| % Excellent (5) through Average (3) ratings | n/a | n/a | n/a | 100 | 100 |
| % Excellent (5) and Good (4) ratings | n/a | n/a | n/a | 100 | 100 |
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Scale
1=Poor, 2=Fair, 3=Average, 4=Good, 5=Excellent |
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Source
Masters in Reading Employer Satisfaction Surveys Employers of completer cohorts to be announced *Note: results generalization is not applicable **To be collected Spring 2023 |
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Satisfaction of Program Completers
ITP New Teacher Completer Satisfaction Survey
New teachers are surveyed a year after graduation using the New Teacher Completer Satisfaction Survey. The Florida Department of Education provides a list of employment data for FAU graduates employed in the state of Florida. The graduates are from initial certification programs in the Curriculum and Instruction, Special Education, and Counselor Education departments. The survey is emailed to each new teacher requesting their participation in an online survey. The survey asks new teachers to evaluate how well FAU programs prepared them for their teaching career. The survey questions are parallel to the Employer Satisfaction Survey. The survey is conducted in the late spring and early summer.
Overall satisfaction
Overall, the findings portray satisfaction among FAU graduates, with 95.5% reporting average (3) to excellent (5) satisfaction of the completer cohorts between Spring 2021- Fall 2021.
Overall Satisfaction
| Rating | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|
| % Excellent (5) through Average (3) ratings | 96.7 | 100 | * | 95.5 | 96.5 |
| % Excellent (5) and Very good (4) ratings | 84.6 | 77.4 | * | 90.9 | 90 |
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Scale 5= excellent, 4= very good, 3= average, 2= fair, 1= poor |
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Source
New Teacher Employer Satisfaction Surveys *Data loss; no report available **To be collected Spring 2023 |
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ADV Educational Leadership School Leaders Completer Satisfaction Survey
School Leader completers/graduates are surveyed a year after graduation using the FAU 5 Completer Satisfaction Survey. The advanced-level Department of Educational Leadership & Research Methodology’s School Leaders program provides a list of program completers. Completers are surveyed to evaluate how well they perceive their knowledge, skills, and dispositions. The responses are developed based on the new FAU 5 School Leader Profile Core Values and Beliefs to serve as a guide in the development of best practices for future program planning and parallels the questions in the Employer Satisfaction Survey.
Overall satisfaction
Overall, the findings depict 100% of FAU completer’s, between Spring 2021-Fall 2021, strongly agree they are the leader who perseveres and challenges the status quo in the interest of the school program they oversee.
| Rating | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|
| % Strongly agree (1) through Neither agree nor disagree (3) ratings | n/a | n/a | * | 100% | 100% |
| % Strongly agree (1) and Somewhat agree (2) ratings | n/a | n/a | * | 100% | 100% |
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Scale 1=Strongly agree, 2=Somewhat agree, 3=Neither agree nor disagree, 4=Somewhat disagree, 5=Strongly disagree |
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Source
School Leaders Completer Satisfaction Surveys *Data loss; no report available **To be collected Spring 2022 |
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ADV Masters in Reading Completer Satisfaction Survey
Masters in Reading completers are surveyed a year after graduation using the Masters in Reading Completer Satisfaction Survey. The Florida Department of Education provides a list of employment data for FAU completers/graduates employed in the state of Florida. The completers are from advanced-level programs in the Curriculum and Instruction (previously Teaching and Learning) department. Completers are surveyed to evaluate how they perceive their knowledge, skills, and dispositions. The responses serve as a guide in the development of best practices for future program planning and parallels the questions in the Employer Satisfaction Survey. The pilot survey was originally conducted in the fall. All subsequent surveys will be administered in spring.
Overall satisfaction
Overall, the findings portray satisfaction among FAU completers/graduates, with 100% reporting excellent (5) or good (4) for completer cohorts since Spring 2021-Fall 2021.
| Rating | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|
| % Excellent (5) through Average (3) ratings | n/a | n/a | n/a | 100 | 100 |
| % Excellent (5) and Good (4) ratings | n/a | n/a | n/a | 100 | 100 |
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Scale 1=Poor, 2=Fair, 3=Average, 4=Good, 5=Excellent |
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Source
Masters in Reading Completer Satisfaction Surveys **To be collected Spring 2022 |
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Graduation Rates
Number of Program Completers
A program completer is a candidate who has satisfied all teacher preparation program requirements established by Florida Statutes and State Board of Education Rules and who meets the qualifications for the Florida Professional Educator’s Certificate.
| Program Name; DOE Code; ITP/ADV | 2016 | 2017 | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|---|---|
| Art; DOE Code 114; Bachelors and Masters ITP | 1 | 2 | 2 | 1 | 1 | 1 | 0 |
| Educational Leadership; DOE Code 285; Masters ADV | 37 | 47 | 51 | 65 | 55 | 68 | 55 |
| Elementary Education/ESOL; DOE Code 444; Bachelors and Masters ITP | 91 | 79 | 4 | 4 | 5 | 2 | 5 |
| Elementary Education/ESOL/Reading; DOE Code 494; Bachelors ITP | 31 | 54 | 108 | 103 | 103 | 83 | 103 |
| English/ESOL; DOE Code 398; Bachelors and Masters ITP | 14 | 10 | 10 | 15 | 8 | 9 | 8 |
| Exceptional Student Education/ESOL K-12; DOE Code 430/495; Bachelors ITP | 12 | 10 | 11 | 19 | 8 | 8 | 8 |
| Guidance and Counseling; DOE Code 304; Masters ITP-CACREP accredited | 17 | 12 | 18 | 33 | 27 | 42 | 27 |
| Mathematics; DOE Code 287; Bachelors and Masters ITP | 4 | 3 | 3 | 3 | 7 | 3 | 7 |
| Music; DOE Code 202; Bachelors ITP-NASM accredited | 0 | 6 | 6 | 6 | 7 | 5 | 7 |
| Reading; DOE Code 212; Masters ADV | 6 | 5 | 1 | 0 | 5 | 1 | 5 |
| Science: Biology; DOE Code 288; Bachelors and Masters ITP | 12 | 4 | 4 | 4 | 3 | 2 | 3 |
| Science: Chemistry; DOE Code 289; Bachelors and Masters ITP | 0 | 0 | 0 | 1 | 1 | 0 | 1 |
| Science: Physics; DOE Code 291; Bachelors and Masters ITP | 0 | 0 | 1 | 0 | 0 | 0 | 0 |
| Social Science; DOE Code 293; Bachelors and Masters ITP | 21 | 10 | 14 | 12 | 11 | 14 | 11 |
| World Language French; DOE Code 310; Bachelors ITP | 1 | 0 | 0 | 0 | 0 | 0 | 0 |
| World Language Spanish; DOE Code 311; Bachelors ITP | 0 | 1 | 0 | 0 | 0 | 0 | 0 |
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ITP: Initial Teacher Preparation Program; ADV: Advanced Program
ITP: Licensure, certification, or endorsement that signifies successful completion of preparation for P-12 educators through programs at the baccalaureate or post-baccalaureate levels. Initial licensure programs are designed to prepare candidates who have not yet earned a P-12 professional license. ADV: Advanced-level programs are defined by CAEP as educator preparation programs at the post-baccalaureate or graduate levels leading to licensure, certification, or endorsement. Advanced-level programs are designed to develop P-12 teachers who have already completed an initial preparation program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts.
Source
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Licensure Rate
Certification Test Results Title II
Employment Rate
Placement Rate
The placement rate is computed as the percentage of program completers reported annually by each program to the Florida Department of Education who are identified by the Department’s Staff Information System, as prescribed in section 1008.385(2), Florida Statutes, as employed in a full-time or part-time instructional position in a Florida public school district at any point during either the first or second academic year subsequent to program completion. Program completers employed in private or out-of-state schools their first or second year following program completion are also included, if verified data are reported by the program.
| Program Name; DOE Code; ITP/ADV | 2016 | 2017 | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|---|---|
| Art; DOE Code 114; ITP | - | - | - | - | - | - | - |
| Elementary Education/ESOL; DOE Code 444; ITP | 4 | 3 | - | 4 | 4 | 3 | 2 |
| Elementary Education/ESOL/Reading; DOE Code 494; ITP | 4 | 3 | 3 | 4 | 4 | 3 | 2 |
| English/ESOL; DOE Code 398; ITP | 3 | 4 | 3 | 2 | 4 | 2 | 4 |
| Exceptional Student Education/ESOL K-12; DOE Code 430; ITP | 4 | 3 | 3 | 2 | 3 | 4 | 8 |
| Guidance and Counseling; DOE Code 304; ITP-CACREP accredited | 3 | 4 | 2 | 4 | 4 | 2 | 4 |
| Mathematics; DOE Code 287; ITP | 3 | 4 | 2 | - | 3 | 4 | 4 |
| Music; DOE Code 202; ITP-NASM accredited | 1 | 2 | - | 4 | - | 2 | 2 |
| Reading; DOE Code 212; ADV | 2 | 3 | 3 | 2 | 2 | 3 | - |
| Science: Biology; DOE Code 288; ITP | 3 | 2 | 3 | 4 | 3 | 4 | 3 |
| Science: Chemistry; DOE Code 289; ITP | 3 | 2 | 3 | 4 | 3 | 4 | 3 |
| Science: Physics; DOE Code 291; ITP | 3 | 2 | 3 | 4 | 3 | 4 | 3 |
| Social Science; DOE Code 293; ITP | 4 | 2 | 2 | 2 | 3 | 3 | 4 |
| World Language French; DOE Code 310; ITP | - | - | - | - | - | - | - |
| World Language Spanish; DOE Code 311; ITP | - | - | - | - | - | - | - |
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ITP: Initial Teacher Preparation Program; ADV: Advanced Program ITP: Licensure, certification, or endorsement that signifies successful completion of preparation for P-12 educators through programs at the baccalaureate or post-baccalaureate levels. Initial licensure programs are designed to prepare candidates who have not yet earned a P-12 professional license. ADV: Advanced-level programs are defined by CAEP as educator preparation programs at the post-baccalaureate or graduate levels leading to licensure, certification, or endorsement. Advanced-level programs are designed to develop P-12 teachers who have already completed an initial preparation program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts.
Source
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Retention Rate
The retention rate is computed as the average number of years program completers were employed in a fulltime or part-time instructional position in a Florida public school district (at any point during the year) across a five-year period following initial employment in either of the two (2) subsequent academic years following program completion. Program completers employed in private or out-of-state schools their first or second year following program completion are also included, if verified data are reported by the program.
| Program Name; DOE Code; ITP/ADV | 2016 | 2017 | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|---|---|
| 2021Art; DOE Code 114; ITP | - | 3 | - | - | - | - | - |
| Elementary Education/ESOL; DOE Code 444; ITP | 3 | 3 | - | 3 | 3 | 3 | 3 |
| Elementary Education/ESOL/Reading; DOE Code 494; ITP | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| English/ESOL; DOE Code 398; ITP | 4 | 4 | 3 | 4 | 3 | 4 | 3 |
| Exceptional Student Education/ESOL K-12; DOE Code 430; ITP | 4 | 4 | 3 | 3 | 4 | 4 | 4 |
| Guidance and Counseling; DOE Code 304; ITP-CACREP accredited | 4 | 3 | 4 | 4 | 3 | 2 | 4 |
| Mathematics; DOE Code 287; ITP | - | 4 | - | 3 | 4 | 3 | - |
| Music; DOE Code 202; ITP-NASM accredited | - | - | - | - | 3 | - | 3 |
| Reading; DOE Code 212; ADV | 3 | 3 | 3 | 4 | 4 | 3 | 4 |
| Science: Biology; DOE Code 288; ITP | 3 | 4 | 4 | 3 | - | 2 | 3 |
| Science: Chemistry; DOE Code 289; ITP | 3 | 4 | 4 | 3 | - | 2 | 3 |
| Science: Physics; DOE Code 291; ITP | 3 | 4 | 4 | 3 | - | 2 | 3 |
| Social Science; DOE Code 293; ITP | 4 | 3 | 3 | 3 | 3 | 3 | 4 |
| World Language French; DOE Code 310; ITP | - | - | - | - | - | - | - |
| World Language Spanish; DOE Code 311; ITP | - | - | - | - | - | - | - |
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ITP: Initial Teacher Preparation Program; ADV: Advanced Program
ADV: Advanced-level programs are defined by CAEP as educator preparation programs at the post-baccalaureate or graduate levels leading to licensure, certification, or endorsement. Advanced-level programs are designed to develop P-12 teachers who have already completed an initial preparation program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts.
Source
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Consumer Information
Percentage of Graduates Employed Full-Time
| Department | Program - DOE Code; CIP Code; Degree Level | 2016-2017 | 2017-2018 | 2018-2019 | 2019-2020 | 2020-2021 |
|---|---|---|---|---|---|---|
| Counselor Education | Counselor Education/School Counseling and Guidance Services- DOE 304; CIP 131101 Masters | -na- | 66.7% | 0.757 | 0.804 | 0.588 |
| Educational Leadership | Educational Leadership and Administration, General- DOE 285; CIP 130401 Masters | 0.776 | 0.697 | 0.797 | 0.807 | 0.712 |
| Special Education | Special Education and Teaching, General- DOE 430; CIP 131001 Bachelors | 0.833 | -na- | -na- | 89.5% | 0.581 |
| Curriculum and Instruction | Elementary Education and Teaching- DOE 494; CIP 131202 Bachelors | 0.835 | 0.809 | 0.804 | 0.786 | 0.508 |
| Curriculum and Instruction | English/Language Arts Teacher Education- DOE 398; CIP 131305 Bachelors | 0.833 | -na- | -na- | -na- | -na- |
| Curriculum and Instruction | Social Science Teacher Education- DOE 293; CIP 131317 Bachelors | 0.857 | -na- | 80% | -na- | -na- |
Source
FAU IEA https://www.fau.edu/iea; Internal Dashboards
Full-Time Average Year Income
| Department | Program - DOE Code; CIP Code; Degree Level | 2016-2017 | 2017-2018 | 2018-2019 | 2019-2020 | 2020-2021 |
|---|---|---|---|---|---|---|
| Counselor Education | Counselor Education/School Counseling and Guidance Services- DOE 304; CIP 131101 Masters | -na- | $53,848 | $50,432 | $55,740 | $65,116 |
| Educational Leadership | Educational Leadership and Administration, General- DOE 285; CIP 130401 Masters | $54,724 | $58,784 | $62,248 | $65,427 | $65,984 |
| Special Education | Special Education and Teaching, General- DOE 430; CIP 131001 Bachelors | $43,668 | -na- | -na- | $47,236 | $42,764 |
| Curriculum and Instruction | Elementary Education and Teaching- DOE 494; CIP 131202 Bachelors | $45,500 | $45,724 | $47,204 | $48,472 | $52,556 |
| Curriculum and Instruction | English/Language Arts Teacher Education- DOE 398; CIP 131305 Bachelors | $48,016 | -na- | -na- | -na- | -na- |
| Curriculum and Instruction | Social Science Teacher Education- DOE 293; CIP 131317 Bachelors | $45,684 | -na- | $48,380 | -na- | -na- |
Source
FAU IEA https://www.fau.edu/iea; Internal Dashboards
Shopping Sheet
The Shopping Sheet provides the 2022-2023 statistics for FAU. These statistics include (1) graduation rate, (2) loan default rate, (3) median borrowing for undergraduate study and (4) federal loan repayment over 10 years.
https://www.fau.edu/finaid/resources/other-resources/#shopsheet
Florida Atlantic University Default Loan Rate: Fiscal Years FY2020, FY2019 & FY2018
| OPE ID | PRGMS | Rate | FY2020 | FY2019 | FY2018 |
|---|---|---|---|---|---|
| 1481 | Both (FFEL/FDL) | Default Rate | 0% | 1.4 | 4.4 |
| No. in Default | 196 | 82 | 272 | ||
| No. in Repay | 5484 | 5692 | 6140 | ||
| Enrollment figures | 37,625 | 36,970 | 37,793 | ||
| Percentage Calculation | 2% | 15.4% | 16.20% | ||
| ENROLLMENT: To provide context for the Cohort Default Rate (CDR) data we include enrollment data (students enrolled at any time during the year) and a corresponding percentage (borrowers entering repayment divided by that enrollment figure). While there is no direct relationship between the timing of when a borrower entered repayment (October 1 through September 30) and any particular enrollment year, for the purpose of these data, we have chosen to use the academic year ending on the June 30 prior to the beginning of the cohort year. | |||||
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Source
U.S. Department of Education: Federal Student Aid https://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html; Official Cohort Default Rate Database https://nslds.ed.gov/nslds/nslds_SA/defaultmanagement/cohortdetail_3yr.cfm?sno=0&ope_id=001481 |
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FY 2018 Official National Cohort Default Rates with Prior Year Comparisons
| School | Rate | FY2020 | FY2019 | FY2018 |
|---|---|---|---|---|
| Public, 4yrs+ | Default Rate | 0.0% | 1.8% | 5.40% |
| No. in Default | 46 | 31,666 | 93,311 | |
| No. in Repay | 1,002,605 | 1,675,680 | 1,702,198 | |
| No. of Schools | 755 | 731 | 726 | |
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Source
U.S. Department of Education: Federal Student Aid https://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html; Cohort Default Rates by Institution Type https://www2.ed.gov/offices/OSFAP/defaultmanagement/schooltyperates.pdf |
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Florida Education & Training Placement Information Program (FETPIP)
FETPIP data provide accountability and outcome information for consumer use and career information for students and counselors. One of the benefits of having the FETPIP system is that data are collected that can help facilitate comparisons. A sample is listed below:
- Employment and/or education outcomes of a training program can be compared to others.
- Employment results can be examined in terms of the training programs that feed them.
- Program outcomes can be compared by race, sex, age or income level.
- Earnings can be compared across various education levels.
- The level of public assistance can be compared between graduates, dropouts and others.
https://www.fldoe.org/accountability/fl-edu-training-placement-info-program/fetpip-methodology.stml