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Candidate Performance Facts & Figures

Welcome to Grace College School of Education (SOE). The School of Education is currently accredited by the National Council for Accreditation of Teacher Education (NCATE), and has achieved National Recognition or National Recognition with Conditions status for Elementary and Secondary Education programs from the following Specialized Professional Associations (SPAs):


In Spring 2022, Grace SOE will seek national accreditation through the Council for the Accreditation of Educator Preparation (CAEP).  CAEP has identified eight annual impact and outcome measures for which EPPs are required to share data.  These measures include:

  1. Impact on P-12 learning and development
  2. Indicators of teaching effectiveness
  3. Satisfaction of employers
  4. Satisfaction of completers (graduates)
  5. Graduation Rates
  6. Ability of completers to meet licensing certification and any additional state requirements
  7. Ability of completers to be hired in education positions for which they have prepared
  8. Student loan default rates and other consumer information

Impact of P-12 Learning and Development

Not available at this time (will become available in Spring of 2021).


Indicators of Teaching Effectiveness

95% of Grace Graduates Were Rated Effective Or Highly Effective By Indiana Principals.


RISE Evaluation and Development System:

Indiana School corporations participating in the annual RISE evaluation system assess teachers on areas of Professional Practice and Student Learning.  Teachers receive a rating at the end of the school year in one of four performance levels:  Highly Effective, Effective, Needs Improvement, or Ineffective.  The Indiana Department of Education provides data regarding graduates of Indiana Educator Preparation Programs who are in their first, second or third year of in-service.

According to 2017-2018 IDOE Staff Performance Evaluation Data*, 95% of Grace College School of Education graduates were rated as Highly Effective or Effective.  These ratings demonstrate that Grace College School of Education program graduates are well qualified to teach in the area for which they have been prepared.

* Fewer than 10 graduates with only one year of experience were assessed with the RISE evaluation in 2017-2018, therefore, only data for graduates in their second and third years of service was included in the 2017-2018 report.


Graduates with Diplomas

Satisfaction of Employers

95% of Principals Consider Grace Grads to Be Well Prepared in Areas of Knowledge, Disposition, and Performance.


Principal Survey of New Teachers Results:

The Indiana Principal Survey* addresses Knowledge Preparation, Pedagogical Preparation, and Professional Disposition of new teachers who are in their first or second year of professional practice.  Principals respond to statements surrounding how well the new teacher was prepared for service by selecting one of the following four statements:  Strongly Disagree, Disagree, Agree or Strongly Agree.  The survey reflects elements of both national professional standards

(NCATE/CAEP) and the Model Core Teaching Standards, Interstate Teacher Assessment and Support Consortium (InTASC)  

While 95% of principals who assessed Grace grads in their first or second year of service during 2017-2018 were overall satisfied with the training they received, 100% Strongly Agreed or Agreed that Grace School of Education did an outstanding job preparing teachers to...

understand how students learn and develop at the grade level they are teaching.

meet expectations of a beginning teacher for content preparation and knowledge.

adhere to the ethical and legal requirements of the teaching profession.

*“Indiana Code 20-18-11.5-9 requires principals at each charter school (including virtual schools) and school corporation to ‘complete a survey that provides information regarding the principal’s assessment of the quality of instruction by each particular teacher preparation program located in Indiana for teachers employed at the school who initially received their teaching license in Indiana in the previous two (2) years.’” (IDOE, 2016)


Students at Commencement

Satisfaction of Teacher Education Graduates

Grace Teacher Education Grads Believe They Are Prepared in Areas of Knowledge, Performance, and Disposition.


Indiana Teacher Survey of Education Preparation Provider:

First and second year in-service teachers were asked to respond to statements related to how well Grace School of  Education prepared them in areas of Knowledge Preparation, Pedagogical Preparation, and Professional Disposition (similar to the Principal Survey of New Teachers).  Of all in-service teachers* who responded in 2016-2017, and when asked to rate their overall assessment of how well they were prepared to teach, 100% indicated “Very Satisfied.” Of the 12 in-serviceteachers who responded in 2017-2018, and when asked to rate their overall assessment of how well they were prepared to teach, 92% indicated “Excellent” or “Good.” 

Items related to ethical requirements and professional practice were rated highest, suggesting Grace College School of Education graduates were in sync with principal ratings and illustrate their preparation is both relative and current, especially as relates to professionalism in the workplace.


Graduation Rates and Other School of Education Milestones

The table below shows, in corresponding years, the number of students admitted to the teacher education program as candidates, total enrolled candidates as defined by Title II*, students who successfully completed all requirements of the teacher education program, graduates who successfully passed Indiana licensing exams required for teacher certification, and those working within their field of study.


Enrollment

Candidate Milestones 2017-2018 2016-2017 2015-2016
Admission to Teacher Education (Candidacy) 39 33 49
Total Enrolled Candidates* 85 81 94
Program Completers (Graduates**) 39 32 38
Licensed with Indiana Dept. of Ed*** 38 31 33
Working Within Field of Study 37 29 31

*For the purposes of Title II reporting, an enrolled student is defined as a student who has been admitted to a teacher preparation program, but who has not completed the program during the academic year being reported.

**A graduate is an individual who completed the program during the academic year being reported, but is not counted an enrolled student.

***Includes only graduates of reporting year


Graduates Meeting Licensure Certification


Grace School of Education program graduates must pass Indiana CORE licensing exams for licensure in Indiana. The following table shows pass rates for Elementary Education, Special Education and Secondary Education, including English Education, Life Science Education, Math Education, Social Studies Education, and Foreign Language Education.

Pass Rates 2018-2019 2017-2018 2016-2017
All Program Completers as Reported by Title II 83% 87% 94%
Elementary Education 86% 87% 96%
Special Education 100% 100% 100%
Secondary Education* <10** <10** 89%

*Aggregate pass rate for all secondary education programs (<10 per program during each reporting cycle). **<10 indicates fewer than 10 completers during a reporting cycle.  For more information regarding this report or to receive specific secondary education passage rates, contact the Grace College School of Education.


Teacher Graduate Employment Rate

100% “Level of Success” in Employment Rate of 2017-2018 Grace Teacher Education Graduates


Grace College Center for Career Connections conducted a First Destinations Survey of 2017-2018 Grace College graduates. Of those responding (17 of 39 program completers), 100% of School of Education graduates were successful in their “first destination” with 88% employed full-time and 12% employed part-time.

The School of Education also collects ongoing employment information on its graduates. The most recent data indicates 89% (31/35) of 2018-2019 School of Education graduates are employed in a full-time teaching position, with 3% (1/35) working in schools in a support role and 6% (2/35) attending graduate school.


Student Loan Default Rates and other Consumer Information

Cohort default rates are based on federal fiscal years. Federal fiscal years begin October 1st of a calendar year and end on September 30th of the following calendar year. Each federal fiscal year refers to the calendar year in which it ends.

Three-Year Official Cohort Default Rates

Fiscal Year 2016 2015 2014
Default Rate 2.6% 3.4% 4.5%
Number in Default 12 15 19
Number in Repayment 454 431 419