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Accreditation Statement

The American University School of Education Educator Preparation Programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP). The Office of the State Superintendent of Education (OSSE) approves all programs in conjunction with CAEP accreditation. All programs are currently approved by OSSE.

The AU Undergraduate and Graduate Educator Preparation programs are committed to continuous improvement and assessment. We make decisions based on evidence we collect and analyze in classrooms, field experiences, and other learning environments. We use data to inform program modifications and changes. Below is information regarding our measures of impact and candidate success.

Initial Licensure Level

Early Childhood Education (MAT)
Elementary Education (BA, MAT)
Secondary Math Education (BA, MAT)
Secondary Biology Education (BA, MAT)
Secondary Chemistry Education (BA, MAT)
Secondary Physics Education (BA, MAT)
Secondary General Science Education (BA, MAT)
Secondary Social Studies Education (BA, MAT)
Secondary English Education (BA, MAT)
English to Speakers of Other Languages (MAT)
Special Education Learning Disabilities (MA)

Advanced Licensure Level

Antiracist Administration Supervision and Leadership (Certificate)

Measure 1: Impact on P-12 Learning and Development/Indicators of Teaching Effectiveness

The Office of the State Superintendent for Education complies an annual report of the previous year’s completers, employed as first-year teachers and teachers with any years of experience in DC LEAs, received ratings of effective or higher. In DC, LEAs have the autonomy to define “effective teaching” under their teacher evaluation system. Typically, effectiveness ratings are a measure of the teacher’s performance over the duration of the school year, therefore requiring the completion of a year of teaching to receive a rating.

The following graphs show the effectiveness of completers at American University School of Education compared to completers at similar EPPs, and candidates and completers citywide. Note, all teachers did not receive an effectiveness rating, and those without one are excluded from the calculations. In the graphs, the n-counts represent: (1) the unduplicated number of completers from American University School of Education who were teachers and received an effectiveness rating; (2) the unduplicated number of completers from traditional programs who were teachers and received an effectiveness rating; (3) the unduplicated number of candidates and completers citywide who were teachers and received an effectiveness rating. The corresponding percentage is the proportion of teachers who were rated effective or higher for the respective metric. The n-counts and corresponding percentages in the first graph below are comprised of first-year teachers who received an effectiveness rating.

To view this data in PDF format, click here.

Measure 2: Satisfaction of Employers

Initial Programs:

	Employers (n = 4) Employees (n= 4)(Special Education; Learning Disabilities (MA), Secondary Social Studies (MAT), Secondary English MAT), Elementary (UG)	Strongly Agree/ Agree	Strongly Disagree/ Disagree

The Learner and Learning

1 (InTASC 1)	The teacher understands how learners grow and develop and designs and implements developmentally appropriate and challenging learning experiences	100%	0%
Comment	The teacher understands how learners develop, though consistent ongoing support of developmentally appropriate methodology is still an important support. Learning about theory and putting theory into practice takes time. Having an understanding of how the brain develops and how it affects learning and self-managing of behaviors is crucial for young/new to the classroom teachers.
2 (InTASC 2)	The teacher demonstrates (evidence-based) a positive impact on student learning and development.	100%	0%
Comment	XX is a strong teacher, they work with our students to develop the best of themselves. They are what Lisa Delpit and others call a "warm demander."
3 (InTASC 3)	The teacher uses understanding of individual differences and diverse cultures to enable each learner to meet high standards.	100%	0%
Comment	This is a developing characteristic, they come with the understanding, want, and need to be this type of teacher. Now they are learning how. They are proactive in this area of their professional development.

Content Knowledge

4 (InTASC 4)	The teacher works with others to create environments that encourage positive social interaction, active engagement in learning, and self-motivation.	100%	0%
Comment	The teacher is collaborative, intentionally talks to their counterparts to work together, and is learning about Project Based Learning through school wide professional development.
5 (InTASC 3)	The teacher creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.	100%	0%
Comment	The teacher is developing in this area. They are working towards becoming a teacher of excellence.

Instructional Practice

6 (InTASC 6)	The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving.	100%	0%
Comment	yes
7 (InTASC 7)	The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learners' decision making.	100%	0%
Comment
8 (InTASC 8)	The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Comment	The teacher does use a variety of methodology and is experimenting on the types that work best.

Professional Responsibility

9 (InTASC 9)	The teacher engages in ongoing professional learning and uses evidence to continually evaluate their practice.	100%	0%
Comment	Without a doubt, this is a strength of the teacher’s.
10 (InTASC 10)	The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues and other school professionals, and community members to ensure learner growth and to advance the profession.	100%	0%
Comment	The teacher is full member of our community, takes on responsibilities and addresses situations. I am grateful they said yes to our invitation to join our school community.

Advanced Program: As a new program, the Antiracist Administration Supervision and Leadership Certificate program graduated 3 completers. Due to the low number, and therefore the lack of anonymity, the SOE is not providing these data.

Measure 3: Candidate Competency at Completion

American University School of Education; Teacher Education Competency at Completion

Dispositional Skills at program completion are measured by the Teacher Education's final Student Teaching evaluation. This is a valid and reliable national assessment. The spring 2022 data indicates that teacher candidates are completing the program with the essential dispositional skills to be successful teachers.

Content Knowledge at program completion is measured by transcript analysis and licensure exam pass rates. The data show that all Teacher Candidates met acceptable coursework performance of at least a C for UGs and at least a B- for GRs and that overall Praxis data results indicate that teacher candidates perform at or above the national performance levels. The School of Education recognizes these standardized assessments have demonstrated patterns of inequitable outcomes, particularly for students of color.

Pedagogical Knowledge and Skills at program completion are measured by the Teacher Education's final Student Teaching evaluation. This is a valid and reliable national assessment. The spring 2022 data indicates that teacher candidates are completing the program with the essential pedagogical knowledge and skills to be successful teachers.

Technology Skills and Application at program completion are measured formatively, across the program, and culminate in the requirement that all teacher candidates must earn the Google Certificate to demonstrate proficient performance using Google applications to impact student learning.