1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org
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- In CAEP’s performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom
- A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
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Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent’s relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review.
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Annual Reporting of CAEP Accountability Measures
Our educator preparation program is committed to transparency, continuous improvement, and producing highly effective educators. In alignment with the Council for the Accreditation of Educator Preparation (CAEP), we publicly report four key accountability measures that reflect the quality and impact of our program.
First, we examine completer impact and effectiveness, highlighting how our graduates influence P–12 student learning and demonstrate professional success in their classrooms. Second, we report satisfaction of employers and stakeholder involvement, capturing feedback from school leaders and partners to ensure our candidates meet workforce needs. Third, we provide data on candidate competency at completion, showcasing how well our candidates meet rigorous standards before entering the profession. Finally, we share information on the ability of completers to be hired in education positions, demonstrating the success of our graduates in securing and maintaining employment in the field.
Together, these measures reflect our dedication to preparing knowledgeable, skilled, and responsive educators who make a meaningful difference in schools and communities.
The following educator preparation programs are currently reviewed and accredited by CAEP. The next review cycle is scheduled for Spring 2026.
Initial Level Preparation: The Teacher Education Program is accredited by Council for the Accreditation of Educator Preparation (CAEP) and approved by the State Board of Education. Majors may be earned in Early Childhood Education (grades PK-3), Elementary Education (grades 2-6), Special Education Multi-Categorical Mild Disabilities (grades PK-12), Physical Education (grades K-12) and Music (grades K-12). Minors in Secondary Education (grades 9-12) may be earned in the following areas: English, Mathematics, and Social Studies. A major in Physical Education with the addition of an Education minor (grades K-12) may also be earned.
Measure 1: Completer Effectiveness
Completer effectiveness is a key indicator of how well our graduates translate their preparation into meaningful impact in the classroom. We use multiple measures to evaluate this, including South Carolina’s SCLead, which provides data on teacher performance and student growth, as well as Student Learning Objectives (SLOs), which highlight a teacher’s ability to plan, instruct, and assess student progress over time. In addition, we consider the ADEPT system, which evaluates instructional quality and professional practice during induction and beyond. Together, these tools offer a comprehensive picture of our completers’ effectiveness and their positive impact on P–12 student learning.
Measure 2: Satisfaction of Employers and Stakeholder Involvement
Satisfaction of employers and stakeholder involvement provide valuable insight into how well our program prepares graduates to meet the needs of today’s schools. We actively seek feedback from principals, district leaders, cooperating teachers, and community partners to evaluate the performance, professionalism, and readiness of our completers. This input helps us understand strengths, identify areas for growth, and ensure alignment with the expectations of the field. Ongoing collaboration with stakeholders also plays a critical role in program design and continuous improvement, allowing us to refine our curriculum, clinical experiences, and support systems to better serve both our candidates and the schools they impact.
Satisfaction of Employers/Stakeholder Involvement Website Accountability
Measure 3: Candidate Competency at Completion
Candidate competency at completion reflects our commitment to ensuring that every teacher candidate is fully prepared to enter the profession with the knowledge, skills, and dispositions necessary for success. Throughout their program, candidates are assessed using multiple measures, including coursework, clinical evaluations, performance-based assessments, and demonstrated proficiency in planning, instruction, and assessment. These comprehensive evaluations ensure that candidates meet rigorous professional standards and can effectively support diverse learners. By the time they complete the program, our candidates have shown they are classroom-ready and equipped to make a positive impact from day one.
Overall Narrative: Candidate Competency at Completion Website Accountability
Candidate Competency at Completion Website Accountability
2024 Erskine College of Education Alumni Survey
2023 Erskine College of Education Alumni Survey
2022 Erskine College of Education Alumni Survey
PLT and PRAXIS Data and Analysis
Measure 4: Ability of Completers to be Hired in Education Positions
The ability of completers to be hired in education positions demonstrates the success of our program in preparing graduates who are highly sought after by schools and districts. We track employment outcomes, including job placement rates, areas of certification, and retention in the field, to ensure our completers are competitive candidates in the education workforce. Strong partnerships with local school systems and ongoing support for candidates during and after graduation further enhance employment opportunities, with over 40% of our graduates being hired by partnering districts. These data reflect our commitment to preparing effective educators who are ready to meet the needs of schools and make an immediate impact in their professional roles.
Job Placement/Grad School Data
3.1F: 2024-25_sc_educator_supply_demand_one-pager_1
Accrediting Agencies
Council for the Accreditation of Educator Preparation (CAEP)
National Council for the Social Studies (NCSS)
Association for Childhood Education International (ACEI)
National Association for the Education of Young Children (NAEYC)
National Association for Sport and Physical Education (NASPE)
National Council of Teachers of English (NCTE)