Educator Preparation Accountability Measures

CAEP Accreditation 

The Department of Urban Education's programming is accredited under the Council for the Accreditation of Educator Preparation (CAEP). CAEP’s purpose is to advance excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. Rutgers University - Newark Department of Urban Education (DUE) serves as the accreditation hub for all Rutgers – Newark programs that lead to teacher certification in the state of New Jersey.  In 2014, educator preparation programs at Rutgers – Newark were accredited by TEAC, the Teacher Education Accreditation Council. TEAC was subsumed by CAEP, the Council for the Accreditation of Educator Preparation, shortly after. Rutgers underwent reaccreditation through CAEP in 2021-2022.

Council for the Accreditation of Educator Preparation (CAEP) is one of the national accreditors contracted by the state of New Jersey for all education licensure programs. CAEP has a set of standards that must be met by all initial preparation programs including the Department of Urban Education’s (DUE) Urban Secondary Education Program, English as a Second Language program, the Post-Baccalaureate Programs with teacher certification, and the Masters of Art (MAT) in teaching with teacher certification programs. The recently introduced Alternate Route Programs are also required to be accredited through CAEP and have met the CAEP standards for initial licensure programs.

CAEP has another set of standards that must be met by all programs offering certificate programs at the advanced level. These programs are designed for educators who wish to advance their learning and expertise and obtain an additional license in Teacher of Bilingual/Bicultural Education. This advanced license can be achieved through both non-degree certificate and endorsement programs as well as though some of the DUE's MAT programs.

CAEP Initial Level Standards

Submit Comments

Interested parties are invited to submit third-party comments to the evaluation team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).

We invite you to submit written testimony to:

CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org

Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:

  • 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.
  • 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. 

Rutgers Newark Department of Urban Education submitted a self-study report to CAEP in 2021 and held a virtual site visit in spring 2022. CAEP Accreditation Council’s approval was submitted in late summer 2022.  The programs reviewed were the following:

  • Urban Secondary Education, B.A. (initial)
  • ESL & Bilingual Education, B.A. (initial)

 

During the last review in 2014, the following programs were accredited by TEAC through December 2021:

  • Biological Science (K-12) 

  • Chemistry (K-12)

  • Earth Science (K-12)

  • English (K-12)

  • Mathematics (K-12)

  • Physical Science (K-12)

  • Physics (K-12)

  • Portuguese (K-12)

  • Social Studies (K-12)

  • Spanish (K-12)

  • Technology Education (K-12--partnership with NJIT only)

Accountability Measures

The New Jersey Department of Education has worked with educator preparation programs (EPPs) in New Jersey on the development of reports that connect New Jersey public school teachers and their performance and persistence data back to the institution where they were trained. Following a year of collaboration with the EPPs, the first public reports were released in 2014. Annually, the New Jersey Performance Report for Educator Preparation Programs release builds upon this work and feature a streamlined format designed to promote clarity of information.

The goal of this report is to share the available state data on novice teachers that this Educator Preparation Provider (EPP) recommended for certification. To create the report, the New Jersey Department of Education (NJDOE) has synthesized data from multiple sources. Unless otherwise indicated, the data used in this report represents a one year cohort of teachers who earned a Certificate of Eligibility with Advanced Standing (CEAS) in the 2016-2017 school year who may have been employed in the 2018-2019 school year in a New Jersey public school.

For Impact Measures review median Student Growth Percentile (SGP) and Student Growth Objectives (SGO).

New Jersey Department of Education's Educator Preparation Program Reports

 

edTPA Summary Data

*Note: Rubrics 5, 10, 11, 12, 13, and 15 demonstrate impact on student learning

 

 

 

Initial

CSA Summary Report

Impact on P12 Growth Case Study

3 Year Employer Survey Summary

Program Impact Survey Analysis

Initial Programs

End of Program Survey— Administered at the end of student teaching

edTPA Summary Data

*Note: Rubrics 5, 10, 11, 12, 13, and 15 demonstrate impact on student learning for effectiveness

 

Alumni Survey — Collected one year after completion

Each subsequent sheet contains responses to one question of the CEAS survey which is taken by those who apply for certification to teach in a New Jersey public school.

 

Title II Reports

 

Advanced Programs

Additional Reporting Measures

Rutgers University Annual Institutional Profile Report

 

Comparative Profile

Rutgers University Annual Institutional Profile Report

 

Comparative Profile

 

National Center for Education Statistics

 

Rutgers University-Newark Fact Sheet

 

United States Department of Education