EPP Accreditation | Coppin State University

EPP Accreditation

EPP Accreditation

Accreditation of Educator Preparation

The School of Education at Coppin State University (the Educator Preparation Provider - EPP) is accredited by the National Council for Accreditation of Teacher Education (NCATE). The School of Education is one of only 15 programs in the State of Maryland to be accredited by this prestigious accreditor - a status it has retained since 1962.

The following Coppin State University teacher education programs were reviewed during the 2015 successful NCATE visit:

  • Elementary Education (Bachelor’s and Master’s - initial certification) – Nationally recognized by the Association for Childhood Education International (ACEI)
  • Early Childhood Education (initial - certification) – Nationally recognized by the National Association for the Education of Young Children (NAEYC)
  • Special Education (Master’s level advanced) – Nationally recognized by Council for Exceptional Children (CEC)
  • Administrator I Certification Program (advanced) – Nationally recognized by the Educational Leadership Constituent Council) ELCC

As the School looks into the future, it is currently pursuing national accreditation through the Council for the Accreditation of Educator Preparation (CAEP). CAEP is the sole nationally recognized accrediting body for educator preparation. When a school of education is CAEP/NCATE accredited, it assures that the school's educator preparation program has met national standards set by the education field at large and has undergone rigorous external and impartial review by professionals, policymakers, and representatives of the public. CAEP/NCATE's performance-based system of accreditation fosters the development of competent classroom teachers, specialists, and administrators who work to improve the education of all P -12 students and help all students.

In addition, the School of Education is approved by the Maryland State Department of Education (MSDE). This approval encompasses all programs leading to certification in educator preparation at Coppin State University, and includes the following programs:

  • Elementary Education (Baccalaureate and Post Baccalaureate)
  • Early Childhood Education (Baccalaureate)
  • Special Education (Baccalaureate and Post Baccalaureate)
  • Administrator I Certification Program (Post Baccalaureate)

EPP/CAEP Annual Reporting Measures

CAEP has identified a set of eight annual outcome and impact measures and expects EPPs to provide publicly shared data in two broad areas: Impact Measures and Outcome Measures. Below are the eight reporting measures for our undergraduate and graduate initial licensure programs with links to data tables and information that provide supporting evidence for each measure.

Measures of Program Impact

Measure 1: Impact on P-12 Learning and Development

Measure 2: Indicators of Teaching Effectiveness

The provider demonstrates that completers effectively apply professional knowledge, skills, and dispositions that the preparation experiences were designed and implemented to achieve. The School of Education assesses the teaching effectiveness of its completers using several methods—its own alumni survey as well as its own employer survey.

Initial Completers Evidence

Advanced Completers Evidence

Indicators of Teaching Effectiveness

Measure 3: Satisfaction of Employers and Employment Milestones

The School of Education's annual alumni survey includes survey items to assess our completers’ retention and promotion/tenure. The results of these survey items can be viewed at the links below.

Supporting Evidence: Admin I Employer Survey - Fall 2020 (PDF)

Measure 4: Satisfaction of Completers

The School of Education assesses the satisfaction of its completers using several methods—its own alumni survey and the EPP's Exit Survey.

Initial Completers

Initial Completers Evidence: Exit Survey

Advanced Completers

Satisfaction of Completers

Outcome Measures

Measure 5: Graduation Rates

All programs offered by the School of Education and lead to state certification requires that all initial teacher candidates complete and pass all state requirements before entering the internship phase, except the content certification tests. Also, the School of Education requires that all teacher candidates pass ALL licensure tests (without exception) before graduation and degree conferral.

Initial Completers

Seventeen of the 19 students initial program candidates who participated in the fall 2019 and the spring 2020 capstone activities satisfied program completion requirements, an 89% graduation rate.

Academic Year Initial Advanced Total
2018 - 2019 4 13 17
2017 - 2018 5 13 18

Advanced Completers

Advanced Completion Rates

Measure 6: Ability of Program Completers to Meet Licensing

Title II Report

Title II is the Federal accountability system that reports student success on initial teacher certification exams. Title II of the Higher Education Act mandates that institutions of higher education that prepare teachers to publicly report to its State education agency the pass rates of their graduates or program completers on teacher licensure exams taken by 10 or more students. Additional information related to the quality of our educator preparation programs is reported. The State Department of Education (MSDE) is expected to submit a state report summarizing the results of all teacher preparation institutions and provides to the U. S. Department of Education.

Each link below discloses results from the School of Education for its program completers over the last 3 academic years. Our program Completers consistently have a high rate of success on the Praxis II tests.

Note: Due to the COVID 19 Pandemic, the Maryland State Board of Education issued a Code of Maryland Regulation (COMAR) 13A.12.01.14 – Waivers and Special Certification Provisions for new teachers, and the EPP’s data is consistent with this Emergency Adoption law.

Evidence: 2019-2020 Title II Report

Advanced Completers

Ability of Program Completers to Meet Licensing

Measure 7: Ability of Completers to be Hired in Education Position for Which they have Prepared

Initial Program Completers

Completers of the Coppin State University initial teacher preparation programs have a strong history of securing employment with school systems within and out of state.

69% of the initial Completers (N=11) responded to the request for information on employment details, indicating employment within the field. Outreach will continue with the expectation to secure additional responses from completers and update this information.

Advanced Completers

Advanced Completers Ability to be Hired in Educational Leadership Positions

Measure 8: Student Loan Default Rates and Other Consumer Information

  1. Institution Tuition & Fees Schedule
  1. Maryland Professional Education Positions & Salary Schedules
  1. Loan Default Rate

At Coppin State University, 72.0% of incoming students take out a loan to help defray freshman year costs, averaging $5,984 per student. This amount comprises both private and federally-funded student loans. Further, 68.0% of all undergraduate students (including freshmen) at Coppin State University utilize federal student loans to support the pursuit of a college education by our students.

The data provided at https://nslds.ed.gov/ (OPE-ID: 002068) are the most recent as published by the U.S. Department of Education. At this time, the EPP student loan default rates as provided by the federal government, are not able to be separated from the university's aggregate data.