Accreditation

The vision of the U of A Teacher Education is to be a leader in the preparation of educational professionals based on essential knowledge, evolving technology, research findings, and reflective practice in a dynamic global society. The University of Arkansas graduates are prepared to become: 1) Knowledgeable, 2) Skillful, 3) Caring, and 4) Professional educators in diverse educational settings who can balance the needs and aspirations of each learner with the expectations of an increasingly complex and technological society.

Our educators are teachers, administrators, counselors, and other school professionals who value theory and research, understand that theory and practice are complementary and mutually reinforcing, and are committed to the enhancement of teaching, learning, and professional practice.

General EPP Profile

The University of Arkansas has educator preparation programs for 26 initial licensure areas including combined licensure areas such as Physics/Math, Speech/Drama, and Vocal/Instrumental Music. The below document lists all licensure areas with their approved programs and accreditation status.

Initial Licensure Areas, Accreditation Organization and Status (Google Doc)

Advanced-level programs are defined by CAEP as educator preparation programs at the post-baccalaureate or graduate levels leading to licensure, certification, or endorsement. Advanced-level programs are designed to develop P-12 teachers who have already completed an initial preparation program, currently licensed administrators, other certificated (or similar state language) school professionals for employment in P-12 schools/districts. The University of Arkansas currently officers advanced level programs for 17 endorsement areas.

Advanced Programs, Accreditation Organization and Status (Google Doc)

Completer Data includes the number of completers for each program and licensure area. Competers are defined as a candidate who successfully completes all program requirements of a teacher preparation program. The University of Arkansas does not exclude candidates from this count if they have not passed all licensure tests.

Initial Programs Completer Data 2024-2025

Advanced Programs Completer Data 2023-2024 (Google Doc)

 

CAEP Accreditation Status & Accountability Measures

Initial and advanced level teacher education programs at the University of Arkansas were granted accreditation by the Council for the Accreditation of Educator Preparation effective Spring 2020 through Spring 2027.

CAEP Accountability Measures contains information on the following: (a) completer impact and effectiveness, (b) employer satisfaction and stakeholder involvement, (c) candidate competency at the time of program completion and (d) ability of completers to be hired in positions for which they were prepared.

The University of Arkansas Educator Preparation Provider (EPP) assesses completer effectiveness and impact on P–12 student learning through a multi-measure system that includes:

These data sources align with CAEP Standard R4.1 and R4.2 and are collected during the 2024–2025 academic year reporting cycle:

  1. Employer Survey (2024 Completers)
     Sample size: 15 employer respondents
     Employers rated completers on a 4-point scale (1 = Unprepared to 4 = Well Prepared)

     Key Findings:
  • Employers rated completers consistently between “Prepared” and “Well Prepared” across all domains (instruction, planning, assessment, communication).
  • 80% of employers reported that completers had a positive impact on P–12 student academic achievement.
  • 75%+ of employers rated completers as Effective or Highly Effective in overall teaching performance.

Interpretation:

Employer data indicate strong early-career effectiveness, particularly in instructional practice and professional responsibilities.

  1. Completer (Alumni) Survey (2024–2025 Graduates)

Sample size: 129 completers

Key Findings:

  • Completers reported average ratings between 3.0–4.0 (Prepared to Well Prepared) across all teaching domains.
  • Strongest areas:
    • Understanding student development
    • Content knowledge
    • Instructional planning
  • 100% of completers reported a positive impact on student learning.

Interpretation:

Self-reported data align with employer perceptions and indicate strong confidence in readiness and impact.

  1. Statewide Completer Survey (2022–2024 Cohorts)

Response rate: 62% (n = 2,848 respondents)

Key Findings (TESS Domains):

  • ~92% positive response rate across TESS Domains 1–4 (Planning, Environment, Instruction, Professionalism)
  • Domain 1 (Planning and Preparation): ~93% positive responses

Interpretation:

State data provide external validation that U of A completers are well-prepared across core teaching competencies aligned to professional standards.

  1. Supervisor Survey (Statewide)

Response rate: 61% (n = 2,063 supervisors)

Key Findings:

  • ~92% positive ratings across TESS domains for completer effectiveness
  • Strongest areas:
    • Content knowledge and pedagogy
    • Instructional planning
    • Professional responsibilities

Interpretation:

Supervisor perceptions corroborate both completer and employer data, strengthening the validity of findings.

  1. EPP Internal Impact Measures (Bi-Annual Reports)

Mentor/Employer-Type Feedback (2024–2025):

  • 82.6% of mentors rated candidates prepared in content knowledge
  • 77.9% in developmental understanding
  • 69.1% in differentiating instruction
  • 72.5% in instructional planning

Interpretation:

While overall performance is strong, these data highlight specific instructional areas needing targeted programmatic attention.

  1. State Impact Measures (Value-Added Growth Scores)

Sample size: 36 completers

Key Findings:

  • Arkansas Department of Elementary and Secondary Education released a report analyzing VAS data across three UAF completer cohorts (2018–2021). Among 26 UAF completers, 59% achieved an average growth score of ≥80, compared to a statewide average of 43% (n=1,700). 

Interpretation:

These data reflect not only the strength of our program’s initial preparation but also the sustained impact of our graduates in the field.

Access the Data:
Completer (Alumni) Survey Data (self-reported preparedness and impact) (CAEP R4.3) (PDF)
Statewide Completer and Supervisor Survey Data (TESS-aligned effectiveness  indicators)(CAEP R4.2, R4.3)(PDF)
Value-Added Growth Scores (VAS) (CAEP R.4.1) (PDF)
ADE Annual Growth Scores Report (CAEP R.4.1) (Google Sheets)

The University of Arkansas EPP evaluates employer satisfaction and stakeholder involvement through multiple data sources, including:

  • University-administered Employer Survey
  • Arkansas Department of Education (ADE) Supervisor Survey
  • Stakeholder partnership structures and feedback loops

These measures align with CAEP Standards R4.2, R4.3, and RA4.1 and are collected annually as part of the continuous improvement system.

  1. Employer Survey (University Instrument – 2024 Completers)

Response rate: 15 respondents

Scale: 1 = Unprepared to 4 = Well Prepared

Key Findings:

  • Employers rated completers between “Prepared” and “Well Prepared” across all domains
  • Strength areas:
    • Content knowledge
    • Instructional strategies
    • Communication
    • 80% of employers reported completers had a positive impact on student learning

Interpretation:

Employer perceptions indicate strong satisfaction with program completers’ readiness and effectiveness.

  1. State Supervisor Survey (ADE Instrument)

Response rate: 61% (n = 2,063)

Key Findings:

  • Approximately 92% of supervisors rated completers as prepared or well prepared across TESS domains
  • Strongest areas:
    • Instruction
    • Professional responsibilities
    • Content knowledge

Interpretation:

State data confirm high levels of employer satisfaction and reinforce university findings.

  1. Stakeholder Involvement and Engagement

The EPP maintains robust, systematic stakeholder engagement:

Policy Collaboration: School partners collaborated with university leadership to revise the Memorandum of Understanding. This included updates to the substitute teaching policy for teacher candidates, the addition of nondiscrimination language, and strengthened expectations related to practicum, field experiences, and residency assignments. These revisions were developed in collaboration with district administration and our University Teacher Education Board (UTEB), a committee composed of faculty, including leaders from our Continuous Improvement Team, and school-based partners.

Residency Transition: In response to the state executive order requiring a yearlong internship/residency for all initial licensure pathways, university faculty and school partners have been actively engaged in implementation planning. Twenty-three programs of study were revised to incorporate significant changes to meet requirements and were approved by the state. Stakeholders have provided feedback on structural and curricular changes, including the co-development and revision of a new Residency Handbook in preparation for full implementation in 2025–2026 through multiple partnership meetings (see below) and informal opportunities. This revision has led to a reworking of the Memorandum of Understanding to better align with the Residency Handbook. This is still in process. 

University Teacher Education Board (UTEB): This standing committee includes representatives from each licensure program and local schools. UTEB meets monthly to review and approve curricular changes, propose initiatives, and ensure ongoing collaboration between the EPP and the field. https://uteb.uark.edu/ 

Bi-Annual Partnership Meetings: Held each semester, these meetings include mentor teachers, school administrators, and university faculty. They serve as a venue for sharing program updates, addressing field-based challenges, and soliciting actionable feedback from stakeholders. Meeting agendas (R.4.2; R.5.3) and content are shaped by partner input, ensuring relevance and responsiveness. Sample notes from recent meetings provide evidence of this engagement.

Targeted Program Involvement: In several programs, such as Special Education, school partners participate directly in the selection process by serving on interview panels for incoming candidates. Additionally, school partners actively contribute to our Career Seminar—a capstone professional preparation course—and participate in our Career Fair, supporting candidate transition into the profession.

Access the Data:

Statewide Completer and Supervisor Survey Data (CAEP R4.2, R4.3) (PDF)
 Employment Milestones (CAEP R.4.2) (Google Doc)
 Employer Survey Data (initial effectiveness and impact) (CAEP R4.2) (PDF)
 Memorandum of Understanding Working Revision (R.4.2) (Google Doc)
 Residency Handbook (R.4.2) (Google Doc)

The EPP assesses candidate competency at completion through:

  • State-required licensure assessments (Praxis exams, Foundations of Reading)
  • Program-level performance tracking (pass rates, attempts, mean scores)
  • Alignment to professional standards (InTASC, CAEP, Arkansas Educator Competencies)

This measure aligns with CAEP Standard R3.3.

  1. Praxis Licensure Exams (2024–2025 Data)

Key Findings:

  • Pass rates ranged from 80% to 100% across programs
  • Many programs achieved 100% pass rates, including:
    • Elementary Education (all subtests)
    • Special Education and Early Childhood programs
  • Mean scores consistently met or exceeded state cut scores, for example, in Elementary Education, Reading, Math, Social Studies, and Science, have attained 100% pass rates across multiple years
  1. First-Time and Multiple Attempt Analysis
  • The majority of candidates pass on the initial attempt
  • Minimal numbers require multiple attempts
  • Very few candidates remain unpassed at completion

Interpretation:

Candidates demonstrate strong mastery of content and pedagogy aligned with licensure expectations.

  1. Alignment to Standards

Candidate competency is aligned with:

  • Arkansas Educator Competencies
  • InTASC Model Core Teaching Standards
  • CAEP expectations for candidate performance

Access the Data:

Licensure Data, Analysis and Interpretation (CAEP R.3.3) (Google Doc)
Assessment of Pedagogy (CAEP R.3.3) (PDF)

The EPP evaluates completers’ employment outcomes through:

  • State completer employment data
  • Graduate employment surveys
  • Employer hiring trends

This measure aligns with CAEP Standard R4.3 / RA4.1.

  1. State Completer Employment Data (2022–2024 Cohorts)

Total completers analyzed: 5,689

Survey response rate: 62%

Key Findings (Employment Distribution):

  • Majority employed as teachers in Arkansas public schools
  • Additional completers employed:
    • In education outside Arkansas
    • In education-related roles
    • Employed outside education
  1. Employment Barriers (for Non-Employed Completers)
  • Top reasons identified:
    • Difficulty finding positions in the preferred location (65%)
    • Limited subject-area job availability (61%)
    • Decisions to work outside Arkansas (47%)

Interpretation:

Employment challenges are largely market-driven rather than preparation-related.

  1. Institutional Employment Measures

From EPP reporting:

  • Strong alignment between preparation areas and employment placements
  • Evidence of completers filling high-need and shortage areas
  • Continued employer demand for program graduates
  • There is a need to increase our response rates.

Access the Data:

Employment Data Charts for Graduates (CAEP R.4.2) (Google Doc)
Graduate Employment Survey (CAEP R.4.2) (Google Doc)

Additional Accreditation Information

Additional programs have the ability to apply for accreditation through their national organizations.  The following are a list of programs and their accrediation organizations:

  • Drama Education is accredited by the National Association of Schools of Theatre (NAST)
  • Music Education is accredited by the National Association of Schools of Music (NASM)
  • Art Education is accredited by the National Association of Schools of Art and Design (NASAD)

nasum               NASAD logo             NAST logo