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 diverse and 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 2023-2024 (Google Doc)

Advanced Programs Completer Data 2023-2024 (Google Doc)

 

 

CAEP Accreditation Status & Accountibility 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 logo CAEP University of Arkansas Accreditation Report 2020

CAEP Accreditation Notification Letter

 

CAEP Accountibility 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.

Each spring, both the state of Arkansas and the University of Arkansas collect data from first-year program completers to evaluate the effectiveness of educator preparation. The purpose of these surveys is to assess novice teachers’ perceptions of their preparedness and to inform continuous program improvement.

The state survey is structured around the components of the Arkansas Teacher Excellence and Support System (TESS), which is grounded in Danielson’s Framework for Teaching . The university-developed instrument is aligned with the InTASC Model Core Teaching Standards to ensure alignment with national expectations for educator performance.

For the most recent cycle, the state survey achieved a 56% response rate, while the university-administered survey received a 10% response rate. While we are encouraged by the state response rate, increasing participation in the university survey remains a priority. Despite these differences in response rates, both data sets indicate that completers felt prepared or well-prepared across all domains of teaching practice (78% average for the state survey and 73% average for the university survey). However, consistent with national trends, novice teachers identified classroom management (58% average for the state survey and 56% for the university survey) and family communication (50% average for the university survey) as areas of challenge.

Supporting Instruments:

Razorback Legacy Survey (includes Impact Data) (R.4.3)

ADE Alumni Survey Data (R.4.3)

In addition to perceptual data, the Arkansas Department of Education collects Value-Added Growth Scores (VAS) as a measure of completer impact on P-12 student learning over time. For the 2022 reporting year, VAS data were collected for 22 completers in English Language Arts, 20 in Mathematics, and 12 in Science during their first year of employment. A transformed score of 80 or higher reflects that our completers’ students are exceeding expected academic growth. Across the combined subjects (English Language Arts, Math, and Science), UAF completers achieved scores of 80.5 or higher, indicating a positive impact on student learning outcomes.

Further, in Fall 2024, the Arkansas Department of Elementary and Secondary Education released a report analyzing VAS data across three UAF completer cohorts (2018–2020). Among 180 UAF completers, 59% achieved an average growth score of ≥80, compared to a statewide average of 44% (n=1,700). These data reflect not only the strength of our program’s initial preparation but also the sustained impact of our graduates in the field.

Value-Added Growth Scores (VAS) (R.4.1)

ADE Annual Growth Scores Report (R.4.1)

Each spring, both the state of Arkansas and the University of Arkansas collect survey data from employers of first-year program completers to evaluate the effectiveness of our educator preparation programs. These instruments are designed to capture supervisor and employer perceptions regarding the readiness of our graduates.

The state survey (R.4.2) is aligned with the Arkansas Teacher Excellence and Support System (TESS), which draws on Danielson’s Framework for Teaching. The university-developed employer survey is aligned with the InTASC Model Core Teaching Standards, ensuring coherence with national expectations for novice teacher performance. For the most recent cycle, the response rate was 56% for the state survey and 43% for the university instrument.

Both surveys highlighted areas of strength for our completers.  Employers in both surveys confirmed that completers were prepared to well prepared for the classroom (84% in the university survey, 94% in the state survey).  

A key area of focus in the most recent findings is the use of assessment to guide instruction. On the university survey (R.4.2), 74% of employers reported that completers were “prepared” or “well-prepared” in this area. In contrast, the state survey reported 92% of employers rating our completers as “prepared” or “well-prepared” for Domain 3d: Using Assessment in Instruction. This discrepancy suggests that caution should be exercised in interpreting the data broadly and highlights the need for continued triangulation across multiple measures to guide targeted program improvements.

Stakeholder Engagement and Partnership

The University of Arkansas values the role of stakeholders in the continuous improvement of our Educator Preparation Provider (EPP). Our partnerships with local schools and districts are deeply integrated into program decision-making and policy development.

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 and internship assignments. These revisions were developed in collaboration with district administration and our University Teacher Education Board (UTEB), a committee composed of faculty and school-based partners.

Residency Transition (2024–2025): In response to a new 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. 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 an update to our Memorandum of Understanding to better align with the Residency Handbook. 

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. 

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.

Arkansas Department of Education Employer Data (R.4.2)

Employment Milestones (R.4.2)

Employer Survey (R.4.2)

Partnership Meeting Notes (R.4.2; R.5.3)

Memorandum of Understanding Revision (R.4.2)

Residency Handbook (R.4.2)

Monitoring Candidate Competency at Program Completion (R.3.3)

Our institution systematically monitors candidate competency at program completion (R.3.3) by tracking performance on all required licensure assessments. These include assessments mandated by the state of Arkansas—such as the Praxis II Content Area exams and, for specific programs, the Foundations of Reading Test—as well as program-determined assessments, including the Praxis Principles of Learning and Teaching (PLT) and the Assessment of Pedagogy (R.3.3).

When data are available, we conduct comprehensive analyses of test performance, including number of attempts, mean scores, score ranges, and pass rates at the Educator Preparation Provider (EPP), state, and national levels. For the 2024 cohort, program-level pass rates ranged from 80% to 100%. In adherence to data privacy standards and to ensure the reliability of reporting, results from programs with fewer than five candidates are not publicly reported.

Over the past three years, our institution has prioritized the enhancement of candidate support structures related to licensure exam preparation. These initiatives—ranging from targeted test preparation workshops to individualized advising—have contributed to a notable reduction in the number of test retakes, reflecting the impact and effectiveness of our evidence-based support strategies.

Additionally, our institution has collaborated with other educator preparation programs across the state in the development and implementation of an alternative, statewide Assessment of Pedagogy. This collaborative initiative has strengthened our ability to benchmark and analyze candidate performance in relation to peer institutions. Longitudinal data from this assessment have consistently highlighted planning and preparation as areas of strength among our candidates. Because the Assessment of Pedagogy is intentionally aligned with classroom-based observation instruments, it ensures a coherent and consistent evaluation framework across clinical experiences, including practicum, internship, and program completion.

Licensure Data, Analysis and Interpretation (R.3.3)

Assessment of Pedagogy (R.3.3)

The Graduate Employment Survey (R.4.2)  is sent every fall to find out where completers have been placed for their first job.  The questions ask whether they were employed as an educator and where they were placed. 

For the last three cycles of data, our completers reported that they are successfully finding employment as teachers (92% in 2023/2024).  The percentage of completers staying in Arkansas hovers around 78% which is a decrease over the previous year.  The majority of our completers receive a salary between $40,000-50,000, with 63% receiving above $50,000.  This information is an important indicator that our completers are finding successful employment. 

We have about 22% of our graduates moving out of the state for employment. Next to Arkansas, Texas (10%) represents the largest employer of our graduates.  

Employment Data Charts for Graduates (R.4.2)