The University of Missouri-Kansas City School of Education, Social Work and Psychological Sciences is currently accredited by the Missouri Department of Elementary and Secondary Education (DESE) and the Council for the Accreditation of Educator Preparation (CAEP).

CAEP requires educator preparation programs to provide outcome data that can be shared widely. The resources shared below will provide evidence of our annual measures.

CAEP Standard 4: Program Impact

The provider demonstrates the effectiveness of its completers’ instruction on P-12 student learning and development, and completer and employer satisfaction with the relevance and effectiveness of preparation. 

Initial-Level CAEP Accreditation

Measure 1 (Standard R4.1): Completer Effectiveness and Impact on P-12 Learning and Development 

CAEP Standard R4.1. The provider demonstrates that program completers: 
A. effectively contribute to P-12 student-learning growth AND 
B. apply in P-12 classrooms the professional knowledge, skills, and dispositions the preparation experiences were designed to achieve. In addition, the provider includes a rationale for the evidence provided. 
 
Survey of Completers. UMKC’s School of Education, Social Work and Psychological Sciences conducted a qualitative study observing 2015 and 2016 middle and secondary English Language Arts completers. The study demonstrates the impact on student learning growth and development of students in their charge and the level of satisfaction with the education they received at UMKC. A qualitative study observing 2019, 2020, and 2021 elementary program completers will be conducted May-July 2022 with results reported to the faculty at the Fall 2022 Data Day 
Completer Case Studies (CAEP 4.1, 4.4, Technology) (PDF) 
 
Survey of Employers. Since 2007, DESE in collaboration with the University of Missouri’s Office of Social and Economic Data Analysis (OSEDA) has administered an annual survey of employers of first-year teachers–typically teachers’ principals. This survey includes principals’ perceptions of how teachers impact student learning and development. 
Principals of UMKC Teachers: Impact on Student Learning, 2015-present (PDF) 
 
NEE. The Network for Educator Effectiveness (NEE) is an assessment system designed to provide school districts throughout Missouri with a way to evaluate and monitor the effectiveness of their teachers and other school personnel, with the ultimate goal of improved student achievement. Multiple measures of educator effectiveness are collected, including classroom observations of teachers by principals, professional development plans provided by teachers, and student surveys. Below are results for UMKC’s School of Education. These data were most recently requested by the School of Education, Social Work and Psychological Sciences for the 2016-2017 academic year. 
Teacher Observation Data (CAEP 4.2) (PDF) 

Measure 2 (Standards R4.2, R5.3): Satisfaction of Employers and Stakeholder Involvement 

CAEP Standard R4.2 The provider demonstrates that employers are satisfied with the completers’ preparation for their assigned responsibilities in working with diverse P-12 students and their families. 
 
CAEP Standard R5.3 The provider regularly and systematically assesses performance against its goals and relevant standards, tracks results over time, tests innovations and the effects of selection criteria on subsequent progress and completion, and uses results to improve program elements and processes. 

Since 2007, DESE in collaboration with the University of Missouri’s Office of Social and Economic Data Analysis (OSEDA) has administered an annual survey of employers of first-year employees–typically teachers’ principals or principals’ or counselors’ supervisors. This is one part of a statewide data collection effort known widely as the First-Year Educator Survey. The first-year surveys were redesigned for 2015. 

Principals of UMKC Teacher Responses

2024 (PDF)
2023 (PDF)
2022 (PDF)
2021 (PDF)
2020 (PDF)
2019 (PDF) 
2018 (PDF) 
2017 (PDF) 

Missouri Statewide Principal Responses

2024 (PDF)
2023 (PDF)
2022 (PDF)
2021 (PDF)
2020 (PDF) 
2019 (PDF) 
2018 (PDF) 
2017 (PDF) 

The School of Education, Social Work and Psychological Sciences Employer Survey is administered each summer by the Assessment Coordinator, who contacts employers of graduates. The survey collects information on work setting, employees’ preparedness related to School of Education, Social Work and Psychological Sciences values, and employees’ preparedness for their professional work. Note that the employer survey was changed to a 4-point scale in 2017; 5-point-scale responses prior to 2017 are incomparable. 
 
School of Education, Social Work and Psychological Sciences Employer Survey, 2017-present (PDF)

Measure 3 (Standard R3.3): Candidate competency at program completion

CAEP Standard R3.3 Educator preparation providers establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program. The provider selects criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show how the academic and nonacademic factors predict candidate performance in the program and effective teaching. 

MoCA. Beginning September 2014, candidates seeking educator certification in Missouri are required to achieve a passing score on the appropriate Missouri Content Assessments (MoCA). Effective August 31, 2014, the Praxis II series was no longer used for Missouri educator certification candidates. The MoCA measures teacher candidates’ content knowledge specific to the area in which each seeks certification. The assessments are aligned with state and national standards and may include several subtests. 

School of Education, Social Work and Psychological Sciences MoCA Results: Teacher Preparation Programs (2016-2020) (PDF)

The Missouri Annual Performance Report for Educator Preparation Programs (APR-EPP) is based on five years of reporting by EPPs at Missouri colleges and universities. The APR-EPP is completed by the Missouri Department of Elementary and Secondary Education (DESE) each year and consists of performance data measuring whether an individual certification program continues to meet state standards. The report is based upon the Missouri Standards for the Preparation of Educators (MoSPE) Standard 1 (Academics), Standard 3 (Field and Clinical Experiences), and Standard 4 (Candidates) and considers data also used in other annual reporting measures (e.g., MEES, MoCA, completer and employer surveys). The overall goal of MoSPE and the APR-EPP is to ensure that together we are preparing, developing, and supporting educators. 

• APR-EPP (PDF) for UMKC (2022)
• APR-EPP (PDF) for UMKC (2021)
• APR-EPP (PDF) for UMKC (2019). Note that the APR was suspended in 2020 due to the COVID-19 pandemic. A new APR will be available for 2021
• APR-EPP Comprehensive Guide (PDF) 

MoPTA. Through Spring 2018, the Missouri Pre-Service Teacher Assessment (MoPTA) was required for certification by the state of Missouri for candidates seeking teaching certification and was aligned with Missouri’s Teacher Standards and Quality Indicators. Taken during the clinical experience, MoPTA assessed the instructional capability prior to receiving a license. 

School of Education, Social Work and Psychological Sciences MoPTA Data through 2017(CAEP 4.1)(PDF) 

MEES. Since 2018, the Missouri Educator Evaluation System (MEES) has been designated as the assessment of instructional capability prior to licensure.  MEES was created on the general beliefs about the purpose of the evaluation process. Central to these beliefs is a theory of action which maintains that improving student performance is predicated on the improvement of educator practice. The primary purpose of the MEES evaluation system is to promote growth in effective practice that ultimately increases student performance. Below are results for UMKC’s School of Education, Social Work and Psychological Sciences. Note that in 2019, the Missouri Department of Elementary and Secondary Education (DESE) changed their reporting requirements to focus on a comprehensive score for each standard rather than specific quality indicators. 

School of Education, Social Work and Psychological Sciences MEES Data, 2015-2020 (CAEP 4.1, 4.2) (PDF) 

Sections 205—208 of Title II of the Higher Education Act (HEA) call for the accountability for programs that prepare teachers. Educator preparation programs (EPPs) report to the state and then report to the U.S. Department of Education. EPPs report annually on: 

• Basic aspects of the teacher preparation program, such as admissions requirements; number of students enrolled by gender, ethnicity, and race; required minimum GPA for admission for undergraduate and postgraduate students; assessment information and pass rates; information about supervised clinical experience; the number of students prepared by academic major and subject area; and the number of program completers;
• Goals for increasing the number of teachers trained in shortage areas and assurances about aspects of teacher training;
• Approval or accreditation of the teacher preparation program and whether the program is under a designation of “low-performing”
• Information about preparing teachers to use technology, to participate as a member of individualized education program teams and to teach students with disabilities or who are limited English proficient. 

Measure 4: Ability of completers to be hired in education positions for which they have prepared 

Each year the Missouri Department of Elementary and Secondary Education (DESE) links information on district employees employed in Missouri public schools to the teacher education program in which they were prepared. These data allow us to track our completers’ persistence in the profession in Missouri public schools. 

School of Education, Social Work and Psychological Sciences Employment Milestones (PDF)

Advanced-Level CAEP Accreditation

The School of Education, Social Work and Psychological Sciences currently offers these post-baccalaureate/graduate programs that lead to licensure, certification, or endorsement:

• Master of Arts (M.A.) in PK-12 Education Administration—Building-Level Certification
• Educational Specialist (Ed.S) in Education Administration—Building-Level Certification
• Master of Arts (M.A.) in Counseling and Guidance (School Counseling)

In anticipation of a future application for CAEP Advanced-Level accreditation for these programs, the School of Education, Social Work and Psychological Sciences reports the following information and the CAEP Advanced-Level Standards to which they are or will be aligned. 

Measure 2 (Standards RA4.1): Satisfaction of Employers & Stakeholder Involvement 

CAEP Standard RA4.1 The provider demonstrates that employers are satisfied with completers’ preparation and that completers reach employment milestones such as promotion and retention. 

Since 2007, DESE in collaboration with the University of Missouri’s Office of Social and Economic Data Analysis (OSEDA) has administered an annual survey of employers of first-year employees–typically teachers’ principals or principals’ and counselors’ supervisors. This is one part of a statewide data collection effort known widely as the First-Year Educator Survey. The first-year surveys were redesigned for 2015. 

Supervisors of UMKC Principal and Counselor Responses (CAEP A.4.1) 

2024: Principal (PDF)
2024: Counselor (PDF)
2023: Principal (PDF)
2023: Counselor (PDF)
2022: Principal (PDF)
2022: Counselor (PDF)
2021: Principal (PDF)
2021: Counselor (PDF)
2020: Principal (PDF)
2020: Counselor (PDF)
2019: Principal (PDF)
2019: Counselor (PDF)
2018: Principal (PDF)
2018: Counselor: data unavailable due to small sample size (n < 15) 

Missouri Statewide Supervisor Responses

2024: Principal (PDF)
2024: Counselor (PDF)
2023: Principal (PDF)
2023: Counselor (PDF)
2022: Principal (PDF)
2022: Counselor (PDF)
2021: Principal (PDF)
2021: Counselor (PDF)
2020: Principal (PDF)
2020: Counselor (PDF)
2019: Principal (PDF)
2019: Counselor (PDF)
2018: Principal (PDF)
2018: Counselor (PDF)

Measure 3 (Standard RA3.4): Candidate Competency at Program Completion 

CAEP Standard RA3.4 Before the provider recommends any advanced program candidate for completion, it documents that the candidate has reached a high standard for content knowledge in the field of specialization, data literacy, and research-driven decision making, effective use of collaborative skills, applications of technology, and applications of dispositions, laws, codes of ethics, and professional standards appropriate for the field of specialization. 

Survey of Completers 

Data from a Survey of Completers is not yet available as too few completers have responded to post-graduation surveys in the last couple years. We expect to revamp the graduation survey in the coming months and obtain sufficient data by 2023. 

Measure 4: Ability of completers to be hired in education positions for which they have prepared

Each year the Missouri Department of Elementary and Secondary Education (DESE) links information on district employees employed in Missouri public schools to the advanced-level program in which they were prepared. These data allow us to track our completers’ persistence in the profession in Missouri public schools. 

Ability of Completers to be Hired in Education Positions (PDF)