Accreditation Information

The School of Education at Spring Arbor University has been granted probationary accreditation for the next two years by The Council for the Accreditation of Educator Preparation (CAEP). The fall 2018 review by the CAEP Accreditation Council resulted in Spring Arbor University  and 52 other providers from 27 states and Puerto Rico to receive accreditation for their education preparation programs.

The Michigan Department of Education requires that all educator preparation programs be nationally accredited. Upon successfully completing the chosen program of study in which they choose to be certified, candidates participating in the Spring Arbor University School of Education accredited program will be certified by the Michigan Department of Education.

In preparation for the review visit in 2020, Spring Arbor University School of Education will be focusing on the stipulation in Standard 5 as follows:

  1. The EPP’s quality assurance system will be comprised of multiple measures that monitor candidate progress, completer achievements, and operational effectiveness.
  2. The EPP-created assessments will meet the criteria of reliability and validity so that the data from these assessments will be systematically analyzed.

Spring Arbor University joins a total of 196 other educator preparation providers nation-wide to receive CAEP Accreditation.

Please use the menu above or below to access information related to state program approval and national accreditation.

CAEP Annual Report (2018)

1.  Impact on P-12 Learning and Development (4.1)

The Michigan Department of Education (MDE) provides teacher preparation programs with two reports important to the impact program Completers have on P-12 learning.  In addition, the Spring Arbor University School of Education piloted a small Case Study that gathered data from Completers on their teaching impact on P-12 learners.

A.  The Education Preparation Institute Score/Rating (EPI Score) provides a score and ranking for each institution based on three criteria:

  • The three-year percentage related to the Michigan Test for Teacher Certification pass rate.
  • The survey completion rate (Teacher Candidates, Classroom Teachers, and Supervisors) during the final Internship Phase (Student Teaching) of the program.
  • The Efficacy rating of program Completers.

The Spring Arbor University teaching program was ranked #12th among 32 Michigan institutions with an overall score of 91.4%.

  • Spring Arbor University was scored higher than 11 state universities and 8 independent (private) colleges.
  • Spring Arbor University’s joined 7 other state institutions ranked with a score in the 91st percentile score.

B.  The MDE also provides “Year Out” Data which tracks employed program Completers and identifies their level of performance success, i.e., their end-of-the school year evaluation rating (Highly Effective, Effective, Minimally Effective, Ineffective) for each of their first three years of teaching.

*Data for the 2016-2017 academic year has not been released.

95.8% of Spring Arbor University trained teachers (n = 158/165) were rated Highly Effective or Effective in their first three years of teaching (2013-2016).

C. SAU Completer Case Study (SP 2018)

The School of Education reached out to six recent Completers currently teaching in their first, second, or third year.  Each completer was requested to (a) share their formal end of year evaluation and (b) provide evidence of their instructional impact on their learners. Four (n=4) Completers responded to the request.

*Note: This is ongoing case study and will be updated periodically as additional data is obtained.

Analysis Highlights:

  • All four (n-4) (100%) of the Completers were evaluated as “Effective”.
  • Three of the Completers (n=3) submitted data (District & Classroom) indicating their impact on student-learning growth.
  • Completer Case Study (SP2019)

  2. Indicators of Teaching Effectiveness (4.2)

The School of Education has selected four pieces of evidence as indicators of the teaching effectiveness of program Completers.

  • MDE “Year Out” Performance Evaluation Data
  • Partner School Teacher Evaluation Data
  • Completer Case Study
  • School Administrator Survey

A.   The “Year Out” Data provided by the Michigan Department of Education identifies the levels of Completers’ effectiveness per their end-of-the school year evaluation rating (Highly Effective, Effective, Minimally Effective, Ineffective). This data is tracked over a three-year time span.

*Data for the 2016-2017 academic year has not been released.

95.8% of Spring Arbor University trained teachers (n = 158/165) were rated Highly Effective or Effective in their first three years of teaching (2013-2016).

B.  Partner School Teacher Evaluation Data.

Teacher effectiveness data was collected from three partner school districts, (Northwest Community Schools, Western School District, and Springport Public Schools).

  • Each of the partner school districts identified the 5 Dimensions of Teaching and Learning as the approved Michigan Department of Education evaluation tool used to assess the performance of their teachers.
  • The partner schools provided teacher effectiveness data for 108 SAU completers (n=108) .

Analysis Highlights:

  • 100% (n=108) of Spring Arbor University trained teachers (Completers) were evaluated as Effective (48.1%) (n=52) or Highly Effective (51.9%) (N=56)

C.  SAU Completer Case Study (SP 2018)

The School of Education reached out to six recent Completers currently teaching in their first, second, or third year.  Each completer was requested to (a) share their formal end of year evaluation and (b) provide evidence of their instructional impact on their learners. Four (n=4) Completers responded to the request.

*Note: This is ongoing case study and will be updated periodically as additional data is obtained.

Analysis Highlights:

  • All four (n-4) (100%) of the Completers were evaluated as “Effective”.
  • Three of the Completers (n=3) submitted data (District & Classroom) indicating their impact on student-learning growth.
  • Completer Case Study (SP2019)

D. School Administrator Survey (Spring 2019)

Due to the absence of a comprehensive employer satisfaction survey by the Michigan Department of Education and seeking to address CAEP Standard 4.2 & 4.3 (Indicators of Teacher Effectiveness; Satisfaction of Employers), the School of Education adopted the survey used by the Indiana Department of Education to achieve this purpose.

This survey is composed of 21 questions organized within three central themes:

  1. Knowledge Preparation
  2. Performance Preparation
  3. Dispositional Preparation

One hundred and twenty-eight Completers (n=128) were identified as finishing the teacher education program between 2015 and 2018.  Of the 128 Completers, fifty-seven (n=57) were verified as employed as K-12 contracted teachers. Surveys were sent to the attention of their school administrators (n=45) with a total of 13 school administrators (n=13) completing the survey resulting in a 28.8% survey return rate.

Analysis Highlights:

  • 92.3% of school administrators responded that they were satisfied with the Spring Arbor University trained teacher(s) hired in the past three years (2015-1018).
  • 91.5% of school administrators Agreed or Strongly Agreed that Spring Arbor University trained teachers demonstrated appropriate levels of preparation. 
  • Survey: https://www.surveymonkey.com/results/SM-TMYVTNWGV/

3. Satisfaction of Employers and Employment Milestones (4.3)

The School of Education has selected four pieces of evidence as indicators of employer satisfaction and employment milestones of SAU completers.

A. Partner School Teacher Evaluation Data (See 2.B)

  • 100% (n=108) of Spring Arbor University trained teachers (Completers) were evaluated as Effective (48.1%) (n=52) or Highly Effective (51.9%) (N=56)

B. MDE “Year Out” Performance Evaluation Data (See 2.A)

  • 95.8% of Spring Arbor University trained teachers (n = 158/165) were rated Highly Effective or Effective in their first three years of teaching (2013-2016).

C. School Administrator Survey (See 2.D)

  • 92.3% of school administrators responded that they were satisfied with the Spring Arbor University trained teacher(s) hired in the past three years (2015-1018).
  • 91.5% of school administrators Agreed or Strongly Agreed that Spring Arbor University trained teachers demonstrated appropriate levels of preparation. 

D. Partner School Case Study

The School of Education contacted three partner schools (Northwest Community Schools, Springport Public Schools, and the Western School District) and requested they provide a list of SAU Completers currently employed in each of their districts. A total of 116 names of Completers was provided to the School of Education.  Each teacher was contacted and given a form requesting inquiring:

  • The total number of years the teacher had taught in that district.
  • An indication as to whether the teacher had advanced their certificate level.
  • An indication as to whether the teacher had assumed any advanced levels of employment “milestones” identified as various school leadership positions or initiatives.

Of the 116 forms distributed, 58 (n-58) were completed and returned to the School of Education (50% return rate).

Analysis Highlights

  • Sixteen teachers, (n=16) identified employment (27.5%) at their particular school for 1-5 years.
    • Of this group, five, (n=5) had advanced their certificate (0.8%) with six teachers, (n=6) identifying that they had assumed advanced levels of school leadership (10%).

  • Forty-two teachers, (n=42) identified employment (72%) at their particular school for 6+ years.
    • Of this group, all, (n=42) had advanced their certificate (72%) with twenty-eight teachers, (n=28) identifying that they had assumed advanced levels of school leadership (48%).

4. Satisfaction of Completers (4.4)

The School of Education has selected two pieces of evidence as indicators of the satisfaction of program Completers.
  • 2016-2017 MDE Survey Data of First Year Teachers
  • Beginning Teacher (Completer) Survey

A. 2016-2017 MDE Survey Data of First Year Teachers

The Michigan Department of Education surveys first year teachers reporting employment at the time of the survey’s release.

Graduation Rates

Spring Arbor University had a 5-year Campus graduation rate of 55%. The graduation rate for the School of Education for the same time period was 93%.

Ability of Completers to Meet Licensing (Certification)

Statement:

  • Evidence/Report Link
  • Evidence/Report Link
  • Evidence/Report Link
Ability of Completers to be Hired in Education Positions for which they are Prepared

Statement:

  • Evidence/Report Link
  • Evidence/Report Link
  • Evidence/Report Link
Student Loan Default Rates

The student loan default rate for Spring Arbor University is 5.9%. The national default rate for state universities is 11.5% and 7.4% for private colleges.

Other Report Information

SOE Undergraduate Assessment Report for the University

2016 | 20152014 | 2013 | 2012 | 2011 | 2010 | 2009

Title II

available upon request

2011 TEAC Inquiry Brief Materials

MDE Folios