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Center for Excellence and Equity in Teacher Preparation

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CAEP Accountability Measures

Facts & Figures about UD Educator Preparation Candidates and Completers

The University of Delaware’s educator preparation programs listed below are accredited by the Council for the Accreditation of Educator Preparation (CAEP):

Initial Teacher Preparation Programs:

  • Blended Early Childhood Education
  • Elementary Teacher Education
  • Elementary Teacher Education/English as a Second Language
  • Elementary Teacher Education/Middle School English
  • Elementary Teacher Education/Middle School Mathematics
  • Elementary Teacher Education/Middle School Science
  • Elementary Teacher Education/Middle School Social Studies
  • Elementary Teacher Education/Special Education
  • Teaching Student with Disabilities
  • Foreign Language Education
  • Music Education
  • Secondary English Education
  • Secondary Mathematics Education
  • Secondary Science Education
  • Secondary Social Studies Education
  • Teaching English as a Second Language
  • Agricultural Education (not currently offered)

Advanced Educator Preparation Programs:

  • Literacy
 

The following facts and figures demonstrate data aligned to the CAEP annual reporting measures:

Completer effectiveness
University of Delaware initial teacher preparation completers employed in Delaware public schools during the 2024-2025 school year were evaluated using the Delaware Teacher Growth and Support System (DTGSS) or DPAS-II evaluation frameworks. Of the 282 UD completers with available evaluation data, 92.6% were rated Effective or Highly Effective on the summative teaching effectiveness rating (on a scale of 1–Ineffective to 4–Highly Effective). 

Across evaluation systems: completers evaluated under DTGSS (N=255) earned an average summative rating of 2.96, with 91.8% rated Effective or Highly Effective. Completers evaluated under DPAS-II (N=27) earned an average summative rating of 3.26, with 100% rated Effective or Highly Effective. 

Satisfaction of Employers

Employers/supervisors of 2024-2025 initial program completers (N=38) rated the completers’ performance on a scale of 1 (not well) to 4 (very well). Overall, 82.1% of ratings were Meets or Very Well, with an average rating of 3.26. The following were the highest-rated and lowest-rated skills: 

Highest-rated— 

  • Reflect on teaching to improve planning and practice (mean rating: 3.45) • Engage in ongoing professional learning and development (mean rating: 3.42) • Ensure a safe and inclusive learning environment for all students (mean rating: 3.37) 

Lowest-rated— 

  • Address and manage the most consistently challenging students and behaviors in the classroom (mean rating: 3.13) 
  • Design instruction to meet the needs of students with individual differences (mean rating: 3.18) 
  • Integrate technology into instruction and learning experiences to achieve learning goals (mean rating: 3.18)

Results of completer surveys

The 2024-2025 completers of the initial teacher preparation programs (N=59) rated the effectiveness of their educator preparation programs on a scale of 1 (not well) to 4 (very well). Overall, 90.2% of ratings were Meets or Very Well, with an average rating of 3.44. The following were the highest-rated and lowest-rated skills: 

Highest-rated— 

  • Reflect on teaching to improve planning and practice (mean rating: 3.72) • Engage in ongoing professional learning and development (mean rating: 3.58) • Ensure a safe and inclusive learning environment for all students (mean rating: 3.57)

Lowest-rated— 

  • Address and manage the most consistently challenging students and behaviors in the classroom so that there is minimal classroom disruption and instructional time is not lost (mean rating: 2.84)
  • Communicate with families in ways which engage the families in the instructional program and are sensitive to family backgrounds and cultural differences (mean rating: 3.23)
  • Establish and communicate classroom rules and procedures (mean rating: 3.24) • Ability of completers to meet licensing and certification requirementsAll initial teacher program completers satisfy graduation requirements and pass a performance assessment and a content-readiness exam approved by the Delaware Department of Education, which qualifies them for licensure and certification in the state of Delaware. All advanced program completers satisfy graduation requirements, and Literacy completers also pass a content readiness exam approved by the Delaware Department of Education.

    Of the 277 AY 2024-2025 graduates with Praxis II content examination scores on file, 94.6% (262 of 277) met or exceeded the Delaware passing score on their primary content area examination.

Graduation rates from preparation programs 

UD had 255 AY 2024-2025 initial teacher preparation completers and 1 advanced program completer (Literacy/Reading Education).

Ability of completers to be hired in education positions for which they were prepared 

The Center for Excellence and Equity in Teacher Preparation (CEETP) has obtained employment information on the 2024-2025 status of 164 (64.3%) of the 255 AY 2024-2025 UD initial certification program alumni. Of those located, 134 (81.7%) are employed as full-time teachers and 22 (13.4%) are in graduate school.

Student loan default rates 

The University of Delaware has a consistently low student loan default rate (https://studentaid.gov/data-center/student/default).