Assessment and Accreditation
CAEP Annual Reporting Measures
CAEP (Council for the Accreditation of Educator Preparation) has eight annual reporting measures, which are used to provide information to the public on program outcome and program impact.
Impact Measures
The University at Buffalo is in the process of collecting data about its program completers' impact on P-12 learning and development.
The University at Buffalo is in the process of collecting data about its program completers' impact on P-12 learning and development.
Outcome Measures
| Enrollment | Graduates | ||||||
|---|---|---|---|---|---|---|---|---|
2014-15 | 2015-16 | 2016-17 | 2017-18 | 2014-15 | 2015-16 | 2016-17 | ||
| Initial Students | Total Initial Teacher Education Students | 132 | 107 | 107 | 106 | 41 | 55 | 42 |
| Advanced Students | Total Advanced Teacher Education Students | 207 | 133 | 143 | 118 | 96 | 92 | 72 |
Advanced Educational Leadership Students | 28 | 21 | 21 | 29 | 19 | 29 | 25 | |
Advanced Teacher Education Students | 179 | 112 | 122 | 89 | 77 | 63 | 47 | |
| All Students | Combined Totals | 339 | 240 | 250 | 224 | 137 | 147 | 114 |
For our initial level educator preparation programs all candidates must meet program requirements and workshop requirements prior to graduation; all program completers of our programs are recommended for licensure in the State of New York. In order to be issued an initial certificate, however, candidates must pass corresponding New York State Teacher Certification Exams (i.e. Educating all Students (EAS) exam, Content Specialty tests, and edTPA).
Our advanced level educator preparation students meet varied requirements to attain their license. Those students seeking an additional certificate area (Gifted or Literacy) are required to take an additional Content Specialty Test (CST). Educational Leadership students are required to take the School Leadership Assessments to become licensed. Other advanced students do not complete any state assessments, rather, submit verification of years experience to obtain their professional certification.
Two recent groups of graduates were surveyed to determine their employment status after graduating from our teacher preparation programs.
42 Initial Completers in 2016–17
The 42 Initial Completers in 2016–17 provided the following post-graduate employment data:
- 25 students are teaching in Pre-K–12 schools
- 4 students are continuing their education
- 3 students work in field other than education
- 10 students did not provide data
55 Advanced Completers in 2017–18
The 40 Advanced Teacher Preparation Program Completers in 2016–17 provided the following post-graduation and employment data:
- 18 students are teaching in Pre-K–12 schools
- 22 students did not provide data
The 15 Educational Leadership Preparation Program Completers in 2016–17 provided the following post-graduate data:
- 8 students are working as Assistant Principals
- 3 students are in a teaching position
- 4 students are in a district or other administration position
OPE ID: 002837
School: State University of New York at Buffalo, 501 Capen Hall, North Campus, Buffalo NY 14260-1000
Type: Master's Degree or Doctor's Degree
Control: Public
PRGMS: Both (FFEL/FDL)
| FY2014 | FY2013 | FY2012 | |
|---|---|---|---|
| Default Rate | 3.2 | 3.1 | 3.1 |
| No. in Default | 176 | 175 | 175 |
| No. in Repay | 5,345 | 5,623 | 5,557 |
| Enrollment Figures | 32,348 | 32,091 | 32,412 |
| Percentage Calculation | 16.5 | 17.5 | 17.1 |
Source: ed.gov
Enrollment: To provide context for the Cohort Default Rate (CDR) data, we include enrollment data (students enrolled at any time during the year) and a corresponding percentage (borrowers entering repayment divided by that enrollment figure). While there is no direct relationship between the timing of when a borrower entered a repayment (Oct. 1 through Sept. 30) and any particular enrollment year, for the purpose of these data, we have chosen to use the academic year ending on the June 30 prior to the beginning of the cohort year (e.g., FY 2014 CDR Year will use 2012–13 enrollment).