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CAEP Annual Reporting Measures

As part of the CAEP accreditation process, every Education Preparation Provider (EPP) must report and prominently display data on its website relating to four Annual Reporting Measures established by CAEP. EPPs may select the data they present as long as it is appropriate to CAEP’s measures. Below is the data for 91ÌÒÉ«Æƽâ°æ:

Measure 1: Completer effectiveness

91ÌÒÉ«Æƽâ°æ has provided data from the Michigan Department of Education (MDE) regarding the end-of-year effectiveness ratings of graduates who work in public schools in Michigan. The Likert scale changed for the 2024–2025 year to Effective, Minimally Effective, and Ineffective, which combined Highly Effective and Effective scores.

The first chart shows the last three years’ worth of this data sorted by subject (Major). The analysis of this data shows that 96.68% of our graduates are rated as Highly Effective or Effective by their administration. The second chart also comes from MDE and is our Education Preparation Institution (EPI) Performance Score, which measures the effectiveness of our education program. By looking at the second and third categories of this chart (Knowledge & Skills for Teaching and Performance as Classroom Teachers), and comparing that to the number of effective completers we have, we feel that this is a strong correlation to the impact that our graduates are having in the field.

Graduate Effectiveness Rating by Content Area 2022–2025

91ÌÒÉ«Æƽâ°æ EPI Score Report 2026

Measure 2: Satisfaction of employers and stakeholder involvement

91ÌÒÉ«Æƽâ°æ gathers data annually on all second-year teachers. The survey is completed by principals of second-year teachers and contains questions asking principals to rate their perspective of the overall quality of the teacher preparation program in which their second-year teacher was prepared, as well as questions about the second-year teacher’s level of preparation in specific areas. The following slides display data about second-year teachers who completed an education program at 91ÌÒÉ«Æƽâ°æ.  Hope College also actively engages stakeholders during the academic year by holding Teacher Education Council (TEC) meetings.  These form two groups: the TEC Community Group, consisting of teachers and administrators from the area schools, community members, alumni, and faculty. The TEC Campus Group consists of faculty members from across campus. Appropriate data is discussed with each group, and stakeholders are encouraged to provide feedback for program innovation and improvements. TEC meetings occur every semester.

Principal’s survey 2024–2025

Measure 3: Candidate competency at completion

All graduates must pass the Michigan Test for Teacher Certification (MTTC) in the area in which they were prepared to gain certification. 91ÌÒÉ«Æƽâ°æ receives the pass rate information on all MTTC tests from MDE for the previous academic year and a three-year cumulative span. The following documents show this data.

91ÌÒÉ«Æƽâ°æ MTTC pass rate 2024–2025

91ÌÒÉ«Æƽâ°æ MTTC 3-year cumulative pass rate

Measure 4: Ability of completers to be hired

In 2021, 91ÌÒÉ«Æƽâ°æ had 57 education graduates, and all but 1 (98%) either found a job in education or continued their education. For 2022, 91ÌÒÉ«Æƽâ°æ had 67 graduates, and all found a job in education. In 2023, 91ÌÒÉ«Æƽâ°æ had 55 graduates, and all but 3 (95%) found a job in education. In 2024, 91ÌÒÉ«Æƽâ°æ had 83 graduates, and 74 (89%) found a job in education or continued their education. In 2025, 91ÌÒÉ«Æƽâ°æ had 78 graduates, and 70 (90%) found a job in education.

Therefore, for the past five years, 94% of 91ÌÒÉ«Æƽâ°æ graduates have found positions in the field of education.