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2020 CAEP Annual ReportRevised August 202122 5 SOUTH SI X TH STR E E T,N IN T H F LO O R , M I N N E A P O L I S , MN 5 5 4 0 2 CAPEL L A.ED U
2020 CAEP Annual ReportCONTENTSINTRODUCTION . 1IMPACT MEASURES. 2IMPACT ON P-12 LEARNING AND DEVELOPM ENT DATA MEASURES . 2INDICATORS OF EFFEC TIVENESS . 3SATISFACTION OF EMPLOYERS . 5SATISFACTION OF COMPL ETERS . 8OUTCOME MEASURES . 13GRADUATION RATES (A DVANCED LEVEL). 13LICENSURE EXAMINATION DATA . 14COMPLETER EMPLOYMENT . 16
2020 CAEP Annual ReportINTRODUCTIONThe Council for the Accreditation of Educator Preparation (CAEP) requires the EducatorPreparation Provider (EPP) to widely disseminate and display data pertaining to annual reportingmeasures that are part of CAEP Standard A.5 (Components 5.4 and A.5.4). Capella University’sEPP reports on six annual reporting measures for advanced programs, including: CAEP Impact Measures:o Satisfaction of completers (Components 4.4, A.4.2) CAEP Outcome Measures:oGraduation ratesoAbility of completers to meet licensing (certification) and any additional staterequirements, Title IIoAbility of completers to be hired in education positions for which they havepreparedoStudent loan default ratesCAEP recommends reporting on the last three years of data.The following licensure programs are within the scope of CAEP review for advanced programs: MS in Education, specializations inoEarly Childhood EducationoReading and LiteracyoLeadership in Educational Administration (Principal) EdS in Education, specialization in Leadership in Educational Administration (Principaland Superintendent) PhD in Education, specializations inoLeadership in Educational Administration (Principal and Superintendent)oEducation Leadership PsyD, Specialization in School Psychology MS in School Counseling1
2020 CAEP Annual ReportIMPACT MEASURESImpact on P-12 Learning and Development Data MeasuresLearners meet the benchmark expectation of scoring at or above 80% at the proficient anddistinguished level for assessment criteria aligned to the course competency for learning anddevelopment. At this time no changes are needed for any of the curriculum and assessment strategies.PsyD School Psychology PSY8965 School Psychology PsyD InternshipData indicate five learners scored 100% at the proficient and distinguished level for 2020 for allcriteria aligned to the following course competency:oCreate and maintain effective and supportive learning environments for children andothers through the development and implementation of evidence-based practices andstrategies.School Counseling COUN6132 School Counseling Internship 2Data indicate 215 learners scored at or above 99% at the proficient and distinguished level for2020 for all criteria aligned to the following course competency:oApply theories, research, and evidence-based practices of counseling, consultation, andhelping skills in school settings.Early Childhood Education ED5450 Early Childhood Education PracticumData indicate 23 learners scored above 90% at the proficient and distinguished level for 2020 forall criteria aligned to the following course competency:oLearning environment: Create learning environments that support and nurture thedevelopment, learning, and self- esteem of all children.Reading and Literacy ED5559 Reading and Literacy PracticumData indicate 14 learners scored at 100% at the proficient and distinguished level for 2020 for allcriteria aligned to the following course competencies:oPedagogical Content Knowledge: Understand concepts, theories, and research abouteffective teaching and learning and the interaction of subject matter and pedagogy; usemultiple strategies to help students learn subject matter.oDemonstrate the knowledge, skills, and dispositions needed to work successfully withdiverse learners, their families, and other professionals who differ in ethnicity, race,socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, orgeographic area.2
2020 CAEP Annual ReportSpecial Education Leadership ED7555 Internship for Special Education LeadershipData indicate three learners scored at or above 95% at the proficient and distinguished level for2020 for all criteria aligned to the following course competency:oLead the development of a culture of learning.Leadership Educational Administration MS ED5904 Principal CapstoneData indicate 44 learners scored at or above 90% at the proficient and distinguished level for 2020for all criteria aligned to the following course competency:oLead the development of a culture of learning.Leadership Educational Administration PhD Building ED7902 Educational Administration InternshipData indicate 11 learners scored at or above 90% at the proficient and distinguished level for 2020for all criteria aligned to the following course competency:oLead the development of a culture of learning.Leadership Educational Administration PhD District ED7904 Superintendency InternshipData indicate two learners scored at or above 93% at the proficient and distinguished level for2020 for all criteria aligned to the following course competency:oLead the development of a culture of learning.Indicators of EffectivenessLearners meet the benchmark expectation of scoring at or above 80% at the proficient anddistinguished level for assessment criteria aligned to the course competency for indicators ofeffectiveness with the exception in the Leadership in Educational Administration Buildingspecialization. The competency alignment score of learners scoring at the proficient and distinguishedlevel is at 75% and is below the 80% expected benchmark. To determine any needed areas ofimprovement in curriculum or assessment strategies, assessment criteria for competency “managelearning environments” for 7902 practicum will be analyzed.PsyD School Psychology PSY8965 School Psychology PsyD InternshipData indicate five learners scored at 100% at the proficient and distinguished level for 2020 for allcriteria aligned to the following course competency:oApply results of psychological and educational assessment, data-collection strategies, andtechnology resources to design, implement, and evaluate response to services andprograms.3
2020 CAEP Annual ReportSchool Counseling COUN6132 School Counseling Internship 2Data indicate 215 learners scored at or above 98% at the proficient and distinguished level for2020 all criteria aligned to the following course competency:oIntegrate assessment and program evaluation to inform data-driven delivery of services.Early Childhood Education ED5450 Early Childhood Education PracticumData indicate 23 learners scored at or above 87% at the proficient and distinguished level for 2020for all criteria aligned to the following course competency:oCurriculum and instruction: Design developmentally appropriate curriculum and instructionthat encourages individual as well as group learning, skill development, reflection, criticalthinking, and inquiry.oAssessment: Design assessment driven, standards-based curriculum and instruction that isage and developmentally appropriate.Reading and Literacy ED5559 Reading and Literacy PracticumData indicate 15 learners scored at or above 96% at the proficient and distinguished level for2020 for all criteria aligned to the following course competency:oProfessional Knowledge and Skills: Understand the context of schools, education, andlearning; design and deliver assessment-driven standards-based curriculum, instruction,training, or administrative practices.Special Education Leadership ED7555 Internship for Special Education LeadershipData indicate three learners scored at 100% at the proficient and distinguished level for 2020 forall criteria aligned to the following course competency:oManage effective learning environments.Leadership Educational Administration MS ED5904 Principal CapstoneData indicate 44 learners scored at or above 90% at the proficient and distinguished level for 2020for all criteria aligned to the following course competency:oManage effective learning environments.Leadership Educational Administration PhD Building ED7902 Educational Administration Internship4
2020 CAEP Annual ReportData indicate one learner one who scored at 95% and one at 75% at the proficient anddistinguished level for 2020 for all criteria aligned to the following course competency:oManage effective learning environments.Leadership Educational Administration PhD District ED7904 Superintendency InternshipData indicate four learners scored at 100% at the proficient and distinguished level for 2020 for allcriteria aligned to the following course competency:oManage effective learning environments.Satisfaction of EmployersCapella University gathers data on employer satisfaction through the Capella University AlumniEmployer Survey (AES). This survey is sent to employers of those alumni who provided employercontact information on their Alumni Outcomes Survey (AOS) and who gave permission forCapella to contact their employers to send the AES. The AES is sent after each quarter’s AOS iscomplete to capture all responses from that quarter. The first table shows response numbersand rates by specialization.Please note: Capella conducted the AES in 2019 but did not receive any responses for the EPPprograms and specializations. The EPP recognizes this is an area of opportunityand will be conducting focus groups in 2021. The Education Specialist program has been retired; this resulted in a low n, which mayhave contributed to the mid-range rating for “I would hire Capella graduates for futureopenings in my team” and “I would recommend Capella to current employees interestedin pursuing further education.” This information will be considered as focus groupquestions are developed.Table 1. AES Response Numbers and Rates for 2018, 2019, 2020EPP ProgramInvitationsResponsesResponse Rate201818950.00%Education Specialist100%MS in Education11763.63%MS in School Counseling3133.33%PhD in Education3133.33%5
2020 CAEP Annual ReportEPP ProgramInvitationsResponsesResponse Rate20209222.22%Education Specialist2150.00%MS in Education2150.00%MS in School Counseling500.00%Table 2. Responses to the statement: “I would hire Capella graduates for future openings in myteam.”EPP SpecializationRating20184.67MS in Education5Leadership in Ed Admin5MS in Education4.6Early Childhood Education5Leadership in Ed Admin4.520203.5Education Specialist3Leadership in Ed Admin3MS in Education4Leadership in Ed Admin4Table 3. Responses to the statement: “I would recommend Capella to current employeesinterested in pursuing further education.”EPP SpecializationRating20184.67MS in Education5Leadership in Ed Admin56
2020 CAEP Annual ReportEPP SpecializationRatingMS in Education4.6Early Childhood Education5Leadership in Ed Admin4.520203Education Specialist3Leadership in Ed Admin3MS in Education3Leadership in Ed Admin3Table 4. Responses to the statement “I would recommend that colleagues hire Capellagraduates.”EPP SpecializationRating20184.67MS in Education5Leadership in Ed Admin5MS in Education4.6Early Childhood Education5Leadership in Ed Admin4.520203.5Education Specialist3Leadership in Ed Admin3MS in Education4Leadership in Ed Admin47
2020 CAEP Annual ReportSatisfaction of CompletersThe following data are gathered from Capella University’s Alumni Outcomes Survey (AOS), whichis administered quarterly to all recent graduates and to alumni who are one, three, and fiveyears post-graduation. Data from categories with fewer than 20 responses are not presented,according to institutional best practices. The first table shows response numbers and rates byspecialization. Data in the next tables are aggregated at the program level.Table 5. Alumni Outcomes Survey Response Numbers and Rates (2018, 2019, 2020) (A.4.2)EPP SpecializationInvitations Responses Response Rate20181,75933318.93%Education Specialist831416.87%Leadership in Ed Admin831416.87%MS in Education89013715.39%Early Childhood Education3014414.62%Leadership in Ed Admin3756216.53%Reading and Literacy2143114.49%MS in School Counseling65914221.55%General School Counseling65914221.55%PhD in Education1123329.46%Leadership in Ed Admin712028.16%Special Education Leadership 411331.70%PsyD in School Psychology 15746.67%20191,60723814.81%Education Specialist901516.67%Leadership in Ed Admin861517.44%MS in Education7217810.82%Early Childhood Education2303314.35%Leadership in Ed Admin308289.09%8
2020 CAEP Annual ReportEPP SpecializationInvitations Responses Response RateReading and Literacy183179.29%MS in School Counseling67811416.81%General School Counseling67711416.84%PhD in Education962323.96%Leadership in Ed Admin651523.08%Special Education Leadership 31825.80%PsyD in School Psychology 22836.36%202064614121.83%Education Specialist25624.00%Leadership in Ed Admin25624.00%MS in Education1833820.77%Early Childhood Education55814.55%Leadership in Ed Admin862225.58%Reading and Literacy42819.05%MS in School Counseling3998822.06%General School Counseling3958722.03%PhD in Education28725.00%Leadership in Ed Admin20315.00%Special Education Leadership 8450.00%PsyD in School Psychology 11218.18%The analysis of data shows a slight increase in response rates for the MS in Education and EducationSpecialist. The program director has indicated plans to ensure candidates are aware of the importanceof survey completion. The CAEP Standard Four Committee, which works with data analysis for Alumniand Employer Surveys, will explore additional ways to increase responses.The AOS uses a 5-point Likert scale where 3 is “Neutral” for the questions in Tables 6 and 7. Forthe questions in Tables 8 and 9, the Likert scale has 7 points, with 4 as “Neutral.”9
2020 CAEP Annual ReportTable 6. Percent of responses to the question: “How satisfied are you with your Capellaeducation?”*ProgramVery satisfied Satisfied2018MS in Education40.48%57.14%MS in School Counseling69.70%28.79%PhD in Education50.00%31.25%MS in Education64.00%11.11%MS in School Counseling64.58%31.25%PhD in Education33.33%44.44%Education Specialist50.00%25.00%MS in Education18.18%54.55%MS in School Counseling54.29%22.86%PhD in Education0.00%100.00%PsyD in School Psychology0.00%100.00%20192020Table 7. Percent of responses to the statement: “My Capella degree helped me advance in mycareer.”ProgramStronglyAgreeAgreeMS in Education19.05%35.71%MS in School Counseling35.82%35.82%PhD in Education12.50%25.00%32.00%28.00%20182019MS in Education10
2020 CAEP Annual ReportMS in School Counseling55.10%24.49%PhD in Education22.22%22.22%Education Specialist25.00%25.00%MS in Education63.64%27.27%MS in School Counseling67.65%17.65%PhD in Education0.00%100.00%PsyD in School Psychology100.00%0.00%2020Table 8. Percent of responses to the statement: “The education experience at Capella wasdesigned around the needs of working professionals.”ProgramStronglyAgreeAgreeMS in Education37.50%47.50%MS in School Counseling53.03%40.91%PhD in Education40.00%40.00%MS in Education64.00%24.00%MS in School Counseling56.52%36.96%PhD in Education33.33%55.56%Education Specialist25.00%25.00%MS in Education63.64%27.27%MS in School Counseling67.65%17.65%PhD in Education0.00%100.00%PsyD in School Psychology100.00%0.00%20182019202011
2020 CAEP Annual ReportTable 9. Percent of responses to the statement: “My degree from Capella is respected bymy supervisor or employer”ProgramStronglyAgreeAgreeMS in Education12.50%50.00%MS in School Counseling40.91%36.36%PhD in Education20%26.67%MS in Education40.00%52.00%MS in School Counseling36.96%26.09%PhD in Education33.33%33.33%Education Specialist0.00%50.00%MS in Education54.55%36.36%MS in School Counseling47.06%35.29%PhD in Education33.33%33.33%PsyD in School Psychology100.00%0.00%201820192020Specific to the questions asked of completers: “How satisfied are you with your Capella education” shows a decrease in 2020percentage of learners who responded with a satisfied or very satisfied evaluation. “My Capella degree helped me advance in my career” shows an increase in learners whoresponded with a satisfied or very satisfied evaluation, with the exception of theEducation Specialist degree which has been retired.“The education experience at Capella was designed around the needs of workingprofessionals” and “My degree from Capella is respected by my supervisor or employer”show data comparable for 2020 to the previous years of 2018 and 2019, with theexception Education Specialist degree which previously noted has been retired.Further analysis is needed on the number of responders who may not have answered allquestions. The use of qualitative feedback for responses that are less than a satisfied or verysatisfied response will also be explored. 12
2020 CAEP Annual ReportOUTCOME MEASURESTo comply with CAEP’s requirements for Annual Reporting Measures, Capella publishes data forthe following CAEP Outcome Measures: Graduation rates Ability of completers to meet licensing (certification) and any additional staterequirements; Title II Ability of completers to be hired in education positions for which they have prepared Student loan default ratesGraduation Rates (Advanced Level)All master’s program graduation rates are calculated on a 3-year time-to-complete rate exceptprograms with 5- or 6-year maximums (according to university policy). Doctoral programs arecalculated on a 7-year time-to-complete rate. 2020 data show a decrease in graduation rates forEarly Childhood Education and Leadership in Educational Administration. CAEP Standard Fourcommittee will explore the reason for the decline.Table 10. Graduation Rates by SpecializationEPP Specialization2017201820192020Education Specialist47.1 %53.1 %46.4 %44.0 %Leadership in Educational Administration47.1 %53.1 %46.4 %44.0%MS in Education (6-year cohort)26.2%24.5%28.6%22.2%Early Childhood Education22.8 %23.0 %30.9 %14.9 %Leadership in Educational Administration32.8 %27.3 %32.7 %28.6 %Reading and Literacy22.9 %23.2 %22.1 %28.6 %MS in School Counseling47.1 %53.1 %46.4 %51.9 %School Counseling47.1 %53.1 %46.4 %51.9 %PhD in Education20.3%17.9%19.8%15.2%Leadership in Educational Administration21.2 %23.4 %21.4 %13.6 %Special Education Leadership19.4 %12.5 %18.2 %20.0 %PsyD in School Psychology0.0 %0.0%42.9 %43.5 %13
2020 CAEP Annual ReportSchool Psychology0.0 %0.0%42.9 %43.5 %Licensure Examination DataWith the exception of Leadership in Educational Administration (MS), and Leadership inEducational Administration (PhD), Minnesota Teacher Licensure Examination (MTLE) EarlyChildhood Education Content licensure examination data for 2020 reflect scores at or above theEPP 80% benchmark goal. CAEP Standard One Committee, which focuses on Curriculum, willidentify areas of low performance and compare to learner performance in aligned courses anddetermine any needed improvement plans.Table 11. Ability of completers to meet licensing (certification) and any additional staterequirements; Title II (Advanced levels)YearTotal Numberof CandidatesNumberPassedNumberFailed% PassedMinimumPassingScoreOverall Passrate16370%Leadership in Educational Administration (MS)School Leadership Licensure Assessment (SLLA)20181512380%201984450%202043175%Leadership in Educational Administration (MS)Praxis Educational Leadership: Administration and Supervision 6333%Leadership in Educational Administration (EdS)School Leadership Licensure Assessment (SLLA)20182020%2019110100%2020NANANANA14
2020 CAEP Annual ReportYearTotal Numberof CandidatesNumberPassedNumberFailed% PassedMinimumPassingScoreOverall PassrateLeadership in Educational Administration (EdS)Praxis Educational Leadership: Administration and Supervision 388%Leadership in Educational Administration (PhD)School Leadership Licensure Assessment (SLLA)2018220100%201954180%2020119100%Leadership in Educational Administration (PhD)Praxis Educational Leadership: Administration and Supervision (ELAS)2018110100%2019330100%20201010%14580%Special Education LeadershipPraxis Educational Leadership: Administration and Supervision 82%Minnesota Teacher Licensure Examination (MTLE)Early Childhood Education Content201856451180%2019108911184%15
2020 CAEP Annual ReportYearTotal Numberof CandidatesNumberPassedNumberFailed% Passed20202922776%MinimumPassingScoreOverall Passrate24082%24092%147100%Minnesota Teacher Licensure Examination (MTLE)Early Childhood Education esota Teacher Licensure Examination (MTLE)Reading and Literacy 130100%2019660100%2020NANANANA*School Counseling *Not a specialization requirement due to varying state AN/AN/ACompleter EmploymentThese data are gathered in the Alumni Outcomes Survey. They show numbers of responses ineach employment category, aggregated by specialization, in response to the question: “Whichone of the following professions best describes your department or role where you are currentlyor were most recently employed for your primary job?” Results show the majority of completersare working in roles for which their education prepared them. Two specializations are targetedfor further exploration in 2021 by the CAEP Standard Four committee will be for the MS in SchoolCounseling to identify the trends as reported.16
2020 CAEP Annual Report17
2020 CAEP Annual ReportTable 12. Number of completers to be hired in education positions for which they haveprepared (Advanced Level)EPP Specialization2017 2018 2019 2020Education SpecialistEducation/TrainingN/AN/AN/A7Early Childhood Education343912N/AEducation/Training29351138Human ServicesN/A1N/AN/AManagement2N/AN/AN/AMental health/Counseling11N/AN/AOther, please specify:12N/AN/AProject/Program management1N/A1N/ALeadership in Ed AdminN/A32N/AN/AEducation/TrainingN/A28N/AN/AHuman ResourcesN/A1N/AN/ALaw EnforcementN/A1N/AN/AManagementN/A1N/AN/AOther, please specify:N/A1N/AN/AReading and Literacy35293N/AEducation/Training32293N/AHuman ions1N/AN/AN/AOther, please tion/TrainingN/AN/A2332MS in EducationMS in School Counseling18
2020 CAEP Annual ReportEPP Specialization2017 2018 2019 N/A1CorrectionsN/AN/AN/A2Customer Support/Client ServicesN/AN/AN/A1Food Services/HospitalityN/AN/AN/A1Healthcare Administration/ManagementN/AN/AN/A1Human ServicesN/AN/A25InsuranceN/AN/AN/A1Mental Health/CounselingN/AN/A1223Non-Profit LeadershipN/AN/AN/A4Sales/Retail/Business DevelopmentN/AN/A12Social WorkN/AN/A13OtherN/AN/A86Leadership in Ed AdminN/AN/A1N/AEducation/TrainingN/AN/A17Special Education AN/AN/A2PhD in EducationPsyD in School PsychologyPsychology19
2020 CAEP Annual ReportStudent Loan Default RatesThe table below represents the graduate level student loan default rates for Capella University.The U.S. Department of Education does not require reporting these at the program level. Withthe continued decrease in student loan default rates Capella University plans to continueeducating and reminding borrowers of their responsibility of loan repayment.Table 13. Student loan default rates (Advanced/Graduate Levels) for Capella UniversitySubmitted in 2017Based on FY 2014*7.10%Submitted in 2018Based on FY 2015*6.60%Submitted in 2019Based on FY 2016*6.80%Submitted in 2020Based on FY 2017*6.50%*Default rates are based on a three-year cohort so, for example, rates for 2017 include data from2015–2017.20
PSY8965 School Psychology PsyD Internship Data indicate five learners scored 100% at the proficient and distinguished level for 2020 for all . Capella University gathers data on employer satisfaction through the Capella University Alumni Employer Survey (AES). This survey is sent to employers of those alumni who provided employer
