Cheyanne Gonzales '18

Major: Writing
Hometown:Alliance, Ohio

I've lived in Alliance my whole life. I knew I wanted to stay close to home when I started researching colleges, and I realized that Mount Union was the perfect fit for me. The academics are strong and there is plenty to get involved in on campus. Not to mention, the campus is amazing.

Assessment Data

CAEP logo
Fully Accreditaed Program

The University of Mount Union is accredited by the Higher Learning Commission (HLC). Our Department of Education is accredited by the Council for the Accreditation of Educator Preparation (CAEP) through 2023. The University's licensure programs are approved by the Ohio Department of Higher Education (ODHE).

Mount Union offers personal and professional growth experiences in a supportive community that both challenges and inspires candidates. UMU education candidates have an outstanding record of achievement upon graduation:

  • The average UMU GPA for candidates admitted to the Initial Teacher Preparation Program was:
    • 3.44 on a 4.0 scale in 2016.
    • 3.50 on a 4.0 scale in 2017.
  • The average UMU GPA for candidates completing the Initial Teacher Preparation Program was:
    • 3.48 on a 4.0 scale in 2016.
    • 3.52 on a 4.0 scale in 2017.
  • The average UMU GPA for candidates completing the Advanced Principal Licensure Program was:
    • 3.98 on a 4.0 scale in 2016.
    • 3.97 on a 4.0 scale in 2017.
  • In 2016-2017, 100% of UMU completers, both Initial Teacher Preparation and Advanced Principal Licensure Programs, passed Ohio Assessment for Educators licensure exams.
  • Ohio teachers complete a mandatory four-year Resident Educator licensure program, and 96.8% of UMU alumni who entered Residency Year 4 then completed Residency Year 4 in 2016-2017 (30 out of 31 alumni).

 

CAEP Annual Reporting Measures

CAEP has eight annual reporting measures, and they are used to provide information to the public on program outcome and program impact. The following is the list of CAEP measures with links to pieces of evidence that provide supporting evidence for each measure: 

Measures of Program Impact

Impact on P-12 Learning and Development

Indicators of Teaching Effectiveness

  • Candidate Preservice Assessment of Student Teaching Practice Data, 2016 and 2017

Satisfaction of Employers

Satisfaction of Completers

Measures of Program Outcome and Consumer Information

Initial Teacher Preparation Graduation Rates 

Year

Number Admitted into Teacher
Education Program

Graduated Within
Two Years

2014-2015 90 98%
2015-2016 84 95%
2016-2017 58 Will calculate in 2019

Advanced Principal Licensure Program Preparation Graduation Rates

Year

Number Admitted into
Principal Preparation Program

Graduated Within
One Year

2014-2015 9 100%
2015-2016 16 100%
2016-2017 12 100%

Ability of Completers to be Hired in Education Positions for Which They Were Prepared: Initial Teacher Preparation Programs

Year of
Program
Completion

Total
Number of
Completers

Employed
in a
Position
for which
They
were
Prepared

Employed
in an
Education
Position
Ouside of
Their
Preparation

Enrolled
in Higher
Education

Employed
Outside
of the
Education
Field

Not
Employed

Employment
Status
Unknown

2014-2015 50 34 0 2 2 0 12
2015-2016 56 32 1 4 1 0 18
2016-2017 44 29 0 6 0 0 3

Ability of Completers to be Hired in Education Positions for Which They Were Prepared: Advanced Principal Preparation Programs 

Year of
Program
Completion

Total
Number of
Completers

Employed
in a
Position
for which
They
were
Prepared

Employed
in an
Education
Position
Ouside of
Their
Preparation

Enrolled
in Higher
Education

Employed
Outside
of the
Education
Field

Not
Employed

Employment
Status
Unknown

2015-2016 6 6 0 0 0 0 0
2016-2017 9 9 0 0 0 0 0

 

Student Loan Default Rates and Other Consumer Information

Fiscal Year 2013 2012 2011
Default Rate               4.2% 4.2% 7.3%
Number in default 28 26 45
Number in repayment           656 614 615

 

 

Title II

Under Title II of the Higher Education Act, teacher preparation providers, including institutions of higher education (IHEs) that conduct teacher preparation programs must annually collect and submit information to their respective states. States, in turn, submit annual report cards on teacher preparation and credentialing to the U.S. Department of Education.

The Title II Report on the Quality of Teacher Education is prepared and submitted annually by the Education Department at the University of Mount Union. The information from the reports below provides essential data as the University continues to build upon its rich tradition of preparing new educator.

Educator Preparation Performance Report

The Ohio Department of Higher Education (ODHE) releases an annual comprehensive performance report for each ODHE-approved educator preparation program in the State of Ohio. The Educator Preparation Performance Report permits the public to view aggregate data for all graduates statewide and by institution and program area. School districts and charter schools can use the report to make informed decisions about hiring; students interested in pursuing educator preparation programs can use the report to make decisions regarding which program to attend; and institutions of higher education can use the report to inform continuous improvement efforts, program planning, and research. These data will also assist state and institutional leaders in identifying trends to guide the development of targeted improvements in educator preparation programs throughout Ohio.  Below are the reports for the University of Mount Union, and these reports include data from both initial licensure and advanced licensure programs.

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