CAEP Accountability Measures – Previous Years
CAEP (Council for the Accreditation of Educator Preparation) requires that providers document results of monitoring using four Accountability Measures. Measures are used to provide information to the public on program impact and outcomes. Performance and outcomes of the University of Florida’s educator preparation program completers are measured and reported annually.
Academic Year 2022-2023 (CAEP Annual Reporting – Spring 2024)
Measure 1: Completer Impact and Effectiveness (Initial Licensure Programs) 2020-2021 Employment Year
Florida’s Value-Added Model (VAM)
The 2011 Florida Legislature passed a law requiring that teachers in Florida be evaluated using student achievement data. Beginning in the 2011-12 academic year, VAM calculations are conducted for all Florida teachers of reading and math in grades 4-10, and the Florida Department of Education provides VAM data for state-approved program completers in Florida public schools.
To determine our graduates’ impact on P-12 student learning, the University of Florida compiles, synthesizes, and analyzes data provided by the Florida Department of Education for all program completers teaching in Florida public schools during their first year of teaching. The VAM score reflects the average amount of learning growth of the teacher’s P-12 students above or below the expected learning growth of similar students in the state, using ten separate variables that are accounted for in the model. These include: (1) number of subject-relevant courses in which the student is enrolled, (2) up to two prior years of achievement scores, (3) Students with Disabilities (SWD) status, (4) English Language Learner (ELL) status, (5) Gifted status, (6) attendance, (7) mobility, (8) difference from modal age in grade (as an indicator of retention), (9) class size, and (10) homogeneity of entering test scores.
A teacher’s VAM score is an estimate of their impact on P-12 student learning while accounting for other, additional factors that may also have an impact on student learning. A score of “0” indicates that students performed no better or worse that what was expected based on the model. A positive score indicates student performance was better than expected, while a negative score indicates performance was worse than expected. These effects are attributed to teacher impact. The link to the file below shows Value-Added Model results aggregated across program completers for several years.
Data are organized by year for program graduates teaching in Florida public schools as first year teachers. Data reflect the most recent figures released by the Florida Department of Education. Updated Impact and Effectiveness data is expected to be made available by the Florida Department of Education July 2024.
Value-Added Model (PDF, 238 KB)
For more information, please visit:
Teaching Effectiveness
There are two components of the Florida teacher evaluation system: student growth/performance and instructional practice. Florida Statute 1012.34 describes Florida’s teacher evaluation requirements and is the authorizing Statute for district evaluation systems. The Statute, “requires school districts establish procedures for evaluating the performance of instructional, administrative, and supervisory personnel in order to increase student academic performance by improving the quality of services in public schools.”
Overall teacher effectiveness results are provided to the institution annually for program completers employed in Florida public schools in their first year of teaching. Annual evaluation ratings include the following: Highly Effective, Effective, Needs Improvement (for teachers teaching more than three years) or Developing (for teachers with experience of three years or less), and Unsatisfactory. Local districts develop their own teacher evaluation systems consistent with State law and guidelines. Growth or performance data for the teacher’s students and observation of instructional practice must each comprise at least one third of the overall evaluation. Other measures may be added at the discretion of the local district.
For more information, please visit:
Measure 2: Satisfaction of Employers and Stakeholder Involvement (Initial and Advanced Licensure Programs) 2022-2023 Employment Year
Employer Satisfaction Surveys are sent out each year to employers of graduates of all State-approved programs who are employed in Florida public schools. The purpose of these surveys is to elicit feedback from employers regarding their perceptions of their educator preparation. The data are organized by the academic year for which the candidates completed their program. Satisfaction Surveys are sent to employers in late spring of the subsequent academic year (e.g., 2021-2022 graduates surveyed in 2022-2023). The process is initiated each spring when the Florida Department of Education provides a file of program completers from the previous academic year employed in Florida public schools within Florida, their employers, and employment settings. Each year, this feedback is disaggregated and summarized for each program and distributed to program coordinators and faculty for their consideration in making programmatic improvements as part of the Continuous Improvement Process.
2020-2021 ITP Overall Summary – Graduate & Employer Satisfaction (PDF, 43 KB)
2021-2022 Educational Leadership Graduate and Employer Satisfaction (PDF, 88 KB)
2021-2022 School Counseling & Guidance Graduate and Employer Satisfaction (PDF, 88 KB)
2021-2022 School Psychology Graduate and Employer Satisfaction (PDF, 99 KB)
Measure 3: Candidate Competency at Program Completion (Initial and Advanced Licensure Programs) 2022-2023 Employment Year
As required in Florida Statute and Rule, completers of all State-approved programs must take and pass the tests of the Florida Teacher Certification Exam prior to program completion. Tests include the General Knowledge Exam (i.e., basic skills), the Professional Education Exam, and at least one content-relevant Subject Area Exam. Passage rates for all program completers are also reported annually to the Florida Department of Education as part of the Title II Institutional Reporting processes.
2021-2022 program completers is the most recent data received from the Florida Department of Education.
Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared (Initial and Advanced Licensure Programs) 2022-2023 Employment Year
Each year the Florida Department of Education distributes employment data to institutions, private providers, and districts with State-approved programs. Data include program completers employed in Florida public schools in their first year after program completion, including the place of employment and position in which they serve. Please see the link below which includes the number and percentage of program completers employed in Florida public schools in their first year of employment by State-approved program and across several years.
Academic Year 2021-2022 (CAEP Annual Reporting – Spring 2023)
Measure 1: Completer Impact and Effectiveness (Initial Licensure Programs) 2019-2020 Employment Year
Florida’s Value-Added Model (VAM)
The 2011 Florida Legislature passed a law requiring that teachers in Florida be evaluated using student achievement data. Beginning in the 2011-12 academic year, VAM calculations are conducted for all Florida teachers of reading and math in grades 4-10, and the Florida Department of Education provides VAM data for state-approved program completers in Florida public schools.
To determine our graduates’ impact on P-12 student learning, the University of Florida compiles, synthesizes, and analyzes data provided by the Florida Department of Education for all program completers teaching in Florida public schools during their first year of teaching. The VAM score reflects the average amount of learning growth of the teacher’s P-12 students above or below the expected learning growth of similar students in the state, using ten separate variables that are accounted for in the model. These include: (1) number of subject-relevant courses in which the student is enrolled, (2) up to two prior years of achievement scores, (3) Students with Disabilities (SWD) status, (4) English Language Learner (ELL) status, (5) Gifted status, (6) attendance, (7) mobility, (8) difference from modal age in grade (as an indicator of retention), (9) class size, and (10) homogeneity of entering test scores.
A teacher’s VAM score is an estimate of their impact on P-12 student learning while accounting for other, additional factors that may also have an impact on student learning. A score of “0” indicates that students performed no better or worse that what was expected based on the model. A positive score indicates student performance was better than expected, while a negative score indicates performance was worse than expected. These effects are attributed to teacher impact. The link to the file below shows Value-Added Model results aggregated across program completers for several years. Data are organized by year for program graduates teaching in Florida public schools as first year teachers.
Value-Added Model (PDF, 238 KB)
For more information, please visit:
Teaching Effectiveness
There are two components of the Florida teacher evaluation system: student growth/performance and instructional practice. Florida Statute 1012.34 describes Florida’s teacher evaluation requirements and is the authorizing Statute for district evaluation systems. The Statute, “requires school districts establish procedures for evaluating the performance of instructional, administrative, and supervisory personnel in order to increase student academic performance by improving the quality of services in public schools.”
Overall teacher effectiveness results are provided to the institution annually for program completers employed in Florida public schools in their first year of teaching. Annual evaluation ratings include the following: Highly Effective, Effective, Needs Improvement (for teachers teaching more than three years) or Developing (for teachers with experience of three years or less), and Unsatisfactory. Local districts develop their own teacher evaluation systems consistent with State law and guidelines. Growth or performance data for the teacher’s students and observation of instructional practice must each comprise at least one third of the overall evaluation. Other measures may be added at the discretion of the local district.
Teacher Evaluations not available for Employment Year 2019-20 per Executive Order
https://www.fldoe.org/core/fileparse.php/19861/urlt/2021-EO-01.pdf
For more information, please visit:
Measure 2: Satisfaction of Employers and Stakeholder Involvement (Initial and Advanced Licensure Programs) 2021-2022 Employment Year
Employer Satisfaction Surveys are sent out each year to employers of graduates of all State-approved programs who are employed in Florida public schools. The purpose of these surveys is to elicit feedback from employers regarding their perceptions of their educator preparation. The data are organized by the academic year for which the candidates completed their program. Satisfaction Surveys are sent to employers in late spring of the subsequent academic year (e.g., 2020-2021 graduates surveyed in 2021-2022). The process is initiated each spring when the Florida Department of Education provides a file of program completers from the previous academic year employed in Florida public schools within Florida, their employers, and employment settings. Each year, this feedback is disaggregated and summarized for each program and distributed to program coordinators and faculty for their consideration in making programmatic improvements as part of the Continuous Improvement Process.
2020-2021 ITP Overall Summary – Graduate & Employer Satisfaction (PDF, 43 KB)
2020-2021 Educational Leadership Graduate and Employer Satisfaction (PDF, 88 KB)
2020-2021 School Counseling & Guidance Graduate and Employer Satisfaction (PDF, 88 KB)
2020-2021 School Psychology Graduate and Employer Satisfaction (PDF, 99 KB)
Measure 3: Candidate Competency at Program Completion (Initial and Advanced Licensure Programs) 2021-2022 Employment Year
As required in Florida Statute and Rule, completers of all State-approved programs must take and pass the tests of the Florida Teacher Certification Exam prior to program completion. Tests include the General Knowledge Exam (i.e., basic skills), the Professional Education Exam, and at least one content-relevant Subject Area Exam. Passage rates for all program completers are also reported annually to the Florida Department of Education as part of the Title II Institutional Reporting processes.
2021-2022 program completers is the most recent data received from the Florida Department of Education.
Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared (Initial and Advanced Licensure Programs) 2021-2022 Employment Year
Each year the Florida Department of Education distributes employment data to institutions, private providers, and districts with State-approved programs. Data include program completers employed in Florida public schools in their first year after program completion, including the place of employment and position in which they serve. Please see the link below which includes the number and percentage of program completers employed in Florida public schools in their first year of employment by State-approved program and across several years.
Academic Year 2020-2021
Measure 1: Completer Impact and Effectiveness
Florida’s Value-Added Model (VAM)
The 2011 Florida Legislature passed a law requiring that teachers in Florida be evaluated using student achievement data. Beginning in the 2011-12 academic year, VAM calculations are conducted for all Florida teachers of reading and math in grades 4-10, and the Florida Department of Education provides VAM data for state-approved program completers in Florida public schools.
To determine our graduates’ impact on P-12 student learning, the University of Florida compiles, synthesizes, and analyzes data provided by the Florida Department of Education for all program completers teaching in Florida public schools during their first year of teaching. The VAM score reflects the average amount of learning growth of the teacher’s P-12 students above or below the expected learning growth of similar students in the state, using ten separate variables that are accounted for in the model. These include: (1) number of subject-relevant courses in which the student is enrolled, (2) up to two prior years of achievement scores, (3) Students with Disabilities (SWD) status, (4) English Language Learner (ELL) status, (5) Gifted status, (6) attendance, (7) mobility, (8) difference from modal age in grade (as an indicator of retention), (9) class size, and (10) homogeneity of entering test scores.
A teacher’s VAM score is an estimate of their impact on P-12 student learning while accounting for other, additional factors that may also have an impact on student learning. A score of “0” indicates that students performed no better or worse that what was expected based on the model. A positive score indicates student performance was better than expected, while a negative score indicates performance was worse than expected. These effects are attributed to teacher impact. The link to the file below shows Value-Added Model results aggregated across program completers for several years. Data are organized by year for program graduates teaching in Florida public schools as first year teachers.
Value-Added Model (PDF, 238 KB)
For more information, please visit:
Teaching Effectiveness
There are two components of the Florida teacher evaluation system: student growth/performance and instructional practice. Florida Statute 1012.34 describes Florida’s teacher evaluation requirements and is the authorizing Statute for district evaluation systems. The Statute, “requires school districts establish procedures for evaluating the performance of instructional, administrative, and supervisory personnel in order to increase student academic performance by improving the quality of services in public schools.”
Overall teacher effectiveness results are provided to the institution annually for program completers employed in Florida public schools in their first year of teaching. Annual evaluation ratings include the following: Highly Effective, Effective, Needs Improvement (for teachers teaching more than three years) or Developing (for teachers with experience of three years or less), and Unsatisfactory. Local districts develop their own teacher evaluation systems consistent with State law and guidelines. Growth or performance data for the teacher’s students and observation of instructional practice must each comprise at least one third of the overall evaluation. Other measures may be added at the discretion of the local district.
CAEP Measure 1_Teaching Effectiveness_Evaluations
For more information, please visit:
Measure 2: Satisfaction of Employers and Stakeholder Involvement (Initial and Advanced Licensure Programs)
Employer Satisfaction Surveys are sent out each year to employers of graduates of all State-approved programs who are employed in Florida public schools. The purpose of these surveys is to elicit feedback from employers regarding their perceptions of their educator preparation. Each year, this feedback is disaggregated and summarized for each program and distributed to program coordinators and faculty for their consideration in making programmatic improvements as part of the Continuous Improvement Process.
2019-2020 ITP Overall Summary – Graduate & Employer Satisfaction (PDF, 43 KB)
2019-2020 Educational Leadership Graduate and Employer Satisfaction (PDF, 88 KB)
2019-2020 School Counseling & Guidance Graduate and Employer Satisfaction (PDF, 88 KB)
2019-2020 School Psychology Graduate and Employer Satisfaction (PDF, 99 KB)
Measure 3: Candidate Competency at Program Completion (Initial and Advanced Licensure Programs)
As required in Florida Statute and Rule, completers of all State-approved programs must take and pass the tests of the Florida Teacher Certification Exam prior to program completion. Tests include the General Knowledge Exam (i.e., basic skills), the Professional Education Exam, and at least one content-relevant Subject Area Exam. Passage rates for all program completers are also reported annually to the Florida Department of Education as part of the Title II Institutional Reporting processes.
Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared (Initial and Advanced Licensure Programs)
Each year the Florida Department of Education distributes employment data to institutions, private providers, and districts with State-approved programs. Data include program completers employed in Florida public schools in their first year after program completion, including the place of employment and position in which they serve. Please see the link below which includes the number and percentage of program completers employed in Florida public schools in their first year of employment by State-approved program and across several years.
