Accreditation

Education Accreditation

The Education Division at West Virginia University at Parkersburg was awarded national accreditation by the National Council for Accreditation of Teacher Education (NCATE) in 1998 and is currently seeking accreditation through the Council for the Accreditation of Educator Preparation (CAEP).  An Education Preparation Program that has accreditation ensures that teacher candidates meet rigorous standards prior to graduation. As a teacher candidate that means that an Elementary Education degree from WVU Parkersburg will give you the option of securing a teaching certificate for any state in the United States. The elementary education program is, also, nationally recognized by the Association of Childhood Education International.

CAEP 8 Annual Report

WVU Parkersburg’s education preparation program is dedicated to excellence that is achieved through continual assessment and improvement grounded in a culture of evidence that informs our practice. The faculty conducts two assessment meetings each year to review data collected from numerous sources: current students, faculty, graduates, employers, cooperating teachers and supervising teachers. Certification examination scores and grade point averages also provide data for review. This review of the data informs the program concerning areas that need to be improved.

The preparation program at WVU at Parkersburg is committed to transparency. The following data demonstrates the program’s dedication to excellence:

http://www.ncate.org/

CAEP/NCATE

In 2013, the National Council for Accreditation of Teacher Education and the Teacher Education Accreditation Council consolidated to form the Council for the Accreditation of Educator Preparation (CAEP). WVU at Parkersburg’s program will continue to be recognized as an NCATE accredited program until its next accreditation visit in 2019.

Impact Measures (CAEP Standard 4)

Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
Student growth data provided by the Alumni Advisory Council provides evidence on the West Virginia Evaluation Rubrics for TeachersThe WV Evaluation Rubrics for Teachers requires that all teachers provide documentation of effect on student learning for two goals. This provides evidence for 6.1 and 6.2 on the assessment. All Alumni Advisory Council members submitted documentation that they achieved a rating of Accomplished (2) on both goals 6.1 and 6.2 for both 2017 and 2018The state has not provided data for comparison at this date. Comparison of 2017-18 Alumni Advisory Council data to 2018-2019 Alumni Advisory Council show similar scores with a slight decrease in mean scores on the WV Evaluation Rubrics for Teachers Rubric. Mode scores for both years are “Accomplished” on every indicator.Case Study: Assessing the Effectiveness of WVU at Parkersburg’s Graduates and Their Impact on Student Learning

Follow-Up to Alumni Advisory Council Study 2017-2018
West Virginia Evaluation Rubrics for Teachers- Rating for Standards 6.1 and 6.2 provided by WV Department of Education for 2015-2016 graduatesWV teacher evaluation data was provided by the state for the two goals that address teacher effectiveness, 6.1 and 6.2. 76% of reported graduates achieved a rating of “Accomplished” and 24% achieved a rating of “Emerging” for Goal 6.1. For Goal 6.2, 83% achieved a rating of “Accomplished” and 17% achieved a rating of “Emerging”.The state has not provided data for comparison at this date. First year teachers are expected to be at the “Emerging” level on the WV Evaluation Rubrics for Teachers used in the WV teacher evaluation system.Data provided by the WV Department of Education
Star Reading and Math scores and IReady scores from graduates teaching in Wood County SchoolsWood County Schools provided growth data from Star Reading and iReady Math and Reading assessments for 6 graduates. All graduates showed growth in the math and reading.No comparison data was given but graduates did reach their growth targets.Graduate Data Provided by Wood County Schools
Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
Tripod student surveys given to students in the Alumni Advisory Council members’ classroomsThe strongest areas for graduates as perceived by their students were Challenge (333.14) and Care (322.86). The three areas that were weaker than the others were Confer (296.57), Captivate (297.71), and Classroom Management (296.86) although all three were at the midpoint for all teachers. The mean scores of the three conceptual categories were nearly the same. Personal Support (309.72) was slightly lower than Curricular Support (309.91) and Academic Press (315).

The lowest area for the 2017-2018 AAC was in the overall
area of Curricular Support with a score of 310.22 specifically the component of Captivate with a
score of 299.78. Although this score is the lowest, it is still considered average by Tripod. This
overall area scores and specific component scores are higher overall than the scores from the
previous year.
Tripod was validated by the Measures of Effective Teaching (MET) project sponsored by the Bill and Melinda Gates Foundation. Tripod is the nation’s leading provider of classroom-level survey assessments for K-12 education. The Alumni Advisory Council’s students in grades K-2 took the Tripod survey. Scaled scores on the survey can range from 202 to 398. A score of 300 is the midpoint for all teachers.Case Study: Assessing the Effectiveness of WVU at Parkersburg’s Graduates
and Their Impact on Student Learning


Follow-Up to Alumni Advisory Council Study 2017-2018

Tripod Survey Results 2016-2017

Tripod Survey Results 2017-2018
Teacher evaluation data from the from the Alumni Advisory CouncilGraduates scored a rating of Emerging (1) or higher on each element of the WV Evaluation Rubrics for Teachers. The highest mean score was “The teacher establishes and maintains a safe and appropriate learning environment” while the lowest was “The teacher works with parents, guardians, families and community entities to support student learning and well-being.” This is an area that the EPP will continue to work to strengthen.The state has not provided data for comparison at this date. Case Study: Assessing the Effectiveness of WVU at Parkersburg’s Graduates
and Their Impact on Student Learning


Follow-Up to Alumni Advisory Council Study 2017-2018

West Virginia Evaluation Rubrics for Teachers data from 2016-2018
Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
Ratings on the West Virginia Evaluation Rubrics for Teachers provided by the Alumni Advisory Council which includes graduates from 2013-2014, 2014-2015, 2015-2016, 2016-2017Qualitative comments on the 2016-2017 annual WV teacher evaluations confirmed that employers are satisfied with WVUP graduates and their preparation. Comments included - “Demonstrates excellent planning and preparation for instruction every day. Each unit is well thought out, and classroom activities are selected based upon summative and formative assessment data collected within the classroom. The data driven instruction has proven to be very beneficial as the class end of the year STAR benchmark assessment was 81% at or above proficiency in Reading/Language Arts. Teacher is years ahead of fellow peers in understanding, analyzing and properly using assessment data to drive instruction.”The state has not provided data for comparison at this date.Case Study: Assessing the Effectiveness of WVU at Parkersburg’s Graduates and Their Impact on Student Learning

Follow-Up to Alumni Advisory Council Study 2017-2018
NeXT Common Metrics Instrument- Supervisor SurveyThe Supervisor survey was designed to gain the supervisor’s perspective of first-years teachers’ readiness. The survey was created by the NExT consortium of teacher preparation programs in the mid-west and funded by the Bush Foundation. Supervisor data demonstrated strengths in the area of “Collaborates with teaching colleagues to improve student performance” (mean score of 3.67 out of 4) and areas of “effectively teaching subject matter”, “selects instructional strategies” and “adjusts instructional plans to meet students’ needs” (mean score of 3.62 out of 4). The lowest area with a mean score of 3.06 was “collaborates with parents and guardians to support student learning.”NeXT and the state have not provided comparison data at this date.NeXT Common Metrics 2018 Supervisor Data
WVU Parkersburg EPP Survey of Employers SatisfactionWVUP’s graduates have received strong employer ratings since the beginning of the program. The most recent survey data demonstrated strengths in “incorporating the use of technology and 21st century skills to design instruction” (mean score of 2.7 out of 3) and “selecting evaluation strategies to support instruction” (mean score of 2.7). The lowest areas with a mean score of 2.3 were “Incorporating student characteristics identified from various sources to design instruction,” “Communicates student evaluation results to students, parents, and appropriate personnel” and “Uses evaluation results in making instructional decisions, designing remediation activities, and enrichment activities.Data, both qualitative and quantitative, is consistent from year to year. Employers continue to rate WVUP graduates high every area.WVUP Employer Satisfaction Data

Qualitative Employer Data including Milestones
Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
NeXT Transition to Teaching SurveyThe Transition to Teaching survey was designed to follow-up with graduates to determine their employment status and perceptions of preparation one year after graduation. The survey was created by the NExT consortium of teacher preparation programs in the midwest and funded by the Bush Foundation.

On the 21 indicators that addressed instructional practice, graduates rated their preparation 3.88 out of 4 on 20 indicators. Graduates rated one indicator 3.77 out of 4, “Account for students’ prior knowledge or experiences in instructional planning.” Graduates perceived preparation addressing “differentiated instruction for English-language learners” as slightly lower than other areas with a mean score of 3.33 out of 4. 100% of respondents agreed or tend to agree that they would recommend the EPP to prospective teachers.
NeXT and the state has not provided comparative data.Although the EPP has received preliminary data from NeXT and the state, a final report has not been received.
WVUP EPP Survey of Graduates SatisfactionWVUP’s teacher preparation program consistently has received strong graduate satisfaction ratings One graduate’s response when asked what was the most beneficial aspect of the program provided a concise summary of the qualitative data:

“Every aspect. From talking to other education graduates from other college/universities, I now see how much more prepared in the education field WVUP made me. Though at times it was a lot of work, it was 100% worth it. I'm a better teacher because of the requirements WVUP placed before me. The opportunity to be in a classroom starting semester one of the four year journey is beneficial. After speaking to colleagues who didn't graduate from WVUP, many colleges/universities don't put their education students in a classroom until their junior year. Being in a classroom early in college gave me extra experience and let me observe more teachers in my field of study.”

The highest completer mean score was in the area of reflecting on instructional practice (2.71 out of 3) while the lowest mean score was utilizing questioning strategies (2.42 out of 3).
Data, both qualitative and quantitative, is consistent from year to year. Graduates continue to rate WVUP graduates high every area.WVUP Completer/Graduate Satisfaction Data

Qualitative Graduate Satisfaction Data

Outcome Measures

Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
WVUP Program Milestones and Graduation RatesProgram milestones are Admission to Program, Admission to Student Teaching, and Completion/Certification.

Data indicate that the past few years have shown an overall downward trend in Admission to Program which in turn has caused a downward trend in Admission Student Teaching and Completion. Data has shown that the program’s retention rate is high. In five semesters, 90% of candidates that were admitted to the program were admitted to student teaching and 99% of candidates that were admitted to student teaching, graduated and were certified.
Data are following national and state trends of teacher shortages and fewer students seeking degrees in teacher education.

The university as a whole has shown a downward trend in enrollment in recent years.

Increase in GPA from 2.75 to 3.0 for admission to program has had a slight effect on enrollment in the teacher education program.
Program Milestones Data

Graduation Rates
Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
Completer GPA
Praxis Data
WVUP requires their candidates to pass Praxis I examinations before Admission to Program and all Praxis 2 examinations before Admission to Student Teaching. There is a 100% passage rate for completers.

WVUP candidates are required to have a 3.0 GPA in three areas: overall GPA, courses required for the BA degree in elementary education, and all courses with a EDUC prefix. No grades below a C are accepted. In 2017-18, Admission to Program mean overall GPA was 3.43 and Admission to Student Teaching mean GPA was 3.39.
Candidates’ Praxis scores consistently follow the state and national benchmarks on all Praxis exams. Scores on the Principles of Learning and Teaching exam (5622) traditionally are higher than the state and national mean scores, in all categorical areas except “Analysis of Instructional Scenarios” which tends to be slightly lower.

The EPP has been watching the Praxis CASE Math exam mean score. Candidates meet the state cut score for the Praxis CASE Math exam but the mean score has trended below the top 50% of those that were assessed nationwide. During 2017-18, candidates’ mean score was 155.94 compared to the national mean of 152.67.

Overall mean GPA is higher when compared to the overall mean GPA at the university.
Overall GPA and PRAXIS Passage Rate

Admission to Program GPA

Admission to Student Teaching GPA
Title II Report2018 Title II Report
Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
Employment RatesThe full-time employment rate for the past two years is 77.4%. 99% of graduates are working in the field either full-time, substituting, or in another related field.Employment rates have increased over the past five years as the number of retirements in the school systems have increased. Graduates are employed soon after graduation.Ability to Be Hired
Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
Tuition Price ComparisonWVUP’s tuition is the lowest tuition in WV, OH, and one of the lowest in the nation.Most Affordable University in West Virginia

Most Affordable University in Ohio
Student Loan Default RatesUniversity Loan Default Rates
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