CAEP Annual Reporting Measures

Undergraduate (Initial only)

Completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences at Salem were designed to achieve as indicated in Graph 4.2. The P12 student survey data indicate that students are comfortable, confident, and excited to learn from the Salem completer(s). Student survey data measure teaching skills, classroom energy, learning expectations, student-teacher relationship, and student belongingness.

Graph 4.2

P12 Student Survey on Teacher Effectiveness (2021)

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Graduate (Advanced: A.4.1)

Satisfaction of Employees

To track employer satisfaction, Salem University collects data through survey collection. Employers are satisfied with the performance of Salem University graduates. Table A4.1 provides a count regarding employer satisfaction and perceptions on how the employee was prepared for the job. Graph A.4.1 indicate agree to strongly agree satisfaction performance levels from employers on Salem University graduates.

Table A4.1.

Employment Satisfaction (2020-2021)

Would you employ future Salem University graduates?Yes-5, No-0
Has the Salem University Graduate retained their positions?Yes-4, No-0
Has the Salem University Graduate hired elsewhere?Yes-1

Graph A.4.1.

Employer Satisfaction (2020-2021)

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Undergraduate (Initial Level - CAEP Component 4.3)

Satisfaction of Employees

On a scale of 1 to 4 (1=strongly disagree and 4=strongly agree), Graph 4.3a data indicate school employers of Salem Graduates strongly agree and are satisfied with the Salem graduate as a first-time teacher. The employers note Salem Graduates present the skills of a professional perspective to teaching:

“… understands the basic pedagogy elements and teaching fundamentals”

“… enthusiastic new teacher and is finding the teaching style connecting well with kids

and planning engaging and supportive lessons”

Employers note Salem Graduates are professionally prepared to teach and continue to learn various instructional strategies:

“… takes the time to prepare and put elements into practice. The classroom management

protocols are solid, and students respect him as a teacher”

Graph 4.3a

Employer Satisfaction Survey on Salem University Graduates (2020-2021)

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Graph 4.3b displays 100% satisfaction from employers on teaching, knowledge of the student and content, planning, collaboration with parents and professional responsibilities. Employers also note a 92-100% satisfaction range with assessment skills performed by graduates.

Graph 4.3b.

Employer Satisfaction Survey on Salem Graduates Teaching K12 Students (2020-2022)

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At the Spring Advisory Meeting held on May 16, 2022, the results of the stakeholders’ survey were shared with stakeholders. The stakeholders consist of all faculty and reviewers, principals from Doddridge and Harrison Counties, and the Provost’s office. There are 11 members; all participated in the survey. Two areas were discussed in detail and will be focused on in upcoming classes:

  1. Salem prepares teachers to engage in instructional practices that promote positive learning results for students.
  2. Salem prepares teachers to communicate clearly and effectively with students, colleagues, and families.
1. Salem prepares teachers to understand student learning and development.6500
2. Salem prepares teachers to respect the diversity of the students, colleagues and families.7400
3. Salem prepares teachers to know and understand the curriculum content for which they have instructional responsibility.6410
4. Salem prepares teachers to understand and use evidence-based instructional strategies to effectively teach the concepts and skills for which they have instructional responsibility.6410
5. Salem prepares teachers to understand assessment practices, their purpose and the data they generate.6320
6. Salem prepares teachers to analyze data to monitor and support student progress.6320
7. Salem prepares teachers to use data to plan, differentiate and modify instruction.5420
8. Salem prepares teachers to align their instructional goals and activities with school and district priorities.6500
9. Salem prepares teachers to differentiate instruction to support the learning needs of all students.5510
10. Salem prepares teachers who are proficient in application of technology for the enhancement of P-12 Learning.5600
11. Salem prepares teachers to engage in instructional practices that promote critical thinking, problem solving and encourage learner exploration.6410
12. Salem prepares teachers to establish inclusive environments that are respectful, supportive and caring.6410
13. Salem prepares teachers to engage in instructional practices that promote positive learning results for students.3430
14. Salem prepares teachers to communicate clearly and effectively with students, colleagues and families.3341
15. Salem prepares teachers to collaborate effectively with other teachers, administrators, staff and families.7310
16. Salem prepares teachers to understand, uphold, and follow professional codes of ethics and district and state policies.8300
17. Salem prepares teachers to assume responsibility for professional growth.6410

Graduate Licensure Pass Rates (Advanced Level)

Leadership candidates Praxis testing assessment is required for graduation and licensure for administration in West Virginia. Candidates apply knowledge to the following categories: I. Strategic Leadership, II. Instructional Leadership, III. Climate and Cultural Leadership, IV. Ethical Leadership, V. Organizational Leadership, and VI. Community Engagement Leadership. The Praxis testing assessment exam (#5412) has a pass score of 146. National and state percentage comparisons are shown in Table 6a and Graph 6a. Praxis test #5412 average pass scores per program and average scores per category of Praxis test #5412 are shown in 6b and 6c, respectfully.

Table 6a.

Praxis Test National, West Virginia and Salem University Pass Score Comparisons (2018-2021)


Test Takers

Pass Score PercentageMedian
West Virginia17893.26%167
Salem University5887.93%162.5

Test Takers

Pass Score PercentageMedian
West Virginia16592.73%163
Salem University5889.66%163

Test Takers

Pass Score PercentageMedian
West Virginia19297.40%167
Salem University6994.20%163

*All data retrieved ETS Data Manager

Graph 6a.

Praxis Test (#5412) Average Score per Category Comparison to WV and National Pass Scores (2020-2021)

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Graph 6b.

Leadership Candidates Praxis Test (#5412) Average Pass Score per Leadership Program (2020-2021)

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Graph 6c.

Leadership Candidates Praxis Test (#5412) Average Score per Category 3-year Comparison (2018-2021)

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Undergraduate (Initial Level)

Undergraduate Licensure Pass Rates

The undergraduate Teacher Education program includes assessment testing as a requirement in graduation and in West Virginia teacher education licensure. West Virginia licensure to teach in the secondary school requires pass scores in three (3) teacher education licensure assessments:

  • Praxis CORE (assessment testing skills in reading, writing and math)
  • Praxis II Content Area (Biology, English, Health, Physical Education, or Social Studies)
  • Praxis II Principles of Learning and Teaching (PLT)

Salem Teacher Education student candidate average scores, per year, are represented in order of completion of the licensure tests in Graphs #6d, 6e, 6f, 6g, and 6h respectively.

Graph 6d.

Praxis CORE Test Average Scores in Reading, Writing and Math (2016-2021)

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Graph 6e.

Praxis II Content Area Test Average Scores (2017-2022)

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Graph 6f.

Praxis II Principles of Learning and Teaching (PLT) Test Average Scores (2014-2021)

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*no completers 2016-2017

Graph 6g.

Praxis II PLT Test Category Scores within Pass Score Range (2017-2021)

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Graph 6h. Praxis II PLT Test Pass Scores per Program (2017-2021)

*PLT pass score = 157

*No completers Biology, English, Health Education

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Graduate (Advanced Level)

Ability of Completers to be Hired

Educational Leadership candidates display the dispositions required to be hired as a leader in their school and district. On a scale of 1 to 5 (1=strongly disagree and 5=strongly agree), Graph 7a data indicate site supervisor agree with the skills performed during the internship that are indicative of skills necessary for employment.

Graph 7a.

Site Supervisor End of Internship Disposition Skills Assessment of Leadership Candidates Ability to be Hired

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Undergraduate (Initial Level)

Ability of Completers to be Hired

Teacher Education candidates have been hired for the positions for which they have been prepared, the first year after graduation (Spring 2020, 2021). At this time, no hires are indicated for Biology, English and Health Education as these preparation programs are in process of preparing candidates for residency and future hire.

Graph 7b.
Teacher Education Undergraduate Candidate Percentages Hired (2019-2021)

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Teacher Education candidates self-assess their learning and application of five (5) dispositions necessary for implementation in teaching practices. Their school site supervisors also provide predictive dispositions of candidates that are illustrated in Graph 7c. On a scale of 1 to 5 (1=strongly disagree and 5=strongly agree), Salem candidates and partner teachers agree to strongly agree candidates possess the communication, knowledge, teaching, 21st century workplace and ethical skills in becoming an effective teacher.

Graph 7c.

End of Residency Self-Disposition and Partner Teacher Survey Satisfaction Percentages on Teaching Skills (2019-2021)

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Graduate (Advanced – CAEP Component A.4.2)

Satisfaction of Completers

On a scale of 1 to 5 (1=strongly disagree and 5=strongly agree), student survey data (Graph A.4.2) indicate completers perceive their preparation was sufficient and have the knowledge and ability to promote the success of all students in their school building and within the district.

Graph A.4.2

Graduate Candidates Satisfaction of Completion (2020-2021)

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Further, graduate satisfaction survey comments include:



    • “Every course seemed to have a component on creating a good community school”


    • “I feel I was well prepared for implementing a vision”


    • “Instructors promoted the importance of school culture”


    • “The internships were very eye-opening”


    • “Community involvement is essential. Completing the assignments helped me with the hands-on experiences.”


Undergraduate (Initial Level - CAEP Component 4.4)

Satisfaction of Completers

On a scale of 1 to 4 (1=strongly disagree and 4=strongly agree), in Graph 4.4a, Salem Graduates were satisfied with their training and teacher education preparation for on-the-job duties as a first-year teacher. Salem Graduates conclude:

“I was definitely prepared to design lessons and units. My pedagogical skills were more

than enough. I was able to create, execute, and adjust accordingly for my students.”

“It took me some time to create the classroom environment with my students that was

comfortable while also respectful.”

“I grew to use the questioning technique of digging with analogies to get students to think and relate it to whatever they were interested in.”

”I feel that was definitely prepared for teachable moments.”

“I would say I was very well prepared in every aspect of my teaching career and could use more development with ELL students in my current state.”

Graph 4.4a

Salem Graduate Satisfaction with Preparation for Employment (2020-2021)

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In the satisfaction comparison on preparation, data displayed in Graph 4.4b, employers and graduates ‘strongly agree’ to ‘agree’, the graduates have been prepared to execute the functions and necessary skills to impact student learning as a beginning teacher.

Graph 4.4b

Satisfaction Comparison on Graduate Preparation to Effectively Impact K12 Learning (2020-2021)

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Graduate (Advanced Level)

Graduation rates for leadership candidates in principal and superintendent studies are reviewed on an annual academic basis from the beginning of September to the end of August each year.

Percentages of graduation and retention rates for the past three years are shown in Graph 5a and Graph 5b respectively.

Each graduation rate improves when the retention numbers showcase a student graduation. It is reasonable to see low graduation rates in the current 2020-2021 year because that cohort of students may still be completing coursework.

Graph 5a.

Leadership Candidates Graduation Rate Percentages (2018-2021)

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Graph 5b.

Leadership Candidates Retention Rate Percentages (2018-2021)

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Undergraduate (Initial Level)

Undergraduate candidates progress through the preparation program, including a year-long residency during their senior year. Graduation requirements include assessment testing. Data illustrated in Graph 5c, indicate 100% content pass rates across 3 data years in regards to the associated programs listed.

It is noted in the years 2018 and 2019, Salem did not admit Social Studies Education students and therefore had no completers. The English Teacher Education program and the Biology Teacher Education program students are on track to complete graduation requirements in 2022 and 2023 respectively.

Graph 5c.

Teacher Education Graduation Rates (2018-2020)

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Student Loan Default Rates

The latest default report (Graph 8.) by the Federal Student Aid office of the U.S. Department of Education (six-digit OPE ID is 003820) provides loan default rate data for the years 2018, 2017, 2016. The Department of Education includes undergraduate and graduate default rates together. The estimated 2019 default is included.

From the latest IPEDS report

  • the default rates for 2018 is 13.1%; 2017 was 17.2%, and 2016 was 17%.
  • the number in default in 2018 was 78; 2017 was 81, and 2016 was 77.
  • the number in repayment in 2018 was 595; 2017 was 469, and 2016 was 452.

Graph 8.

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CDR=cohort default rate

FY=fiscal year
PY=processing year