Council for the Accreditation of Educator Preparation (CAEP)

These student growth data are in alignment with CAEP Annual Report Measure 1 (Initial): Completer effectiveness. (R4.1) and demonstrate completer impact in contributing to P-12 student-learning growth.

This graph shows P-12 student growth collected annually through North Carolina Educator Value-Added Assessment System (EVAAS) for beginning teachers (BTs) (3 or less years of teaching) prepared by UNC-Chapel Hill. The bars show the percentage of UNC-CH BTs who do not meet, meet, or exceed expected growth for all BTs in North Carolina public schools.

While the percentage of students who met or exceeded growth varies from 2022 to 2025, UNC-Chapel Hill completers generally outperformed BTs across the state. In 2025, EVAAS scores for UNC-Chapel Hill graduates decreased slightly in the past year – from 93% (met or exceeded growth) in 2024 to 87% in 2025. Despite the decrease, UNC-Chapel Hill graduates still had a higher percentage of students who met or exceeded growth scores than the state (83%).

UNC-Chapel Hill monitors EVAAS data annually, seeking opportunities to make targeted improvements in program areas and coursework. We also monitor these data as they are a key component in the current accountability model for North Carolina EPPs.

These teacher effectiveness data align with CAEP Annual Report Measure 1 (Initial): Completer effectiveness. (R4.1) and demonstrate completer effectiveness in applying professional knowledge, skills, and dispositions.

 

These data show school administrators’ ratings of UNC-Chapel Hill-prepared BTs (3 or less years of teaching) on the NCEES criteria (North Carolina Educator Evaluation Systems):

NCDPI collects teacher effectiveness data on BTs each year. School Administrators rate the level at which BTs meet Standards 1-5 as they move from ratings of ‘Developing’ to ‘Distinguished’. As of 2020-21, at the end of their third year, teachers must be rated ‘Proficient’ on Standards 1-5 on the most recent ‘Teacher Summary Rating Form’ to be eligible for the Standard Professional 2 license. New teachers are more likely to be rated lower on the evaluation standards, as they are still learning and developing new skills and knowledge.

Evaluation results from 2021 through 2025 indicate that UNC-Chapel Hill-prepared BTs consistently received high ratings on all NCEES criteria. Specifically, during these years, at least 91% of all UNC-Chapel Hill BTs were rated proficient, accomplished, or distinguished on all NCEES criteria, which for most standards has been consistently higher than statewide rates. In 2025, at least 96% of UNC-Chapel Hill BTs were rated at proficient, performing slightly higher than state percentages for each standard.

The program uses these data as an important marker of principal/employer feedback on our completers. In our continuous program improvement conversations, we triangulate these data with those from the NC Employer survey to generate a more holistic view of how graduates are perceived by their supervising administrators during their first years of teaching. We see decreases in these same two standards, Standard 4 (Teachers Facilitate Learning for their Students) and Standard 5 (Teachers Reflect on their Practice) in 2023 data which reflects recent graduates, those who completed their program during the Covid-19 pandemic and recovery period.

NC School Employer survey data are in alignment with CAEP Annual Report Measure 2 (Initial): Satisfaction of employer and stakeholder involvement. (R4.2|R5.3)

Data source: NCDPI EPP Public Dashboard

Data Source: NCDPI – NC Employer Survey

First administered in 2016-17 by NCDPI and the Education Policy Initiative at Carolina (EPIC), the NC School Employer survey asks school principals and assistant principals to rate the effectiveness of first-year teachers on 29 teaching tasks that are aligned with the state’s professional teaching standards, comparing to other North Carolina-prepared, out-of-state, and alternative entry first-year teachers. The first-year teachers are rated on a scale of 1 to 5: Much Less Effective, Less Effective, Comparable, More Effective, and Much More Effective.

This set of graphs shows principals’ overall satisfaction with UNC-Chapel Hill first-year teachers. The percentage of principals that are rated as proficient or above for each of the five professional standards is more or less comparable to other EPP groups.

UNC-Chapel Hill first-year teachers are rated against other groups of EPPs – the Higher Ed programs (NC independent and public colleges and universities) and the non-Higher Ed programs licensed in the state – on all NC professional teaching standards over years. For all standards, UNC-Chapel Hill graduates received higher ratings than other teacher preparation programs on all five teaching standards.

The program uses these data as an important marker of principal/employer feedback on our completers. We triangulate these data with those from the NC Principal evaluations to generate a more holistic view of how graduates are perceived by their supervising administrators during their first years of teaching. We see some points of alignment between the data sources and some areas for further investigation. Principal ratings and the Employer survey are mostly similar in their ratings, though the Employer survey rates UNC completers lowest on Standard 2: Teachers establish a respectful environment for diverse learners. This rating is comparable to Employer survey ratings for other non-UNC prepared teachers. UNC-Chapel Hill is examining different ways to address and assess grow completers’ capacity related to establishing a respectful environment for all students, both in coursework and in the field.

These data are aligned with CAEP Annual Report Measure 2 (Advanced): Satisfaction of employer and stakeholder involvement. (RA4.1 and RA5.3)

To support EPPs’ continuous improvement efforts and accreditation needs, NCDPI started providing employment data for EPP completers in 2018 and set to release this data annually in April. NCDPI employment data identifies all UNC School of Education completers who have graduated with a degree and been employed as an educator in North Carolina public or charter schools. These data include completers’ identifications, employee information, completers’ job title, and the degree levels earned at UNC.

Since UNC-Chapel Hill is using proxy measures to address Employer Satisfaction with our advanced candidates, the unit is actively working to develop and implement stronger feedback mechanisms for its graduates. One action is the planning and development of an SOE employment database with the 3 years of NCDPI employment data, and plan to expand this database yearly when new data become available. NCDPI Employment data is being linked with SOE completion data to add corresponding completion data: completion term, degree completed, academic plan and subplan, etc. With these data, we can track employment by program and cohort, as well as map employment distribution in North Carolina. As this database continues to grow with more years of employment data, we will be able to track our completers’ career transition and job retention, and employer satisfaction.

This set of assessments align with CAEP Annual Report Measure 3 (Initial): candidate competency at completion. (R3.3) and shows UNC-Chapel Hill candidates meet program expectations and are ready to be recommended for licensure.

At program completion, UNC-Chapel Hill initial teacher candidates are evaluated on multiple performance metrics which include NC Licensure Exams, edTPA, NC LEA/IHE Certification of Teaching Capacity and Course Grades to determine qualification for program completion and licensure recommendation.

The Federal Title II program collects Licensure assessment data including: Praxis II and edTPA for all licensure areas, and Foundations of Reading for Elementary Education. Pass rates are calculated annually to demonstrate EPP quality. For the last three years, the UNC-CH pass rate has been consistently 98% or above and significantly higher than North Carolina statewide average. In 2024-2025, the overall Licensure pass rate was 100% – a steady increase from prior years and higher than the state pass rate of 76%.

NCDPI monitors licensure exam pass rates for all NC Educator Preparation Programs through the NC Educator Preparation Program Dashboard. UNC-Chapel Hill pass rates are generally 12-13% higher than other North Carolina EPPs as a whole or by licensure areas.

For the past three years, UNC-Chapel Hill candidates received an average edTPA score of 49, which is meaningfully higher than the NC passing score. Further, UNC-Chapel Hill candidates’ edTPA scores were higher than candidates from North Carolina statewide and the national average. In addition, pass rates are generally 14% higher than other North Carolina EPPs.

This set of assessments align with CAEP Annual Report Measure 3 (Advanced): candidate competency at completion. (RA3.4), and shows candidates are meeting program expectations and ready to be recommended for licensure.

At present, North Carolina does not require licensure exams for advanced licensure areas. UNC-Chapel Hill advanced programs (MEdX-ECIFS, MSA and EdD Education Leadership) evaluate students competency through course-embedded assessments.. All ESA rubrics are aligned with corresponding national standards.

The preliminary ESA data shows that UNC-Chapel Hill are scored at 90 or more on most ESAs aligned with relevant national standards, with a variation from 75 to 100 among standards. These data provide evidence of candidate competency and an opportunity to identify area/standards for improvement.

Each of the advanced programs has annual program review cycle during which its program data is reviewed and analyzed to inform program improvement activities. The data generated by the ESA forms a critical evidence base for this work and are examined holistically with other quality assurance measures, such as exit surveys and employment data.

Ed.D.