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Candidate Performance Facts & Figures

Welcome to Grace College School of Education (SOE). The School of Education is currently accredited by the National Council for Accreditation of Teacher Education (NCATE), and has achieved National Recognition or National Recognition with Conditions status for Elementary and Secondary Education programs from the following Specialized Professional Associations (SPAs):


In Spring 2022, Grace SOE will seek national accreditation through the Council for the Accreditation of Educator Preparation (CAEP).  CAEP has identified eight annual impact and outcome measures for which accredited Education Provider Programs  are required to share data.  These measures include:

  1. Impact on P-12 learning and development
  2. Indicators of teaching effectiveness
  3. Satisfaction of employers
  4. Satisfaction of completers (graduates)
  5. Graduation Rates
  6. Ability of completers to meet licensing certification and any additional state requirements
  7. Ability of completers to be hired in education positions for which they have prepared
  8. Student loan default rates and other consumer information

Impact of P-12 Learning and Development

CAEP Reporting Measures:

1. Grace Graduates Impact of P-12 Learning and Development*

  • 94%+ of principals working with Grace graduates agree that our program completers:
    • Understand how students learn and develop
    • Meet expectations for content preparation and knowledge
    • Integrate technology to advance student learning
    • Exhibit ethical practice expected of educators
  • View the full 2019 Principal Survey Results>
  • At least 94% of graduates are satisfied with the training they received at Grace, including the following areas:
    • Meeting expectations for content knowledge & preparation
    • Developing and using assessments to improve instruction
    • Integrating Technology to advance student learning
    • Working effectively with school leaders and other professionals
  • View the full 2020 Teacher Survey Results >

*Fewer than 10 principal survey results on the quality of their teachers completing an Indiana program within the previous two years were reported in the 2020 EPP Comparative and Performance Data Matrix, therefore, 2020 data is not available. Instead, data from the 2019 EPP report is used to show Grace graduates’ impact on student learning.


2. Indicators of Teaching Effectiveness

100% of Grace Graduates Were Rated Effective or Highly Effective by Indiana Principals.

RISE Evaluation and Development System:

Indiana School corporations participating in the annual RISE evaluation system assess teachers on areas of Professional Practice and Student Learning.  Teachers receive a rating at the end of the school year in one of four performance levels:  Highly Effective, Effective, Needs Improvement, or Ineffective.  The Indiana Department of Education provides data regarding graduates of Indiana Educator Preparation Programs who are in their first, second or third year of in-service.

According to 2018-2019 IDOE Staff Performance Evaluation Data*, 100% of Grace College School of Education graduates were rated as Highly Effective or Effective. These ratings demonstrate that Grace College School of Education program graduates are well qualified to teach in the area for which they have been prepared.

* As reported on the 2020 Annual EPP Report, fewer than 10 graduates with only one or two years of experience were assessed with the RISE evaluation in 2018-2019, therefore, only data for graduates in their third year of service was included in the report.


Commencement - Accelerated Bachelors Degree at Grace College, with 96% career placement rate

3. Satisfaction of Employers

94% of Principals Consider Grace Grads to Be Well Prepared in Areas of Knowledge, Disposition, and Performance.

Principal Survey of New Teachers Results:

The Indiana Principal Survey* addresses Knowledge Preparation, Pedagogical Preparation, and Professional Disposition of new teachers who are in their first or second year of professional practice.  Principals respond to statements surrounding how well the new teacher was prepared for service by selecting one of the following four statements:  Strongly Disagree, Disagree, Agree or Strongly Agree.  The survey reflects elements of both national professional standards

The survey reflects elements of both national professional standards (NCATE/CAEP) and the Model Core Teaching Standards, Interstate Teacher Assessment and Support Consortium (InTASC).

While 94% of principals who assessed Grace grads in their first or second year of service during 2017-2018 were overall satisfied with the training they received, 100% Strongly Agreed or Agreed that Grace School of Education did an outstanding job preparing teachers to...

understand how students learn and develop at the grade level they are teaching.

meet expectations of a beginning teacher for content preparation and knowledge.

adhere to the ethical and legal requirements of the teaching profession.

*Fewer than 10 principal survey results on the quality of their teachers completing an Indiana program within the previous two years were reported in the 2020 EPP Comparative and Performance Data Matrix, therefore, 2020 data is not available. Instead, data from the 2019 EPP report is used to show Grace graduates’ impact on student learning.


Students at Commencement

4. Satisfaction of Teacher Education Graduates

Grace Teacher Education Grads Believe They Are Prepared in Areas of Knowledge, Performance, and Disposition.

Indiana Teacher Survey of Education Preparation Provider:

First and second year in-service teachers were asked to respond to statements related to how well Grace School of  Education prepared them in areas of Knowledge Preparation, Pedagogical Preparation, and Professional Disposition (similar to the Principal Survey of New Teachers).  Of all in-service teachers* who responded in 2018-2019, and when asked to rate their overall assessment of how well they were prepared to teach, 94% indicated “Excellent” or “Good.”

Items related to learner development and growth, positive and inclusive learning environments, and ethical of the teaching profession were rated highest, illustrating the preparation of Grace College School of Education graduates’ is both relative and current, especially as relates to professionalism in the workplace.


5. Graduation Rates and Other School of Education Milestones

The table below shows, in corresponding years, the number of students admitted to the teacher education program as candidates, total enrolled candidates as defined by Title II*, students who successfully completed all requirements of the teacher education program, graduates who successfully passed Indiana licensing exams required for teacher certification, and those working within their field of study.

Enrollment

Candidate Milestones 2018-2019 2017-2018 2016-2017
Admission to Teacher Education (Candidacy) 53 39 33
Total Enrolled Candidates 129 85 81
Program Completers (Graduates) 35 39 32
Licensed with Indiana Dept. of Ed* 30 38 31
Working Within Field of Study 33 37 29

*Includes only graduates of reporting year


Student Teaching

6. Graduates Meeting Licensure Certification

Grace School of Education program graduates must pass Indiana CORE licensing exams for licensure in Indiana. The following table shows pass rates for Elementary Education, Special Education and Secondary Education, including English Education, Life Science Education, Math Education, Social Studies Education, and Foreign Language Education.

Pass Rates 2018-2019 2017-2018 2016-2017
All Program Completers as Reported by Title II 83% 87% 94%
Elementary Education 86% 87% 96%
Special Education 100% 100% 100%
Secondary Education* <10** <10** 89%

*Aggregate pass rate for all secondary education programs (<10 per program during each reporting cycle). **<10 indicates fewer than 10 completers during a reporting cycle.  For more information regarding this report or to receive specific secondary education passage rates, contact the Grace College School of Education.


7. Teacher Graduate Employment Rate

100% “Level of Success” in Employment Rate of 2018-2019 Grace Teacher Education Graduates

Grace College Center for Career Connections conducted a First Destinations Survey of 2018-2019 Grace College graduates. Of those responding (24 of 35 program completers), 100% of School of Education graduates were successful in their “first destination” with 92% employed full-time and 8% pursuing graduate studies.

The School of Education also collects ongoing employment information on its graduates. The most recent data indicates 89% (31 of 35) of 2018-2019 School of Education graduates are employed in a full-time teaching position, with 3% (1 of 35) working in schools in a support role and 6% (2 of 35) attending graduate school.


8. Student Loan Default Rates and other Consumer Information

Grace School of Education Admission Criteria

2018-2019 2017-2018 2016-2017
Minimum GPA required for Entry 2.50 2.50 2.50
Average Overall GPA of Admitted Teacher Candidates 3.59 3.59 3.61

Grace College’s Three-Year Student Loan Default Rate

The phrase “cohort default period” refers to the three-year period that begins on October 1st of the fiscal year when the borrower enters repayment and ends on September 30th of the second fiscal year following the fiscal year in which the borrower entered repayment. This is the period during which a borrower’s default affects the school’s cohort default rate.

The U.S. Department of Education is responsible to release official cohort default rates once per year. The FY 2017 official cohort default rates were delivered to both domestic and foreign schools on September 28, 2020 and indicated the FY 2017 national cohort default rate is 9.7% percent, a decline from the FY 2016 rate.

During the 2017 fiscal year (Oct. 1, 2016 to Sept. 30, 2017), 4,276,724 borrowers from 6,060 postsecondary institutions across the nation entered repayment, and 417,429 (9.7%) of them defaulted of their loans.  For this same timeframe, the national public institution default rate fell from 9.6% in 2016 to 9.3% in 2017, the private institution default rate rose from 6.6% in 2016 to 6.7% in 2017, and proprietary institution default rate fell from 15.2% in 2016 to 14.7% in 2017.

Grace College’s most recent cohort default rate (published 9/29/2020) is 4.5% compared to the national rate of 9.7% and the private institution rate of 6/6%.

Three-Year Official Cohort Default Rates

Fiscal Year 2017 2016 2015
Default Rate 4.5% 2.6% 3.4%
Number in Default 24 12 15
Number in Repayment 526 454 431