CAEP Annual Measures

The advanced certification programs in the School of Education at the University of Alaska Anchorage are accredited by the National Council for Accreditation of Teacher Education (NCATE) and will be undergoing an accreditation review with the Council for the Accreditation of Educator Preparation (CAEP) in 2021.

In accordance with CAEP requirements, supporting evidence on the following performance measures is presented annually to inform the public of program outcomes and program impacts.  

Satisfaction of Employers and Employment Milestones

An employer satisfaction survey of 2017-18 advanced-level program completers was conducted in Fall 2019 in collaboration with the Center of Alaska Education Policy Research, an independent research unit of the Institute of Social and Economic Research.

Question: To what extent do you agree or disagree that the educator does the following?* Agree   Disagree
Collaborate with professional colleagues and/or community leaders (e.g. Alaska Native Elders, village councils, leaders within culturally and linguistically diverse communities) in community settings. 97% 3%
Collaborate with culturally and linguistically diverse families to support students' academic development. 96% 4%
Collaborate with culturally and linguistically diverse families to support students' social and emotional development. 96% 4%
Critically analyze research. 96% 4%
Examine critical questions through inquiry. 96% 4%
Apply research-based practice to Alaska's educational context. 96% 4%
Engage in self-reflection that builds dispositions required for success in the role for which they were prepared. 93% 7%
Personalize instruction based on assessment of student learning. 100% 0%
Use technology to maximize student learning. 100% 0%
Practice ethical use of technology. 100% 0%
Use technology for professional development. 100% 0%
Overall, do you agree that you are satisfied with the preparation of your teachers/administrators who are UAA graduates? 97% 3%

*Not observed/Does not apply responses (3%-16%/item) were not used in the percentage calculations.
Participation rate - 44%

Characteristics of 2017-18 advanced-level program completers who participated in the survey:

94% work in a school/district
76% work in a traditional public school/district
55% work in urban or urban fringe areas
39% work in rural remote/rural hub areas
85% sought employment in the licensure area of their UAA programs
94% work in an area in which they hold a license
53% work in an elementary level setting
93% plan to work six or more years in their licensure area
53% had access to a formal induction/mentoring program
14% have obtained additional degrees or licenses since completion of their UAA programs

Completer Achievements and Awards 2017-2020

2019 National Assistant Principal of the Year, National Association of Secondary School Principals
2019 Region 7 Principal of the Year, Alaska Association of Secondary School Principals
2017, 2018, and 2019 Class of National Distinguished Principals, National Association of Elementary School Principals
2018 and 2019 Alaska State Special Education Inclusive Practice Award Nominee
2017 BP Teachers of Excellence Award
2017 KTVA Teachers of the Week (partner teachers)
2017 Magic 98.9 Teachers of the Month (partner teachers)
2 EDL program graduates pursued preparation for the superintendent endorsement in Alaska (6 in the past 7 years)
13 Special Education program completers pursued advanced preparation in the M.Ed. in Special Education
24 Language Education program completers pursued advanced preparation in the M.Ed. in Teaching and Learning

Satisfaction of Completers

An alumni satisfaction survey of 2017-18 advanced-level program completers was conducted in Fall 2019 in collaboration with the Center of Alaska Education Policy Research, an independent research unit of the Institute of Social and Economic Research.

Question: To what extent do you agree or disagree that your UAA program prepared you to do the following:  Agree  Disagree
Collaborate with professional colleagues and/or community leaders (e.g. Alaska Native Elders, village councils, leaders within culturally and linguistically diverse communities) in community settings. 100% 0%
Collaborate with culturally and linguistically diverse families to support students' academic development. 86% 14%
Collaborate with culturally and linguistically diverse families to support students' social and emotional development. 82% 18%
Critically analyze research. 91% 9%
Examine critical questions through inquiry. 100% 0%
Apply research-based practice to Alaska's educational context. 100% 0%
Engage in self-reflection that builds dispositions required for success in the role for which I am prepared. 95% 5%
Personalize instruction based on assessment of student learning. 95% 5%
Use technology to maximize student learning. 95% 5%
Practice ethical use of technology 91% 9%
Use technology for my professional development. 100% 0%
Do you agree that your program's field experience (e.g. field work assignments, internship) provided you with opportunities to apply the knowledge and skills gained in your coursework? 95% 5%

Participation rate - 31%

Completion Rates

Advanced Licensure Programs, Number Enrolled, Number of Awards and Average Number of Years to Degree 

 

Interns/Researchers
2018-19

 

2018-19
Overall # of Graduates

 

Interns/Researchers
2017-18

 

2017-18
Overall # of Graduates

 

Interns/Researchers
2016-17

 

2016-17
Overall # of Graduates

 

 

2018-19
# Enrolled Internship or Action Research

201803-201901

2018-19
# Graduated

 

 

 

2017-18
# Enrolled Internship or Action Research

201703-201801

2017-18
# Graduated

 

 

 

2016-17
# Enrolled Internship or Action Research

 201603-201701

2016-17
# Graduated

 

 

 

Early Childhood Special Education (M.Ed)*

 

6

 

6

 

6

 

6

 

5

 

7

 

3

 

1

 

1

Educational Leadership (M.Ed.)

 

8

 

8

 

8

 

15

 

9

 

13

 

15

 

13

 

17

Educational Leadership (Grad Cert)

 

15

 

10

 

15

 

11

 

11

 

12

 

4

 

 

4

 

 

5

Language Education (Grad Cert)

 

0

 

0

 

0

 

32

 

29

 

34

 

25

 

19

 

25

Special Education (Grad Cert)

 

13

 

9

 

9

 

14

 

10

 

13

 

15

 

9

 

10

All Advanced Programs

 

40

 

32

 

38

 

76

 

64

 

79

 

62

 

46

 

58

*M.Ed. in Early Childhood Special Education - admission suspended in 2019; Board of Regents decision to discontinue in 2020; currently in NWCCU-approved teach out.

Source: University of Alaska Banner Student Information System

 

Ability of completers to meet licensing (certification) and any additional state requirements

All candidates in the following programs must meet Alaska DEED licensing requirements as a condition of completion of the program: Graduate Certificate in Special Education, MEd Educational Leadership, Graduate Certificate in Educational Leadership.

Candidates in the Language Education program are not required to complete all AK DEED licensing requirements as a condition of completion of the program. Candidates interested in earning the endorsement must meet all AK DEED licensing requirements. 

Ability of completers to be hired in education positions in Alaska

 Program/Year % Graduates Employed
in Alaskan Schools
MEd Ed Leadership  
2019 78%
2018 83%
2017 75%
Grad Cert Principal  
2019 87%
2018 92%
2017 80%
Grad Cert Special Education  
2019  86%
2018 77%
2017 70%
Grad Cert Language Education  
2019  100%
2018 91%
2017 88%

Source: Alaska Department of Education and Early Development

Student loan default rates and other consumer information

Cost of attendance calculators for UAA

University of Alaska Anchorage School Default Rates

OPE ID Type Control PRGMS    FY2016 FY2015  FY2014
011462 Master's Degree or
Doctor's Degree
Public Both (FFEL/FDL) Default Rate  10.5 12.2  13.1
         No. in Default 265  348 400
         No. in Repay 2,512 2,847 3,046
         Enrollment Figures 27,043 27,685 29,032
         Percentage Calculation 9.2 10.2 10.4 

Source:  Federal Student Aid, US Department of Education

ENROLLMENT: To provide context for the Cohort Default Rate (CDR) data we include enrollment data (students enrolled at any time during the year) and a corresponding percentage (borrowers entering repayment divided by that enrollment figure). While there is no direct relationship between the timing of when a borrower entered repayment (October 1 through September 30) and any particular enrollment year, for the purpose of these data, we have chosen to use the academic year ending on the June 30 prior to the beginning of the cohort year (e.g., FY 2016 CDR Year will use 2014-2015 enrollment).

Retrieved :   04/10/2019