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CAEP Annual Reporting Measures

CAEP (Council for the Accreditation of Educator Preparation) has eight annual reporting measures, which are used to provide information to the public on program outcome and program impact. 

Below are the eight reporting measures for our undergraduate and graduate (M.A.T.) initial certification programs with links to data tables that provide supporting evidence for each measure:

1. Impact on P-12 learning and development 

College of Charleston (CofC) Educator Preparation Program (EPP) works closely with local school districts to collect data regarding its completers and their impact on student learning.  Data collection has been and continues to be a continuous learning improvement process.  Below are summaries of the impact data collected thus far from local school districts.

Student Learning Objectives (SLOs) are a tool for actionable reflection used in teacher evaluation systems as a student growth measure. SLOs are monitored over the duration of time the students are with the teacher for instruction, which may be a full academic year, a semester, or quarter (depending on the context in which the teacher leads instruction).

The South Carolina Department of Education (SCDE) provides results for state administered assessments to Education Value-Added Assessment System (EVAAS) for use in value-added analyses. These assessments include SC READY English Language Arts and Mathematicsin grades 3–8, SCPASS Science and Social Studies in grades 5–8, and EOCEP assessments in Algebra 1, Biology 1, English 1, and U.S. History and the Constitution. EVAAS uses data from these assessments to generate value-added reports for districts, schools, and, in some districts, teachers.

Completer Impact Summary

2. Indicators of teaching effectiveness

SAFE-T, the Summative ADEPT Formal Evaluation of Classroom-Based Teachers, is the ADEPT formal evaluation model implemented state-wide in South Carolina. ADEPT Performance Standards and Key Elements for classroom-based teachers can be found here. CofC EPP collects and analyzes data from the SCLead Data System regarding its completers who have been evaluated with SAFE-T each year. The information provided in the SCLead Data System is SAFE-T data taken from classroom teachers' Annual 1 contract year, which may or may not be after the first year of induction.  It is important to note that some schools/districts place teachers on Annual 1 contracts after teachers' first year while others do not move teachers to an annual contract until after more than one year of induction.

 2018 | 2017 | 2016 

3. Satisfaction of employers and employment milestones

Results of Employer Surveys

The Employer survey is distributed annually to Charleston, Berkeley, and Dorchester school district principals to measure their satisfaction of the preparation of CofC's most recent EPP completers for their assigned responsibilities in working with P-12 students.

2019 | 2018 | 2017 | 2016 | 2014 | 2012 | 2010

Employment Milestones

CofC EPP gathers and collects information regarding its program completers' employment milestones from contact with alumni, publications and social media.  The information below provides a summary of programs completers’ milestones, primarily from local tri-county school districts, and is not intended to be a complete list of milestones of all program completers. 

Summary of Milestones

4. Satisfaction of completers

Results of Candidate Exit Surveys
(Previously referred to as Program Completer Surveys)

Upon completion of clinical practice, teacher candidates are required to complete a survey assessing how well they feel the CofC EPP has prepared them for their future career as a teacher.

Results of Alumni Surveys

The Alumni survey is distributed annually to program completers to measure their satisfaction of the CofC EPP and to measure how well prepared they feel for their assigned responsibilities working with P-12 students.

2018 | 2017 | 2016 | 2014

5. Graduation Rates

Retention Analysis 

The following retention analysis tables provide retention and attrition data for the CofC EPP by cohort, which is defined as the first year a student declares their most current education major. Total Average Retention include students who have graduated from the program or are still active and have the opportunity to graduate. Total Average Attrition includes students who have left the College or have left the program (changed to a non-education major).

Data is derived from Cognos and updated in January and September each year. Data does not include 'certification only' students.

Table 1 on the first page illustrates the retention analysis across all CofC Initial Licensure Areas. Tables 2-16 on the following pages illustrate the retention analysis among the specific licensure areas/programs.

Retention Analysis Tables

Program Completer History 

The following tables indicates the number of program completers and the areas of certification over the past sixe years since the 2012-13 academic year. CofC defines program completers as individuals who earn a teacher education degree or certificate and successfully complete clinical practice. 

Program Completer History Table

6. Ability of completers to meet licensing requirements and additional state requirements

Federal Pass Rate Reports- Program Completers

The following are Praxis II pass rate results for CofC program completers.*  Data is derived from the Title II Federal Pass Rate Reports. N represents program completers who graduated within the specificed academic year and area of certification.  State performance data is provided for comparison points. 

*CofC defines program completers as individuals who earn a teacher education degree or certificate and successfully complete clinical practice. CofC program completers are not required to pass Praxis II to receive their degree. 

AY 2017-2018 | AY 2016-2017 | AY 2015-2016 | AY 2014-2015 | AY 2013-2014 | AY 2012-2013 | AY 2011-2012 | AY 2010-2011 | AY 2009-2010 | AY 2008-2009 | AY 2007-2008

ETS Praxis II Results- Examinees

The following document provides pass rate results for Praxis II examinees who indicated they attended CofC. Data is derived from the ETS Report Manager. N represents examinees who took the indicated test during the specified ETS testing period and self-reported that they attended CofC. National performance data is provided for comparison points. 

2017-18, 2016-17, 2015-16

Cumulative GPA of Program Completers

The South Carolina Department of Education requires that teacher education candidates maintain a cumulative GPA of 2.75.  The following is the average cumulative GPA per semester of CofC program completers:

  • AY 2018-2019: Fall 2018-  3.36
  • AY 2017-2018: Fall 2017-  3.42 | Spring 2018-  3.54
  • AY 2016-2017: Fall 2016 - 3.54 | Spring 2017 - 3.55
  • AY 2015-2016: Fall 2015 - 3.45 | Spring 2016 - 3.58
  • AY 2014-2015: Fall 2014 - 3.50 | Spring 2015 - 3.51
  • AY 2013-2014: Fall 2013 - 3.31 | Spring 2014 - 3.55
  • AY 2012-2013: Fall 2012 - 3.27 | Spring 2013 - 3.45
  • AY 2011-2012: Fall 2011 - 3.46 | Spring 2012 - 3.44
  • AY 2010-2011: Fall 2010 - 3.33 | Spring 2011 - 3.47
Recommended for Licensure

CofC recommends program completers for teacher licensure if they have met South Carolina Department of Education (SCDE) requirements and have passed all Praxis II required tests for their licensure area(s).  The following tables present the percentage of program completers who were recommended for licensure and the licensure areas in which they were recommended. 

Recommended for Licensure tables

7. Ability of completers to be hired in education positions for which they have prepared

Results of Employment Surveys

Upon completion of clinical practice, teacher candidates are required to complete a survey indicating their goals for pursuing employment as a teacher. 

Initial Job Placement

CofC collects initial employment data of its program completers in various ways, including an employment survey distributed upon program completion, email communication between program completers and the Office of Student Services & Credentialing, an alumni survey, web-based searches, and the SCLead Data System that includes CofC EPP completers who have been evaluated with SAFE-T in South Carolina (SC) public schools. The table below provides the percentage of programs completers who were employed as a classroom teacher, employed in an education position other than that of a classroom teacher, employed outside of the education field, enrolled in higher education, or their employment status is unknown.  If they were employed as a classroom teacher, the table includes the percentage who were employed by local school districts, other South Carolina school districts, out-of-state school districts or private schools.

Initial Employment Upon Program Completion table

8. Student loan default rates and other consumer information

Student Loan Default Rates

The U.S. Department of Education releases official cohort default rates once per year. A cohort default rate is the percentage of a school's borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or William D. Ford Federal Direct Loan (Direct Loan) Program loans during a particular federal fiscal year (FY), October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year.  Below are CofC's student loan default rates for the following fiscal years.

FY 2015, 2014, 2013 | FY 2014, 2013, 2012 | FY 2013, 2012, 2011 | FY 2012, 2011, 2010 

Source: National Student Loan Data System (NSLDS)

Cost of Attendance

Below are CofC's tuition and fees for the following academic years.  The expected length of time to complete the teacher education program is four years. 

AY 2018-2019 | AY 2017-2018 | AY 2016-2017 | AY 2015-2016 | AY 2014-2015


The School of Education, Health and Human Performance (EHHP) offers numerous scholarship opportunities to students.  A list of available scholarships can be found at  Students are encouraged to apply for scholarships each year in March.

The table below highlights the total amount of monies awarded, the number of scholarships and the number of student recipients per academic year.

EHHP Scholarships

Teacher Salaries

The South Carolina Department of Education provides teaching salary schedules by district in South Carolina. The schedule provides the salary per the number of years of teaching experience and education level. The education level scale is as follows:

    • 3- Bachelor's degree
    • 2- Bachelor's degree plus 18 semester hours graduate work
    • 1- Master's degree
    • 7- Master's degree plus 30 hours
    • 8- Doctor's degree
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