Here, you will find the comprehensive annual report and detailed measures showcasing our commitment to maintaining the standards set by the Council for the Accreditation of Educator Preparation (CAEP). This information reflects our ongoing dedication to excellence in educator preparation and our continuous efforts to enhance the effectiveness and quality of our program.
CAEP 4 Annual Accountability Measures - Initial Programs |
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Measure |
Analysis of Trends |
Source - Evidence # |
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1. Completer Effectiveness and Impact on P-12 Learning and Development (Component R4.1) |
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Graduate and Completer Observations of Teaching Effectiveness SC Formal Evaluation Data – (AY 2023-24 Graduates and EPP Completers) |
Professional Knowledge, Skills, and Dispositions: On an annual basis, classroom teachers select a Student Learning Objective (SLO) and provide benchmarking pre and post data and artifacts to demonstrate their instructional impact on student learning. In addition, the teachers are evaluated using the SCDE 4.0 Rubric. For the AY 2023-24, 100% of USCA graduates evaluated (N= 49) passed their 4.0 and SLO evaluations. For the domain of Planning and corresponding indicators, USCA graduates scored within .01 - .19 (of a 4.0 score) and within .01 .11 in Instruction and .01 to .07 in Environment of the SC state averages and within the proficient range of scores. Of note, in the fourth domain (Professionalism), USCA graduates scored higher (range +.02 - .19) in all indicators than the state averages for professionalism. Results demonstrate that USCA graduates in AY 2023-24 are highly effective educators who positively impact P-12 learners’ growth. The overall completer data, based on 1,089 EPP alumni, indicates that 92.01% (1,002 individuals) met expectations, which is a strong indicator of system-wide success. Only 3.21% (35 individuals) did not meet expectations, while 4.41% (48 individuals) had incomplete evaluations. Breaking this down by employment category, Induction 1 educators made up 4.87% of the total, with 86.79% meeting expectations, 3.77% not meeting them, and 9.43% incomplete. These figures fall slightly below the overall average for “Met” and have a higher rate of “Incomplete,” indicating a need for additional support or clearer evaluation guidance for early-career educators. Induction 2, though a small group at just 0.28% of the total, had a perfect 100% “Met” rate. Annual 1 educators represented 4.78% of the total, with a high success rate of 96.15% “Met,” and only 1.92% each for “Not Met” and “Incomplete.” This group showed stronger-than-average performance. Annual 2 employees, comprising 1.47% of the data set, had a “Met” rate of 93.75% and 6.25% incomplete, aligning closely with the overall performance. Annual 3 included only one individual who met expectations, resulting in a 100% “Met” rate, though the sample size is too small for meaningful analysis. The Continuing category represented the largest group at 82.92% of the total. Within this group, 92.14% met expectations, 3.54% did not, 3.88% were incomplete, and 0.44% had no data. These results closely mirror the overall data and significantly influence the overall averages. Lastly, the Letter of Agreement group accounted for 5.60% of the total, with 90.16% meeting expectations and 9.84% incomplete. While their “Met” rate is only slightly below average, the higher rate of incomplete entries may indicate issues with documentation or clarity in the evaluation process. In summary, over 92% of all individuals met expectations, showing strong overall performance. The Induction 1 and Letter of Agreement groups may benefit from additional support, as they had the highest percentages of incomplete evaluations. Continuing employees, who make up the majority of the data, displayed consistent results with overall trends. To support the 1st year teachers, EPP faculty are exploring what practices and supports are most effective for novice teachers and integrating those practices into methods coursework and practicum lesson(s). We also mirror the 4.0 evaluation process with input from university evaluators and cooperating educators to identify pain points and refine practices. |
1. State Graduate 4.0 and SLO Impact Data and Observations of Teaching Effectiveness |
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Alumni Surveys |
Contribute to P-12 Student Learning Growth and Apply Professional Knowledge, Skills, and Dispositions: In March 2025, alumni (N = 29) from the last 5 years of our School of Education graduates (2019-2024) were surveyed using a Likert scale (1-4, needs improvement – exemplary, with a 3 as proficient) regarding how well the EPP prepared teacher candidates for the classroom and their impact on student learning. The survey data, with a 100% response rate but only 48.28% item completion, reflects overall positive perceptions of the teaching preparation program at USCA. Across all 16 competencies, no respondents rated their preparation as “Needs Improvement,” indicating a baseline level of quality. Most responses fell in the “Proficient” and “Exemplary” categories, particularly in areas such as fostering collaborative learning environments, encouraging student engagement and motivation, using assessment to monitor growth, adapting instruction, and engaging in ongoing professional development. However, areas such as connecting disciplinary content, planning instruction to meet rigorous goals, and applying instructional strategies for deeper understanding received fewer “Exemplary” ratings and showed a slightly higher percentage of “Approaching” responses, suggesting opportunities for program growth. Despite the high rate of non-response per item, the results overall suggest that candidates feel well-prepared, with room for continued development in content integration and instructional planning. In response to these survey results, the USCA faculty have integrated more work with content literacy and deeper understanding using Bloom’s Taxonomy to create cognitive learning targets, assessments aligned to Bloom’s Taxonomy and higher order questioning strategies. |
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2. Satisfaction of Employers and Stakeholder Involvement (R 4.2; R 5.3) |
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Employer - TEAC (Teacher Educator Advisory Council) Feedback |
In March 2025, employers (N=22) were surveyed regarding USCA 1-5 year graduates’ preparedness to teach. The employers rated the USCA graduates on a Likert Scale (1-4; 1 = 1.0 Needs Improvement; 2 = 2.0 Approaching; 3 = 3.0 Proficient; 4 = 4.0 Exemplary) and qualitative responses on USCA recent (1-5 year) alumni preparedness. The employer survey received responses from 22 participants, with all records completed, representing a 100% completion rate. Respondents held various educational leadership roles, with principals (22.73%), assistant principals (18.18%), and teachers (9.09%) making up the majority. One respondent identified as a Director of Instruction. The majority of responses came from the Aiken County School District (36.36%), with a few from Colleton, Edgefield, Lexington 3, and Horse Creek Academy. Regarding the performance of USCA completers from the last 5 years, feedback was generally positive. Across all measured competencies—including understanding learner development, designing inclusive instruction, fostering collaboration, and using multiple assessment strategies—no respondents rated graduates as needing improvement or approaching proficiency. Most responses rated graduates as either “Proficient” or “Exemplary,” with many areas receiving higher “Exemplary” ratings (e.g., supporting collaborative learning environments, using diverse instructional strategies, and engaging in ongoing professional development). When asked about professional development needs, two respondents suggested areas where USCA could provide support, including strategies for working with new teachers. Nearly half of the survey data (45.45%) was marked as “not completed or not displayed,” indicating room for improved response rates in future surveys. Overall, the results reflect a strong endorsement of the quality of USCA graduates in educational roles. These results align with the trends in preparedness noted in the alumni survey data evidence. In addition, the TEAC (Teacher Educator Advisory Council) made up of SoE faculty, school district administration, and mentor teachers has consistently offered feedback regarding the strengths of USCA teacher education graduates: 1) familiarity w/ evaluation process and system; 2) Professionalism; 3) Collaboration; 4) Content Knowledge. The TEAC members also recommended a stronger focus on the science of reading and practicum in our professional program. Anecdotally, the 2023-24 cohort produced multiple First Year Teachers of the Year and we have had 50+ 1st Year Teachers of the Year over the past 5 academic years. Also, 90% of 2023-24 interns were offered teaching contracts for the 2024-25 school year. The EPP supports mutually beneficial partnerships with stakeholders through professional development for educators, research collaborations, contract courses for district partner teachers, conference presentations, CT and US quality surveys, Teacher Educator Advisory Council semi-annual meetings where TEAC stakeholders participate in survey validation, revision, and creation, support with dispositional development and completer quality, and promote induction year mentoring ACPSD program plan revision. Finally, USC-Aiken has professional development school partnerships for all program areas of study. Methods courses are taught with partner schools with corresponding clinical experiences. Clinical educators, cooperating teachers, and university supervisors are highly qualified and are evaluated by professional program teacher candidates and interns each semester. That survey data is tracked and used to make future placement decisions and to improve clinical field experiences. |
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3. Candidate Competency at Program Completion (R3.3) |
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Final Evaluation Internship (Pre-service Teachers) |
For the academic years 2015-16 through AY2022-24, 100% of USCA student teacher interns passed their student teacher semester across all School of Education professional programs. Upon review and analysis of the AY2023-24 SCTS 4.0 data, our EPP found that USC Aiken teacher candidates are strongest in the domains of Professionalism and Learning Environment. Across the academic year, the candidates scored highest in the two domains overall (average of 3.40/4 in Environment and 3.41/4.0 for Professionalism), as well as the highest average score for a number of individual programs. This data is consistent with the prior 5 years of data that demonstrated Professionalism and Learning Environment as our candidates’ area of strength. |
4. AY 2023-24 SCTS Rubric 4.0 and SLO Data Tables |
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Praxis II Pass Rates – ETS and Title II |
The academic year 2023-24 showed a consistent trend in pass rates for the Praxis II and PLT certification exams from the previous academic year. The overall pass rates for all exams (N=48) was 90%. For the Principles of Learning and Teaching (PLT) exams, PLT (5621: PK-3) Early Childhood (N= 14) had a 100% pass rate; Elementary Education (N=15) had a 100% pass rate (5622: Grades K-6); and Special Education (N=6) had a 100% rate (5625: Grades PK-12) . All other program areas had a low N and the pass rates are not available. There was also positive pass rate trend on the content area Praxis II exams. For the Praxis II content area exams, (Early Childhood (5025) had a 100% pass rate with N=16; Elementary Education candidates’ pass rates ranged from 77-100%, N=14. The pass rates for AY2023-24 completers were above the state average on all Praxis II and PLT exams. The pass rates are indicative of the USCA School of Education’s continuous improvement efforts in AY 2023-24. Taking into account the Praxis exam(s) pass rate data, our program areas worked to focus on content instruction and knowledge of the content area standards in the professional program math, science, social studies and ELA methods courses. The elementary program specifically revised the math and science program courses with a deeper focus on content literacy and content pedagogy. |
7. Praxis Data 5 yr. 2019-2024 |
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Student Learning Objective (SLO) Assessment |
The Student Learning Objective (SLO) assessment was implemented beginning in the fall 2018 semester per South Carolina requirements. This is a summative internship assessment based on measuring the impact of PK-12 student learning and therefore, the measurement of PK-12 student learning growth, progress monitoring is essential to the assessment goals. The SLO AY 2023-24 data indicated that our candidates (N=48) have met in all of the ADEPT domains, as the candidates averaged 2.28-2.32/3.0 in student population, historical trend data, and alignment of standards. Further, certain programs earned perfect or near perfect scores. In the fall 2023 semester, the Special Education Aiken (N=1) and the secondary candidates (N=3) earned 3.0 scores on all SLO indicators. In the spring 2024 semester, the Aiken campus Elementary candidates (N=5) earned 2.67/ 3 and all Elementary candidates (N=11) scored 2.55/3.0 in all areas, the highest amount of program area candidates and scores for the Spring Semester. Clearly our completers demonstrate strengths across all four SCTS 4.0 domains (Instruction, Planning, Environment, and Professionalism). Candidates and programs met or exceeded targets in all domains. The USC-Aiken SoE faculty reflected in the AY 2023-24 on how to better implement and analyze formative and post assessment to improve P-12 learning, instructional strategies, and progress monitoring practices throughout the USCA professional program practicum courses. In AY 2023-24, all programs had the students complete impact on learning assessments prior to internship. Further, the SoE faculty reflected on the disaggregated data by program area and overall to determine our continuous improvement areas of focus delineated by program of study. |
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Completer / Recent Alumni Surveys |
A total of 36 students responded to the School of Education’s post-internship survey—13 in Fall 2023 and 23 in Spring 2024. The respondent pool was overwhelmingly female (91.7%) and primarily consisted of students from the Early Childhood and Elementary Education programs. Most participants were based at USC Aiken, though a smaller cohort from USC Sumter contributed to the Spring 2024 data. Survey results highlighted several areas of instructional preparation. Key strengths across both semesters included short-range planning, professionalism, and maintaining a positive classroom environment. In Spring 2024, noticeable improvements emerged in the integration of technology, data-informed planning, and responsiveness to diverse learners. However, challenges remained in preparing candidates to work with parents and to effectively teach English Language Learners (ELLs), with ELL preparation scores dropping from 61.5% satisfaction in the fall to 39.1% in the spring. Student comments underscored the value of hands-on experiences. Internships and practicums were universally praised for their real-world impact, while the Senior Seminar course was highlighted as essential for professional preparation and collaborative learning. Courses in math, science, social studies, and children’s literature were consistently mentioned as beneficial. Faculty members received high praise for their guidance and support. Additionally, students found SLOs and unit plans to be valuable tools for assessment and instructional planning. In conclusion, across both semesters, the USC Aiken School of Education received strong commendation for its emphasis on professionalism, instructional support, and faculty dedication. By refining key areas such as ELL instruction, parent collaboration, and practical application, the EPP continues to grow and better prepare future educators. Students’ feedback provides a clear direction—one that emphasizes real-world readiness, compassionate guidance, and actionable knowledge. Based on the survey data, the SOE faculty implemented continuous improvement efforts to include enhancing ELL preparation through integrated modules and assessments focused on teaching multilingual learners. The EPP has integrated culturally relevant teaching strategies, assessments, and assignments throughout the professional program over the past three academic years. In addition, working with diverse families has become a focus of our EPP. Many programs has assignments directly aligned to working with diverse families (e.g., equity issue project in elementary). To promote teacher-candidate parent communication skills we have added AI simulations and diverse family modules in senior seminar. The teaching and technology course has been completely revised for AY2025-26 to align with current classroom educational technology. There is clear alignment to our continuous improvement efforts in response to the data. |
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4. Ability of completers to be hired in education positions for which they have prepared |
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Graduate, Certified, & Employment Data |
*For the academic year 2019-20, 80% of graduates had contracted employment for the 2020-21 school year. For the 2020-21 cohort of completers (N=65), 86% (56/65) had contracted employment by September 2021. For the AY 2021-22 cohort of completers (N=58), 85% (49/58) had contracted employment in a SC school district. For AY 2022-23, of the N=63 completers, 76% (N=48) had full time teaching employment in SC by August 2023. In AY2023-24, 90% of the N=49 completers were employed in PK-12 schools. For USCA EPP graduates in the academic year 2018-19, 83% of SoE graduates earned initial licensure status. In 2019-20, 82% or 45/55 of candidates earned initial certification status. In 2020-21, 92% (60/65) earned initial licensure by September 2021. In 2021-22, 79% (46/58) of USCA completers earned SC initial licensure by August 2022. In 2022-23, 54 or 86% of completers had earned their initial SC licensure in their certification area. In the AY 2023-24, 92% (44/49) earned licensure. |
Candidate Milestone Data: |
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Enrollment / Graduate Data & Candidate Milestone Data |
The graduation data indicate that the last five academic years have shown rising and falling trends in the graduation numbers of candidates completing the USCA School of Education professional program. The number of EPP graduates fell in AY 2019-20 (-20% from AY 2018-19 , n=69; through 2019-20, n=55), rose in AY 2020-21 (+15 % from AY 2019-20, n=55; 2020-21, n=65), dropped in AY 2021-22 (-11% from AY 202021, n=65; 2021-22, n=58), rose again in AY 2022-23 (+8% to n=63) and fell again in 2023-24, N=49 (-16%). Further, the data indicate that the last five academic years have shown a steady trend in the enrollment number of diverse candidates admitted into the professional program. From fall 2019 through spring 2024, the ethnic and racial diversity of the EPP candidates averaged (AY 2019-20: 11% male and 22% diverse candidates; AY 2020-21: 16% male and 23% diverse candidates; AY 2021-22: 8% male and 19% diverse candidates; AY 2022-23 12.5% male and 18% diverse candidates, 1 candidate did not identify gender; AY 2023-24: 13% male and 14% diverse candidates ). Of particular note is the EPP's recruitment of male and diverse candidates. To further improve male and diverse candidate enrollment, the EPP collaborated with Aiken County Public Schools, Aiken Technical College and the Call Me Mister scholarship program. We have CMM candidates across the USC – Aiken and USCA- Aiken at Sumter campuses. The EPP also focuses on the critical needs areas in South Carolina including special education, science, math, literacy, middle level (all content areas), and ELA/English and literacy. The EPP is working on developing dual degree programs for science and teacher education majors. The EPP also has a well-established Teaching Fellows program that recruits the highest caliber of high school seniors who are interested in entering the field of education. Throughout the professional program, EPP candidates' dispositions are tracked and monitored for growth. An EPP-wide diversity focus has allowed more proactive and effective mentoring of candidates. |
14. USCA AY 2023-24 SoE Enrollment and Completion Data Tables |
CAEP 4 Annual Accountability Measures - Advanced Programs M.Ed. |
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Measure |
Analysis of Trends |
Source – Evidence # |
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2. Satisfaction of Employers and Stakeholder Involvement (RA 4.1) |
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Employer and TEAC (Teacher Educator Advisory Council) Feedback |
The Masters in Education (M.Ed.) program was approved by the South Carolina Commission of Higher Education in 2019. All add-on endorsements were approved by the state of South Carolina. The current M.Ed. in Educator leadership does not lead to licensure and there are no national accreditation standards specifically aligned to Educator Leadership. An Educational Leadership M.Ed. that will lead to licensure (administrative leadership – principal tract) has been approved by the South Carolina Department of Education and is set to begin its first cohort in Fall 2025. In AY 2023-24, there were 5 completers and a total of 12 graduate students enrolled in the M.Ed. program. The first cohort of completers with an N<10 (N=7) were in AY 2020-21. The program was not included in the last CAEP accreditation review in Spring 2020 as the first cohort of completers with a low n (N<10) were in AY 2020-21. The completers in AY2021-22 were an N=5 (1 in December and 4 in May 2022). The diversity of the AY 2023-24 enrolled students (N=12) included 10 White females and 2 Black females. There were no male students enrolled in the M.Ed. program in AY 2023-24. The M.Ed. in Educator Leadership program had its first cohort of completers in 2020-21. As a minimum of 6 months is required to begin collecting completer data and the completers in AY2021-22 were only 5, employer surveys were sent out in Ay 2023-24 covering completers in 2020-21, 2021-22, 2022-23, 2023-24; N=23 but the response rate was 0%. Another survey will be sent in 2025. The TEAC (Teacher Educator Advisory Council) made up of USCA faculty, school district administrators and teacher leaders met in the Spring of 2024. TEAC feedback on M.Ed. program completers included strengths in the following areas:
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1. MEd Leadership Program Overview 2. Educator Leadership Program Data
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3. Candidate Competency at Program Completion (RA3.4) |
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Completer/ Recent Alumni Surveys |
Upon completion of the M.Ed. in Educator Leadership Program, 3 of 6 AY 2023-24 completers evaluated the quality of preparation as educator leaders in the M. Ed. program. Most noted areas were:
The 3 respondents rated the overall quality of the program at a 4.7 (Likert rating 1-5, low to high). The constructive qualitative comments related to more support with the educational research process to the capstone project and adding educational leadership focused courses. Professional leadership roles taken on by completers since beginning the M.Ed. included classroom research, conference presentation, PTO Vice President, team leader, and school administrative roles. 2023-2024 Action Research Capstone Recognitions USCA Scholarship Showcase: 2 completer SCAMLE Journal Publication: 1 completer SCCTM Journal Submission (under review): 1 completer Capstone projects indicate 100% were on Target (n=5) with 3 scoring in the “Accomplished” range and 2 earning “Target” scores. The data indicate that MEd Educator Leadership completers are well prepared to take on educator leadership roles in their school contexts and districts and areas of endorsement. |
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4. Ability of completers to be hired in education positions for which they have prepared |
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All completers in the M. Ed. program in AY 2023-24 (N=5) were practicing educators and/or administrators seeking a Master’s in Educator Leadership with specialization or add-on endorsement in one or two of the following areas:
We will continue to track the graduates and their career trajectory. |
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