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College of Education

Candidate Performance Data

The College of Education’s assessment system features data collection from a variety of sources including performance assessments and satisfaction surveys. Systematic analysis of these data sources drive continuous improvement in the College of Education’s teacher preparation programs.


The AUM College of Education recognizes that the development of a competent, committed, and reflective educator means the development of a Professional Educator.

Program Reporting

Candidate Performance Data

CAEP Annual Reporting Measures 1-4 Results:

In compliance with CAEP accreditation requirements, each Education Preparation Provider (EPP) is required to provide the public with indicators of program outcome and impact. These indicators serve as an accreditation resource for monitoring AUM’s performance as compared to established benchmarks. At the same time, the following reported measures provide prospective candidates, policymakers, the media, and CAEP with evidence of our completers’ performance in P-12 schools and consumer information associated with program outcome.

Measures of Program Impact

Alabama does not provide student learning data tagged to completers’ EPPs to demonstrate impact of their initial teacher preparation. AUM thus chose to demonstrate completers’ impact on their students’ learning and followed the guidelines for a case study as described in the CAEP Handbook (2018, p. 48, 102). To demonstrate impact, two sets of data are provided using multiple measures. Therefore, the case study methodology utilized to collect impact on P-12 data involved identifying a cohort of AUM initial completers in a regional school system. This school system provided STAR assessments on grades K-2 and SCANTRON assessments on students in grades 3-8.

However, the state adopted the new Alabama Comprehensive Assessment Program (ACAP). Due to the impact of COVID-19, the U.S. Department of Education (USDOE) issued a waiver to Alabama on June 9, 2021 waiving the requirement of reporting accountability results for the 2020-2021 school year. Therefore, no data was available for reporting for both initial and advanced programs for the 2020-2021 academic cycle. Data for the 2021-2022 will be provided March 2023 by the College of Education that reports completers’ effectiveness.

The employer satisfaction survey evaluated the same items assessed by first-year completers and consists of 21 items based on the InTASC Learning Progressions and five indicators specific to Alabama. The survey was administered by the ALSDE and data analyzed and reported to the College of Education. The EPP utilized an EPP created survey to obtain employer satisfaction for Advanced completers.

The College of Education at AUM utilizes multiple measures to measure candidates’ competency at completion. The combination includes an EPP-created measure (AUM Common Internship Rubric) and proprietary measures required by the state for certification (edTPA and PRAXIS). Descriptions of each assessments are provide below and data for the 2020-2021 assessment cycle. Candidates’ competency at completion for Advanced programs will be reported March 2023. Permission was granted permission in August 2022 to utilize and adapt proprietary instruments and the EPP is in the process of customizing the assessment instruments for implementation. ​

The College of Education utilized a survey to obtain data on the employment status of all completers for initial and advanced programs. The results for both are included below.

Title II

External Reports

Title II of the Higher Education Act requires schools of education to submit annual reports on the quality of teacher preparation in initial teacher certification programs. Reporting is for candidates who complete either a B.S. in initial teaching programs or an M.Ed. in initial teaching programs. The reporting period is September 1–August 31.

These reports include information on:

  • State certification and license requirements for completers of traditional and alternative teacher preparation programs
  • Statewide pass rates on state assessments of completers of teacher preparation programs
  • Information on teacher standards and their alignment with student standards
  • Criteria for identifying low-performing schools of education
  • Number of students enrolled in teacher preparation programs by gender, race, and ethnicity
  • Total number of teachers completing teacher preparation programs and receiving initial credentials
  • Number of teachers prepared by credential area, academic major, and subject area

States in turn are required to report to the U.S. Department of Education information on certification and licensure requirements, pass rates on state assessments disaggregated and ranked by institution, and other information. The state reports are accessible through the Web at

Annual Reports

Alabama State Department of Education Admissions (ALSDE)

The Alabama State Department of Education (ALSDE) requires colleges/schools of education to submit annual reports on the number of candidates unconditionally admitted to each State approved program. The reporting period is September 1 – August 31.

Annual Reports

Educator Preparation (EPP) Annual Report, and NCATE Annual Report

Annual Reports

NCATE 2013-2014

Institutional Report (IR) (Exhibits referenced in the IR are not posted due to large file size.)

Offsite Board of Examiners (BOE Report)

EPP Rejoinder

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