Accreditation and College of Education Data
Accreditation and College of Education Data
Accreditation
The Deborah Cannon Partridge Wolfe College of Education has earned national accreditation by demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact, and capacity for continuous improvement. Teacher education programs at Â鶹Çø are accredited by the (CAEP).
The Department of Counselor Education, which houses both the Clinical Mental Health Counseling and the School Counseling programs, received accreditation from the (CACREP).
College of Education Programs
These programs are approved by CAEP at the initial licensure level, effective between Spring 2025 and Spring 2032:
- English as a Second Language Alternate Route Program
- New Pathways to Teaching in New Jersey Alternate Route Program
The next site review will take place in Fall 2031.
These advanced-level teacher education programs are approved by CAEP, effective between Spring 2025 and Spring 2032:
The next site review will take place in Fall 2031.
CAEP Accountability Measures
College of Education Quality Assurance System
CAEP annual reporting measures are used to provide information to the public on program impact and outcomes. Below are the reporting measures for our initial and advanced certification programs.
Completer Impact
Teacher Evaluations
Evaluations include NJCU initial license program completers from the 2022-2024 academic year employed as New Jersey public school teachers in Fall 2024. Data was provided by the New Jersey Department of Education. Note that evaluation data was not available for all NJCU completers during this time period.
The components used in teacher evaluation include:
- Teacher Practice Score: Teacher practice is measured by performance on a teacher practice evaluation instrument, which is used to gather evidence primarily through classroom observations. ()
- Student Growth Objectives (SGO): Student Growth Objectives (SGO) are academic goals for students that a teacher sets with their principal or designated supervisor at the beginning of the year. ()
- Certified Summative Rating: Calculated using the Practice Score and Student Growth Objectives (SGOs). English Language Arts and Mathematics teachers of tested grades also receive a score for their median student growth percentile (mSGP), based on state assessment performance. ()
This chart shows the percentage of NJCU completers earning scores of Effective or Highly Effective:
| Program | Measure | N Size | Percent Effective or Highly Effective |
| CE | Certified Summative | 405 | 99% |
| CE | Teacher Practice Score | 400 | 99% |
| CE | Student Growth Objective | 399 | 96% |
| CEAS | Certified Summative | 63 | 98% |
| CEAS | Teacher Practice Score | 63 | 98% |
| CEAS | Student Growth Objective | 63 | 95% |
- Ineffective: The educator receives the lowest performance rating, a score between 1.0 – 1.84.
- Partially Effective: The educator has a score between 1.85 – 2.64.
- Effective: The educator’s score is between 2.65 – 3.4.
- Highly Effective: The educator has a score between 3.5-4.0
Completer Case Study
In Spring 2024, the Deborah Cannon Partridge Wolfe College of Education (COE) at Â鶹Çø (NJCU) undertook a project to collect and analyze data regarding the ability of COE completers to effectively contribute to P-12 student learning and to apply the professional knowledge, skills, and dispositions they received during their preparation. To conduct this study, we partnered with the Learning Community Charter School in Jersey City, New Jersey. The Learning Community Charter School is a local education agency (LEA) that functions as an independent school district, and it employs 6% of 2020-2023 COE completers, making it the third largest LEA employer of NJCU initial program completers. Results from this case study can be found here.
Completer Effectiveness
Alumni Surveys
In August 2025, the EPP distributed surveys to alumni who completed programs within the College of Education in September 2023 through August 2024. The survey asked alumni to rate how well the program prepared them to perform their current professional responsibilities based on a scale of Thoroughly Prepared, Adequately Prepared, Partially Prepared, and Poorly Prepared. The table below provides the percentage of survey responses by program for which alumni rated as "Thoroughly Prepared" or "Adequately Prepared." Note that programs with low survey response rates are excluded.
| College of Education Program | N Respondents | % Thoroughly or Adequately Prepared |
| Initial Licence Programs | ||
| Alternate Route Programs | 3 | 100% |
| Traditional Initial License Programs | 6 | 88% |
| Advanced Programs | ||
| ESL/Bilingual | 8 | 98% |
| School Library Media Specialist | 3 | 70% |
| Teacher of Students with Disabilities | 8 | 84% |
Alumni Focus Groups
Initial-license program alumni focus groups were conducted on June 12, 2022 and July 20, 2022. Nine alumni were invited to give their feedback as to how to improve the preparation of teacher candidates. Facilitators based the discussion on the InTASC Model Core Teaching Standards.
Advanced program alumni focus groups were conducted on July 11, 2023. Ten alumni were invited to give their feedback as to how to improve the preparation of advanced candidates. Facilitators based the discussion on the CAEP Advanced Program Standards.
Satisfaction of Employers
Employer focus groups were conducted on June 26, 2024. Eight principals and supervisors who employ NJCU initial-license program completers were invited to give their feedback as to how to improve the preparation of teacher candidates. Facilitators based the discussion on the InTASC Model Core Teaching Standards.
Initial Employer Focus Group Feedback
Advanced program completer and employer focus groups were conducted in June and July of 2025. Nine superintendents, principals, and supervisors who employ NJCU completers and ten alumni were invited to give their feedback regarding these programs: Educational Leadership, ESL/Bilingual, Learning Disabilities Teacher Consultant, Reading Specialist, School Library Media Specialist, School Psychology, and Teacher of Students with Disabilities. Facilitators based the discussion on the CAEP RA1.1 candidate proficiencies.
Advanced Program Focus Group Feedback
Stakeholder Involvement
The College of Education solicits ongoing feedback from stakeholders regarding the development of policies, curriculum, field experiences, and assessments. P-12 representatives from partnership school districts are invited to join department meetings and biannual fall and spring College of Education faculty work sessions. In addition, several College of Education committees include P-12 teachers and administrators as standing members:
- Accreditation Committee: This committee is charged with facilitating assessment, reports, and program improvement as part of the College of Education's Quality Assurance System. P-12 partners are included as members of this committee.
- College of Education Advisory Council (CEAC): This committee meets biannually and is charged with developing mutually beneficial relationships with P-12 partnership school districts. School supervisors, principals, and superintendents attend meetings.
- College of Education Clinical Component Committee: This committee, comprised of College of Education faculty, staff, and P-12 partners, is charged with overseeing the clinical placements of initial teacher candidates.
- Teacher Education Council: This committee, comprised of College of Education and College of Arts and Sciences faculty, clinical supervisors, and staff, is charged with ensuring that candidates are well prepared within their subject area.
Current College of Education Partnerships
Stakeholder Feedback on Diversity, Equity, and Inclusion
Stakeholder Feedback on the Selection of Clinical Educators
Praxis II Pass Rates (Midpoint Assessment)
Academic Year 2024-2025
Includes results for Praxis II test-takers who completed an initial license program in Academic Year 2024-2025.
| Group | N Taking Test | N Passing Test | % Pass Rate |
| Traditional Route Programs | 40 | 37 | 93% |
| Alternate Route Programs | 125 | 119 | 95% |
| Traditional Route Programs | Number taking tests | Number passing tests | Pass rate % |
| ART CONTENT KNOWLEDGE | 1 | Low N | Low N |
| BIOLOGY | 1 | Low N | Low N |
| EARLY CHILDHOOD EDUCATION | 3 | Low N | Low N |
| ELEM ED MATHEMATICS | 17 | 17 | 100% |
| ELEM ED READING LANG ARTS | 16 | 16 | 100% |
| ELEM ED SCIENCES | 17 | 17 | 100% |
| ELEM ED SOCIAL STUDIES | 17 | 17 | 100% |
| ENGLISH LANGUAGE ARTS | 8 | Low N | Low N |
| GENERAL SCIENCE | 1 | Low N | Low N |
| MATHEMATICS | 4 | Low N | Low N |
| MUSIC | 3 | Low N | Low N |
| SOCIAL STUDIES | 2 | Low N | Low N |
| SPANISH | 1 | Low N | Low N |
| Alternate Route Programs | Number taking tests | Number passing tests | Pass rate % |
| ART CONTENT KNOWLEDGE | 3 | Low N | Low N |
| BIOLOGY | 2 | Low N | Low N |
| BUSINESS ED | 1 | Low N | Low N |
| CHEMISTRY | 2 | Low N | Low N |
| EARLY CHILDHOOD EDUCATION | 60 | 59 | 98% |
| EARTH AND SPACE SCIENCES | 1 | Low N | Low N |
| ELEM ED MATHEMATICS | 30 | 30 | 100% |
| ELEM ED READING LANG ARTS | 30 | 28 | 93% |
| ELEM ED SCIENCES | 29 | 26 | 90% |
| ELEM ED SOCIAL STUDIES | 28 | 27 | 96% |
| ENGLISH LANGUAGE ARTS | 3 | Low N | Low N |
| FAMILY AND CONSUMER SCIENCES | 2 | Low N | Low N |
| FRENCH | 1 | Low N | Low N |
| GENERAL SCIENCE | 5 | Low N | Low N |
| HEALTH AND PE | 2 | Low N | Low N |
| MATHEMATICS | 1 | Low N | Low N |
| MUSIC | 2 | Low N | Low N |
| OPI ENGLISH | 3 | Low N | Low N |
| OPI ITALIAN | 1 | Low N | Low N |
| OPI SPANISH | 1 | Low N | Low N |
| PHYSICAL ED | 1 | Low N | Low N |
| SOCIAL STUDIES | 5 | Low N | Low N |
| SPANISH | 3 | Low N | Low N |
| THEATER | 1 | Low N | Low N |
| WPT ENGLISH | 9 | Low N | Low N |
Danielson Framework (Clinical Practice Assessment)
Semester: Spring 2025
Scoring Scale: Distinguished (4), Proficient (3), Basic (2), Unsatisfactory (1)
Benchmark: Mean score of 3.00 in Clinical Practice II. Results include the final scores assigned during the Clinical Supervisor’s last observation of the student teacher.
| N Students | 50 |
| % Meeting Benchmark | 94% |
| Total Mean Score | 3.40 |
| Mean Score Range | 2.82-4.00 |
Candidate Disposition Inventory (Clinical Practice Assessment)
Semester: Spring 2025
Scoring Scale: Strongly Agree (5), Agree (4), No evidence to believe otherwise (3), Somewhat Disagree (2), Strongly Disagree (1)
Benchmark: Scores of 3 or above on all rubric items. Results include the average total scores assigned by the Clinical Supervisor and the Cooperating Teacher.
| N Students | 49 |
| % Students Meeting Benchmark | 100% |
| Total Mean Score | 4.75 |
| Mean Score Range | 3.44-5.00 |
Impact on Student Learning Assessment (Completion Requirement)
Semesters: Fall 2024-Spring 2025
Scoring Scale: Exceed Expectations (3), Meets Expectations (2), Emerging (1), Does Not Meet Expectations (0)
Benchmark: Total mean rubric score of at least 2.00
| Alternate Route Programs | NPTNJ Program | P3 Alternate Route |
| N Students | 68 | 71 |
| % Students Meeting Benchmark | 100% | 100% |
| Total Mean Score | 2.90 | 2.99 |
| Mean Score Range | 2.56-3.00 | 2.87-3.00 |
ESL and Bilingual/Bicultural Education Programs
Thematic Unit (Completion Requirement)
Semesters: Spring 2025
Scoring Scale: Highly Effective (4), Effective (3), Partially Effective (2), Not Effective (1)
Benchmark: Total mean rubric score of at least 3.00
| N Students | 7 |
| % Meeting Benchmark | 100% |
| Mean Rubric Score | 4.00 |
| Mean Rubric Score Range | 4.00-4.00 |
Learning Disabilities Teacher Consultant Program
Case Study: Understanding Student Needs (Completion Requirement)
Semester: Fall 2024
Scoring Scale: Advanced (4), Proficient (3), Developing (2), Beginning (1), Element Missing (0)
Benchmark: Total mean rubric score of 2.5 or above
| N Students | 13 |
| % Students Meeting Benchmark | 92% |
| Mean Rubric Score | 3.63 |
| Mean Rubric Score Range | 1.40-4.00 |
Principal Certification Program
School Leadership Licensure Assessment (Completion Requirement)
In New Jersey, the passing score for the SLLA 6990 is 151.
| Academic Year | N Test Takers | % Pass | Score Range | Mean Score |
| AY2020-21 | 24 | 75% | 125-186 | 162.13 |
| AY2021-22 | 14 | 93% | 140-178 | 163.67 |
| AY2022-23 | 16 | 94% | 149-191 | 162.00 |
| AY2023-24 | 18 | 83% | 124-188 | 159.72 |
| AY2024-25 | 16 | 87.5% | 141-184 | 165.06 |
Reading Specialist Program
Practicum Task Assessments (Completion Requirement)
Semesters: Fall 2024
Scoring Scale: Highly Effective (4), Effective (3), Partially Effective (2), Not Effective (1)
Benchmark: Total mean rubric score of at least 3.0
| N Students | 10 |
| % Meeting Benchmark | 100% |
| Mean Score | 3.80 |
| Mean Score Range | 3.27-4.00 |
School Library Media Specialist Program
Lesson Plan Assessment (Completion Requirement)
Terms: Fall 2024-Spring 2025
Scoring Scale: Highly Effective (4), Effective (3), Partially Effective (2), Not Effective (1)
Benchmark: Total mean rubric score of at least 3.0
| N Students | 16 |
| % Meeting Benchmark | 100% |
| Mean Rubric Score | 3.87 |
| Mean Rubric Score Range | 3.30-4.00 |
Teacher of Students with Disabilities Program
Cultural Audit of a School (Completion Requirement)
Semester: Fall 2024-Spring 2025
Scoring Scale: Highly Effective (4), Effective (3), Partially Effective (2), Not Effective (1)
Benchmark: Total mean rubric score of at least 3.00
| N Students | 63 |
| % Students at Benchmark | 98% |
| Mean Rubric Score | 3.82 |
| Mean Rubric Score Range | 2.69-4.00 |
Initial Completers Employment
Includes completers in initial-license programs from Fall 2021 through Summer 2024 who were employed in New Jersey public schools in Fall 2024. Job titles include the roles of those completers employed in NJ public schools in Fall 2024. Note that employment data does not include completers who may be working at private schools or schools outside of New Jersey.
| PROGRAMS | COMPLETERS FALL 2021- Summer 2024 | Employed Fall 2024 | JOB TITLES |
| Early Childhood Alternate Route | 163 | 125 |
|
| Elementary Education - Traditional Route | 32 | 26 |
|
| NPTNJ Alternate Route - Elementary Education | 155 | 146 |
|
| NPTNJ Alternate Route - Secondary Education | 239 | 212 |
|
| Secondary Education - Traditional Route | 75 | 63 |
|
Advanced Completers Employment
Includes completers in initial-license programs from Fall 2021 through Summer 2024 who were employed in New Jersey public schools in Fall 2024. Job titles include the roles of those completers employed in NJ public schools in Fall 2024. Note that employment data does not include completers who may be working at private schools or schools outside of New Jersey.
| PROGRAMS | COMPLETERS FALL 2021-SUMMER 2024 | EMPLOYED FALL 2024 | JOB TITLES |
| Educational Leadership—Administration and Supervision | 52 | 46 |
|
| English as a Second Language or Bilingual/ Bicultural Education | 121 | 114 |
|
| Reading Specialist | 60 | 55 |
|
| School Library Media Specialist | 40 | 36 |
|
| School Psychology, Professional Diploma | 29 | 22 |
|
| Special Education—Learning Disabilities Teacher Consultant | 56 | 53 |
|
| Special Education—Teacher of Students with Disabilities | 194 | 175 |
|