Educator Preparation: Accreditation & Outcomes
Millersville University’s College of Education & Human Services (EDHS) maintains this page to provide public access to accreditation information, program outcomes, and accountability measures aligned with the Council for the Accreditation of Educator Preparation (CAEP). These measures reflect a program-level approach to continuous improvement grounded in candidate performance, stakeholder input, and workforce outcomes.
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Accreditation Status
Millersville University is accredited by the Council for the Accreditation of Educator Preparation (CAEP). The following educator preparation programs are approved through the Pennsylvania Department of Education (PDE) and included in this accreditation.
Initial Certification Programs
- Early Childhood Education (PK–4)
- Middle Level Education (Grades 4–8)
- Special Education (PK–12)
Secondary Education (Grades 7–12):
- Biology
- Chemistry
- Earth & Space Science
- English
- Mathematics
- Physics
- Social Studies
PK–12 Certification Programs:
- Art Education
- Music Education
- Technology & Engineering Education
- English as a Second Language (ESL)
Advanced Certification Programs
- Principal (PK–12)
- Superintendent (PK–12)
Specialized Instructional Roles:
- Reading Specialist (PK–12)
- Instructional Technology Specialist (PK–12)
- Supervisor of Curriculum & Instruction
- Supervisor of Special Education
Pupil Services Programs:
- School Counseling (PK–12)
- School Psychology (PK–12)
- School Social Worker (PK–12)
- Home and School Visitor
- School Nurse (PK–12)
Endorsements
- STEM Endorsement
- Gifted Education (PK–12)
- Instructional Coaching
Previously approved world language programs (French, Spanish, German PK–12) are not currently offered.
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Annual Reports
Millersville University submits an annual report to CAEP that includes data on candidate performance, program outcomes, and continuous improvement efforts.
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CAEP Accountability Measure 1: Effectiveness
Completer effectiveness is evaluated through performance-based assessments during student teaching. The Pennsylvania Department of Education (PDE 430) evaluation is used across initial certification programs to assess candidate performance in planning, instruction, and professional responsibilities.
Data from the 2024–2025 academic year indicate that nearly all candidates met or exceeded expectations across all evaluation domains, with no ratings at the unsatisfactory level.
Completer Effectiveness (PDE 430 Summary, 2024–2025)
Category
% Proficient or Above
Planning & Preparation
~97%
Classroom Environment
~96%
Instructional Delivery
~95%
Professionalism
~98%
Full Reports Available: Fall 2024, Spring 2025
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CAEP Accountability Measure 2: Satisfaction of Employers & Stakeholder Involvement
Stakeholder feedback is gathered through the Professional Education Unit Advisory Board, which includes school-based partners, administrators, and faculty. The PEU Advisory Board meets regularly to identify patterns in candidate performance and to provide feedback on program effectiveness and emerging needs in the field.
Recent feedback indicates that candidates are consistently strong in content knowledge, relationship-building with students, and the use of instructional technology. Stakeholders also identified areas for continued growth, including classroom management, instructional planning, and the development of professional dispositions as candidates transition from students to emerging professionals.
This feedback has informed several program-level and cross-program improvements. These include the development of an early professional dispositions assessment implemented in field experiences, increased coordination and use of professional development plans across programs, and expanded opportunities for candidates to engage in structured interview preparation through school-based partnerships. Additionally, classroom management has been identified as a focal area within coursework and program design.
Stakeholder feedback continues to be used to inform ongoing program refinement and alignment with partner expectations. Patterns identified through PEU Advisory Board discussions are reviewed alongside program-level assessment data to support cross-program alignment.
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CAEP Accountability Measure 3: Ability of Completers to Meet Requirements
Candidate competency is demonstrated through a combination of licensure assessments and program-based evaluations aligned to professional standards.
Pass rates on required licensure assessments (e.g., Praxis) indicate that candidates meet state expectations for certification.
In addition, candidates complete program-level key assessments, such as student teaching evaluations and capstone or clinical assessments, which provide evidence of readiness for professional practice.
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CAEP Accountability Measure 4: Ability to Be Hired
Completer employment outcomes are monitored through institutional data sources, including alumni placement reporting and follow-up surveys.
Available data across the 2022–2024 reporting cycles indicate that a high percentage of initial certification program completers are employed in positions related to their field of preparation, with approximately 94–96% reporting employment in education or closely related roles.
A three-year summary of completer employment outcomes is provided below. Data for the 2024–2025 academic year are currently being finalized and will be updated when available.
Three-year trend of initial certification completers employed in positions related to their field of preparation (2022–2024).
Full Report Available: Alumni Job Placement Survey-Three Year Report (2022-2024)