Accreditation

Trinity’s initial-license and advanced-level education programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP).

CAEP Annual Reporting Measures 2021

The following annual reporting measures are used to provide information to the public on program outcomes and program impact. Trinity’s Annual Reports are prepared each year and report on the previous Academic Year; therefore the 2021 Annual Report measures include data from Summer 2019, Fall 2019, and Spring 2020. For each of the following areas, summary data is provided and more detailed data is available upon request.

Impact on P-12 learning and development

Trinity assesses completers’ impact on P-12 learning primarily through student assessment data and year-end teaching evaluations provided by our alumni. However, additional relevant data points include 1. Student assessment data collected during the Action Research Key Assessments which candidates complete during the student teaching semester immediately before graduation, 2. Questions on the Alumni Survey which asks completers to self-assess their impact on student learning, and 3. Questions on the Employer Survey which asks employers to assess the impact of our completers on student learning. Summaries of relevant data can be seen here and full data is available upon request.

Although the was no student assessment data available due to the COVID-19 pandemic, all year-end teaching evaluations indicate that all program completers are rated as effective or highly effective.  Candidate’s final semester Action Research Projects also support that the program prepares teachers who have significant impact on their students’ learning. Finally, alumni and employer surveys rate indicate a high level of satisfaction with the teachers’ impact on students learning and development.

Indicators of teaching effectiveness

Trinity assesses the teaching effectiveness of its graduates by triangulating data from the following measures: 1. Alumni Observations in which completers are assessed in line with the InTASC teaching standards, 2. Student Perception Surveys which students in grade 3 or higher complete and include questions about the completers’ teaching effectiveness across a variety of indicators, and 3. An Employer Satisfaction Survey which asks employers to assess the teaching effectiveness of completers. Summaries of relevant data can be seen here and full data is available upon request.

No Student Perception Surveys were completed in this round of data collection but observations of alumni teacher indicate 100% of graduates meet or exceed all teaching standards with just one exception of an alumni approaching one indicator for standard 10 (Leadership and Collaboration). Ratings of graduates by their employers suggest that they are demonstrating the knowledge, skills, and behaviors expected of effective teachers and are rated as effective by their Principals.

Satisfaction of employers and employment milestones

Trinity assesses the satisfaction of employers of our MAT and MSA completers primarily via Employer Surveys. In addition, question on the Alumni Surveys ask about promotion and retention which may be used as an indicator of employer satisfaction. Finally, when conducting Alumni Observations of our Teacher Education completers, faculty conduct informal interviews with their principals. Summaries of relevant data can be seen here and full data is available upon request.

Results from the Teacher Education Employer Satisfaction survey as well as informal interviews with Principals all suggest a high level of satisfaction among employers including ratings of “very satisfied” with the teachers’ preparation and impact.  Similarly, results from the Educational Administration Employer Satisfaction survey show a higher level of satisfaction including rating of “extremely” satisfied with preparation, openness to coaching, and growth.  In addition, a number of completers from both programs indicate that they have received more responsibility and promotions following graduation.

Satisfaction of completers

Trinity assesses the satisfaction of completers of our MAT and MSA programs through Exit Surveys and Alumni Surveys. Summaries of relevant data can be seen here and full data is available upon request.

Results from the Teacher Education Exit and Alumni Survey show a high degree of satisfaction among completers with mean of 4.59 (satisfied/very satisfied) among recent completers and 4.25 (satisfied/very satisfied) among alums.  Similarly, responses to the Educational Administration Exit and Alumni Survey demonstrate that recent completers are satisfied/very satisfied (mean = 4.09) and alumni are very satisfied (mean = 4.75).

Graduation rates

Persistence and graduation rates for the all incoming cohorts since 2013 is reported here: Graduation and Persistence rates. Persistence in the AY 2018-2019 cohort of M.A.T candidates was 74% and for M.S.A candidates it was 73%.

Ability of completers to meet licensing (certification) and any additional state requirements

Title II summary pass rates for Teacher Education Initial Certification in the last five cohorts of completers is reported here: Title II Pass Rates. The pass rate for the 2018-2019 cohort was 100%.

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

Of those responding to the Alumni Survey, 88% of M.A.T completers and 96% of M.S.A completers were employed full-time.

Student loan default rates and other consumer information

  • The 5 most recent 3-year cohort default rates for Trinity Washington University are:
    • 2017 – 14.9%
    • 2016 – 13.8%
    • 2015 – 12.3%
    • 2014 – 10.2%
    • 2013 –  9.1%