{"id":2871,"date":"2026-06-08T08:21:58","date_gmt":"2026-06-08T12:21:58","guid":{"rendered":"https:\/\/www.citadel.edu\/education\/?page_id=2871"},"modified":"2026-06-08T15:00:12","modified_gmt":"2026-06-08T19:00:12","slug":"caep-24-25-annual-reporting","status":"publish","type":"page","link":"https:\/\/www.citadel.edu\/education\/caep-24-25-annual-reporting\/","title":{"rendered":"CAEP 2024-2025 Annual Reporting"},"content":{"rendered":"\n

Measure 1: Completer Effectiveness and Impact (CAEP R4.1)<\/strong><\/h2>\n\n\n\n

Initial<\/em><\/strong>:<\/em> Evaluates how (a) completers contribute to P-12 student-learning growth, along with (b) their teaching effectiveness in applying professional knowledge and skills. <\/p>\n\n\n\n

Measure 1 a:  Completer Student Learning Outcome Evaluations Per Program<\/strong><\/h2>\n\n\n\n
\"\"<\/figure>\n\n\n\n

The Citadel\u2019s data is categorized by program area, showing a high concentration of positive performance ratings, though the number of completers is a vital context because sample sizes are relatively small.<\/p>\n\n\n\n

English and Science programs both had a single completer and achieved a 100% Exemplary<\/strong> rating.<\/p>\n\n\n\n

Physical Education had four completers, with the majority (75% or 3 individuals<\/strong>) rated as Exemplary. One completer (25%) was recorded as “No Response”.<\/p>\n\n\n\n

Social Studies had seven completers, which represents the largest sample size in the dataset. The performance was more varied with 57% (4) of completers rated as Proficient, while the remaining three individuals were distributed across Needs Improvement (14%), Unsatisfactory (14%), and No Response (14%).<\/p>\n\n\n\n

There were no completers to evaluate in Mathematics and Middle Level during the 2024-2025 academic year.<\/p>\n\n\n\n

The majority of the evaluated completers (nearly 70%<\/strong>) are performing at the Exemplary or Proficient<\/strong> levels. While most programs show exclusively high ratings, the Social Studies program demonstrates a broader range of educator effectiveness, including the only instances of “Needs Improvement” and “Unsatisfactory” ratings The “No Response” category in both Physical Education and Social Studies indicates a small gap in data collection or reporting for 15% of the total completers.<\/p>\n\n\n\n

Measure 1 b:  Completer Student Learning Outcome Evaluations Per Program<\/strong><\/h2>\n\n\n\n
\"\"<\/figure>\n\n\n\n

The Citadel had 11 graduates evaluated using the SCTS 4.0 framework, representing a 100% evaluation rate for the eligible cohort. A standout metric for these graduates is the Total Graduate SLO (Student Learning Objective) Average, where The Citadel’s score of 0.16 is double the statewide average of 0.08<\/strong>, indicating a high level of impact on student growth.<\/p>\n\n\n\n

The Citadel graduates demonstrated competitive results in planning, particularly in Assessment (3.03), where they slightly outperformed the state average of 3.00. <\/p>\n\n\n\n

Performance in the Instruction domain was mixed, showing specific technical strengths alongside areas for development. The Citadel graduates exceeded state averages in Activities & Materials (3.20 vs. 3.16), Academic Feedback (3.08 vs. 3.06), and Thinking (3.02 vs. 3.00).<\/p>\n\n\n\n

Graduates scored slightly below the state average in several categories, most notably in Questioning (2.88 vs. 3.00), Standards & Objectives (3.08 vs. 3.19), and Motivating Students (3.09 vs. 3.24).<\/p>\n\n\n\n

The environment domain represents a consistent area for growth, as The Citadel graduates scored lower than the statewide average in all four sub-categories.<\/p>\n\n\n\n

Professionalism is a significant area of excellence for The Citadel. Graduates outperformed the state average in 9 out of 10 categories<\/strong>.   Graduates scored 3.45<\/strong> in accepting responsibilities for school improvement, compared to the state\u2019s 3.34.  Graduates also showed high proficiency in selecting activities to improve skills (3.41 vs. 3.22<\/strong>) and making accurate assessments of lesson effectiveness (3.41 vs. 3.34<\/strong>).<\/p>\n\n\n\n

The data suggests that The Citadel produces highly professional educators<\/strong> who are deeply committed to school-wide success and professional growth. While there is a need to bolster skills related to the classroom environment and instructional pacing\/questioning, the graduates’ ability to drive student learning outcomes (SLO) at twice the state rate is a primary indicator of their effectiveness in the field.<\/p>\n\n\n\n

Measure 2: Satisfaction of Employers and Stakeholder Involvement<\/strong><\/h2>\n\n\n\n

Initial & Advanced<\/em><\/strong>:<\/em> Documents the satisfaction of employers (e.g., principals, district administrators) regarding the relevance and effectiveness of the educator preparation provided.<\/p>\n\n\n\n

Measure 2 Initial Program:  Teacher Standards Evaluatio<\/strong>n<\/h2>\n\n\n\n
\"\"<\/figure>\n\n\n\n

The Citadel had 11 graduates evaluated using the SCTS 4.0 framework, representing a 100% evaluation rate for the eligible cohort. A standout metric for these graduates is the Total Graduate SLO (Student Learning Objective) Average, where The Citadel’s score of 0.16 is double the statewide average of 0.08<\/strong>, indicating a high level of impact on student growth.<\/p>\n\n\n\n

The Citadel graduates demonstrated competitive results in planning, particularly in Assessment (3.03), where they slightly outperformed the state average of 3.00. <\/p>\n\n\n\n

Performance in the Instruction domain was mixed, showing specific technical strengths alongside areas for development. The Citadel graduates exceeded state averages in Activities & Materials (3.20 vs. 3.16), Academic Feedback (3.08 vs. 3.06), and Thinking (3.02 vs. 3.00).<\/p>\n\n\n\n

Graduates scored slightly below the state average in several categories, most notably in Questioning (2.88 vs. 3.00), Standards & Objectives (3.08 vs. 3.19), and Motivating Students (3.09 vs. 3.24).<\/p>\n\n\n\n

The environment domain represents a consistent area for growth, as The Citadel graduates scored lower than the statewide average in all four sub-categories.<\/p>\n\n\n\n

Professionalism is a significant area of excellence for The Citadel. Graduates outperformed the state average in 9 out of 10 categories<\/strong>.   Graduates scored 3.45 in accepting responsibilities for school improvement, compared to the state\u2019s 3.34.  Graduates also showed high proficiency in selecting activities to improve skills (3.41 vs. 3.22) and making accurate assessments of lesson effectiveness (3.41 vs. 3.34).<\/p>\n\n\n\n

The data suggests that The Citadel produces highly professional educators<\/strong> who are deeply committed to school-wide success and professional growth. While there is a need to bolster skills related to the classroom environment and instructional pacing\/questioning, the graduates’ ability to drive student learning outcomes (SLO) at twice the state rate is a primary indicator of their effectiveness in the field.<\/p>\n\n\n\n

Measure 2 Advanced Program:  PADEPP<\/strong><\/h2>\n\n\n\n

Satisfaction assessment for administrative completers in 2024-2025 academic year<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

The following data analysis focuses on the Satisfaction assessment for administrative completers for the 2024-2025 academic year, which utilizes the Program for Assisting, Developing, and Evaluating Principal Performance (PADEPP) standards. This assessment evaluates the performance of 49 graduates from The Citadel\u2019s advanced programs compared to statewide results.<\/p>\n\n\n\n

The Total Graduate Average for The Citadel administrative completers was 3.19, while the statewide average was slightly higher at 3.32. Despite being slightly below the state average overall, The Citadel’s scores across all nine standards remained consistently above 3.0, indicating a high level of perceived competence.<\/p>\n\n\n\n

The Citadel graduates outperformed the statewide average in Standard 7: Interpersonal Skills; Standard 5: School\/Community Relations; and Standard 8: Staff Development.<\/p>\n\n\n\n

The highest average score achieved by The Citadel graduates was in Standard 6: Ethical Behavior, followed closely by Standard 7: Interpersonal Skills. These results suggest that administrative completers from The Citadel are perceived as having very strong professional ethics and relational capabilities.<\/p>\n\n\n\n

The data indicates The Citadel\u2019s administrative graduates are exceptionally well-prepared in soft skills and ethical leadership, specifically in managing interpersonal relationships and school-community dynamics. While they are proficient in technical areas like instructional leadership and school climate management, these areas represent opportunities for further program alignment with statewide benchmarks.<\/p>\n\n\n\n

Measure 3: Candidate Competency at Program Completion<\/strong><\/h2>\n\n\n\n
    \n
  • Initial<\/em><\/strong>:<\/em> Assesses candidate competency prior to graduation, utilizing state licensing exam pass rates (such as Praxis) and performance-based assessments (such as edTPA).<\/li>\n\n\n\n
  • Advanced<\/em><\/strong>:<\/em> Documents candidate competency at the end of the advanced program, ensuring they meet professional standards and have mastered their specialized disciplines.<\/li>\n<\/ul>\n\n\n\n

    Measure 3 (Initial): Candidate Competency at Program Completion<\/strong><\/h2>\n\n\n\n
    \"\"<\/figure>\n\n\n\n

    The Teacher Education Praxis pass rates for the 2024 -2025 academic year show a wide variance in candidate performance, ranging from 100% success to 0%<\/strong> depending on the specific exam. <\/p>\n\n\n\n

    Instructional strengths for the Citadel\u2019s Teacher Education program were found in several subject areas as they achieved a 100% pass rate<\/strong>, demonstrating high candidate competency in Reading, English Language Arts, Middle School Science, Principles of Learning Teacher for Grades 5-9 and Grades 7-12. <\/p>\n\n\n\n

    The Citadel has opportunities for instructional refinement in Mathematics (Core Academics and Middle School), though it should be noted this represented only a single candidate;  Physical Education and Social Studies Content.   <\/p>\n\n\n\n

    When analyzing the data, the number of completers is a vital context because each PRAXIS exam has a small sample size.  Many of the 100% pass rates (Reading, Middle School ELA, Middle School Science, Social Studies) represent only one or two candidates, meaning a single failure would have significantly dropped the percentage.  In exams with more candidates, such as Physical Education: Content and Design and Principles of Learning Teacher: PreK-12 (each with 6 candidates), the pass rates were notably lower (33% and 50% respectively), suggesting these are areas requiring improvement and more targeted institutional support. <\/p>\n\n\n\n

    Measure 3 (Advanced): Candidate Competency at Program Completion<\/strong><\/h2>\n\n\n\n
    \"\"<\/figure>\n\n\n\n

    The PRAXIS exams for Advanced Educational Leadership programs are critical indicators of whether program completers possess the professional knowledge and leadership skills required for state licensure and advanced administrative roles.  The PRAXIS results for The Citadel\u2019s Educational Leadership Program show high competency in educational leadership.  The 5412 Ed Leadership: Administration and Supervision<\/strong> assessment is a key benchmark for candidates preparing for building-level leadership roles. The Citadel\u2019s high 96% pass rate<\/strong>, signals  the vast majority of candidates are well-prepared for the rigors of school administration.  The Citadel\u2019s results also reflect a high level of achievement in district level leadership. The 6991 School Superintendent Assessment<\/strong> evaluates the competency of candidates aiming for the highest levels of district leadership.  The program achieved a perfect 100% pass rate<\/strong> (3 out of 3), demonstrating that every candidate in the program exceeded the standard for superintendent-level competency.<\/p>\n\n\n\n

    The data from the licensure assessments reveal very high levels of professional readiness<\/strong> among The Citadel\u2019s advanced program completers. With pass rates ranging from 96% to 100%<\/strong>, the programs successfully equip candidates with the theoretical and practical knowledge necessary to pass standardized professional evaluations. This high level of competency ensures that graduates are prepared to enter leadership positions within the South Carolina educational system immediately upon completion of their programs<\/p>\n\n\n\n

    Measure 4: Ability of Completers to be Hired<\/strong><\/h2>\n\n\n\n

    Initial: <\/em><\/strong>Measures the rate at which completers are hired in education positions (or the specific professional roles for which they were prepared) within their state or region.<\/p>\n\n\n\n

    \"\"<\/figure>\n\n\n\n

    For the 2024-2025 reporting cycle, there were a total of eight completers. Of these, six individuals (75%) were confirmed as employed within South Carolina school districts.<\/p>\n\n\n\n

    A notable finding in this data is that 100% of the completers associated with a specific school district were successfully hired. This suggests a strong alignment between the preparation received at The Citadel and the specific hiring needs of these South Carolina districts.<\/p>\n\n\n\n

    The remaining two completers (25%) are listed under the “Unspecified” district category with zero recorded hires. While the data does not specify the reason for this, it typically indicates individuals who may be seeking employment out of state, pursuing further education, or whose employment data has not yet been captured by the South Carolina Department of Education (SCDE) for this specific reporting period.<\/p>\n\n\n\n

    Overall, the data for Educator Employment Success demonstrates that The Citadel’s initial program completers are highly employable. The 100% employment rate for those tracked to specific districts indicates that the program is effectively preparing graduates for immediate entry into the professional teaching workforce.<\/p>\n","protected":false},"excerpt":{"rendered":"

    Measure 1: Completer Effectiveness and Impact (CAEP R4.1) Initial: Evaluates how (a) completers contribute to P-12 student-learning growth, along with (b) their teaching effectiveness in applying professional knowledge and skills.  Measure 1 a:  Completer Student Learning Outcome Evaluations Per Program The Citadel\u2019s data is categorized by program area, showing a high concentration of positive performance […]<\/p>\n","protected":false},"author":883,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","footnotes":""},"class_list":["post-2871","page","type-page","status-publish","hentry"],"yoast_head":"\nCAEP 2024-2025 Annual Reporting - Zucker Family School of Education<\/title>\n<meta name=\"description\" content=\"Learn more about The Zucker Family School of Education CAEP 2024-2025 Annual Reporting.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.citadel.edu\/education\/caep-24-25-annual-reporting\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"CAEP 2024-2025 Annual Reporting\" \/>\n<meta property=\"og:description\" content=\"Learn more about The Zucker Family School of Education CAEP 2024-2025 Annual Reporting.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.citadel.edu\/education\/caep-24-25-annual-reporting\/\" \/>\n<meta property=\"og:site_name\" content=\"Zucker Family School of Education\" \/>\n<meta property=\"article:modified_time\" content=\"2026-06-08T19:00:12+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.citadel.edu\/education\/wp-content\/uploads\/sites\/29\/image-7.png\" \/>\n\t<meta property=\"og:image:width\" content=\"540\" \/>\n\t<meta property=\"og:image:height\" content=\"301\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"10 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/www.citadel.edu\\\/education\\\/caep-24-25-annual-reporting\\\/\",\"url\":\"https:\\\/\\\/www.citadel.edu\\\/education\\\/caep-24-25-annual-reporting\\\/\",\"name\":\"CAEP 2024-2025 Annual Reporting - 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