CAEP Accreditation
The University of Cincinnati School 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 from the Council for the Accreditation of Educator Preparation.
CAEP accredited programs include:
- Early Childhood Education (P-5)
- Middle Childhood Education (4-9)
- Secondary Education (7-12)
- Special Education Intervention Specialist (K-12)
- Principal License
Educator Preparation Performance
The EPP at the University of Cincinnati seeks to improve outcomes for students in high needs schools by preparing professionals who recognize the moral imperative to teach all children. We prepare educators who are committed to caring about each individual, and are competent in evidence-based practice and data-driven decisions. Instilling 21st century skills such as information literacy, thinking and problem solving, and interpersonal relationships and self-direction, provides the foundation for our work. We strive to prepare educators who support self-determination, mindfulness, and empowerment for the most disenfranchised students.
CAEP ANNUAL REPORTING MEASURES
The Council for the Accreditation of Educator Preparation (CAEP) has established four annual reporting measures which are used to provide information to the public on both program impact and program outcomes. The CAEP measures with links to supporting evidence for each measure are provided below:
MEASURES OF PROGRAM IMPACT
Measure 1: Completer Effectiveness (R4.1)
OTES Data – The Ohio Teacher Evaluation System evaluates both teacher performance and student academic growth.
Measure 2: Satisfaction of Employers with Program Completers (R4.2, R5.3, RA4.1)
The following data sets collectively demonstrate the satisfaction of employers with our program completers. The persistence of Resident Educators and strong and positive performance evaluations by employers and supervisors of teachers and principals indicate that employers are satisfied with our graduates. We continue to work closely with school partners to increase response rates on the Employer Satisfaction Survey to gather further insight from employers of our completers.
Resident Educator Data - The Resident Educator program data shows the persistence of University of Cincinnati graduates through the four-year residency program.
OTES Data - The Ohio Teacher Evaluation System evaluates both teacher performance and student academic growth.
OPES Data – The Ohio Principal Evaluation System evaluates the performance of building leaders with a focus on specific strengths and opportunities for improvement.
OAE Pass Rates – The Ohio Assessments for Educators measure completer competency in state-required content and pedagogy.
Measure 4: Ability of Completers to be Hired
Measure 5: Call for Public Third-Party Comments
The School of Education at the University of Cincinnati is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on February 23rd – February 25th, 2026. Interested parties are invited to submit third-party comments to the evaluation team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party’s relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).
We invite you to submit written testimony to:
CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org
Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:
In CAEP’s performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom
A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent’s relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review.