School of Education Accreditation
Why is Accreditation Important?
Accrediting agencies are third-party entities whose purpose is to ensure that institutions and academic programs meet standards for program quality. They monitor institutional commitment to continuous improvement, and ensure that institutions of higher education meet acceptable levels of quality. –U.S. Department of Education
The Asbury University School of Education and its teacher education programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the Kentucky Education Professional Standards Board (EPSB). This accreditation includes the initial teacher preparation and the advanced levels of professional education programs.
Council for the Accreditation of Educator Preparation (CAEP)
1140 19th St NW, Suite 400
Washington, DC 20036
phone: (202) 223-0077
Asbury University is accredited through the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). Learn more about Asbury University’s accreditation.
Our mission as the School of Education is to facilitate the preparation of professional educators who embody world-class academic excellence, spiritual integrity, and servant leadership.
The goal of the School of Education is to provide a strong academic Clinical-Based Preparation Program and to prepare quality educators who are committed to professional excellence and who positively impact P-12 student learning. It is the intent of the School of Education to provide educators who can design instruction, assess student learning, analyze the work of learners, diagnose pupil progress, and prescribe for student success. To accomplish this, candidates in education will have specific and intentional clinical opportunities in each course and will have extended clinical school embedded experiences integrated throughout the preparation process. The entire program is designed to facilitate education candidates entering a student-centered profession for the 21st century.
Quick Data Links
- Impact on P-12 Learning and Development for Teacher Candidates
- Teaching Effectiveness after Graduation
- Principal/Employer Satisfaction
- Alumni Satisfaction
- Graduation Rates
- PRAXIS Test Pass Rates
- Ability of Graduates to be Hired in Field
- Loan Default Rates
Impact on P-12 Learning and Development for Teacher Candidates
Teaching Effectiveness after Graduation
The Kentucky Education Professional Standards Board (EPSB) New Teacher Survey is administered to gather data about the perception of the quality of the teacher certification programs in Kentucky and to gauge attitudes toward current institutional training. It is administered to principals, resource teachers, cooperating teachers, interns, and student teachers during the Fall.
The Kentucky Center for Education and Workforce Statistics gathers data from any respondants including Principals, Resource Teachers, Cooperating Teachers, Student Teachers, and Interns. The New Teacher Survey provides an interactive report allowing individuals to Filter by Principal response. Principals were asked to evaluate individuals on their implementation of State Standards. Please use the link below to view their responses.
PRAXIS Test Pass Rates
Title II of the Higher Education Act, as amended, requires each state receiving funding under the Act to report annually on the quality of teacher preparation in the state. The Title II reporting guide defines aggregate pass rates as the porportion of program completers who passed all the tests they took. Summary pass rates are defined as the proportion of program completers who passed all tests they took for their areas of specialization among those who took one or more tests in their specialization areas.
- Title II Report 2016-1017 Traditional Undergraduates
- Title II Report 2016-2017 Alternative Certification
Ability of Graduates to be Hired in Field
Loan Default Rates