Assessment and Accreditation
The University of Idaho, College of Education, Health and Human Sciences currently has programs accredited through significant organizations including:
- The Commission on Accreditation of Athletic Training Education (CAATE)
- Council for Accreditation of Counseling and Related Educational Programs (CACREP)
- The Council on Accreditation of Parks, Recreation, Tourism and Related Professionals (COAPRT)
- The National Council for Accreditation of Teacher Education (NCATE) which qualifies the University of Idaho to transition into the Council for the Accreditation of Educator Preparation (CAEP) for current accreditation processes.
The University of Idaho is the state’s oldest, constitutionally mandated, land-grant institution. All of our regional, national and specialized accreditations are recognized by the Council for Higher Education Accreditation (CHEA). In addition to the above specialized accreditations, the University of Idaho also is regionally accredited by the Northwest Commission on Colleges and Universities (NWCCU).
Why Accreditation Matters
Accreditation is an important topic for aspiring professionals. Attending a university that has received proper accreditation ensures that your curriculum has met the rigorous standards and high expectations set forth by well-respected higher education authorities. Accreditation affords Universities the chance to identify opportunities for continuous improvement while constantly strengthening their programs. Many agree that accreditation standards are the foundation of the profession and they are the driving force that raises the bar for excellence and professionalism in America’s schools, agencies and businesses.
Accreditation provides an indication that your degree is not a product of a degree mill. According to the CHEA, “Degree mills and accreditation mills mislead and harm. In the U.S., degrees and certificates from mills may not be acknowledged by other institutions when students seek to transfer or go to graduate school. Employers may not acknowledge degrees and certificates from degrees mills when providing tuition assistance for continuing education. “Accreditation” from an accreditation mill also can mislead students and the public about the quality of an institution. In the presence of degree mills and accreditation mills, students may spend a good deal of money and receive neither an education nor a useable credential. Read more on CHEA’s website.
Title II Reports
» To learn more about Title II annual reporting, visit the Title II, Higher Education Act website.
Council for the Accreditation of Educator Preparation (CAEP)
Transitioning from The National Council for Accreditation of Teacher Education (NCATE) to the Council for the Accreditation of Educator Preparation (CAEP), the University of Idaho continues to provide candidates with high quality programs derived from National and State standards. Content area endorsements are reviewed in conjunction with and approved through the Idaho State Board of Education – Professional Standards Commission (ID-PSC).
The University of Idaho Teacher Preparation Program is currently in the process of completing a CAEP seven-year accreditation cycle and has completed a self-study for its upcoming accreditation site visit on April 26-28, 2020. This visit is concurrent with the ID-PSC review of all teacher content programs. These program areas include:
Initial Level Programs
- Career & Technical Education, B.S.Ed.
- Elementary Education, B.S.Ed.
- Secondary Education, B.S.Ed.
- Curriculum & Instruction, M.Ed., Ed.S.
- Physical Education, M.Ed.
- Agricultural Education, B.S.Ag.Ed., M.S.
- Early Childhood Development and Education, B.S.Erly.Childhd.Dev.Ed.
- Music Education, B.Mus.
Advanced Level Programs
- Educational Leadership, M.Ed., Ed.S.Ed.Ldrshp.
- Special Education, M.Ed.
The ID-PSC makes recommendations to the State Board of Education and renders decisions that provide Idaho with competent, qualified, ethical educators dedicated to rigorous standards, pre-K-12 student achievement, and improved professional practice.
CAEP accreditation provides assurance that the educator preparation program meets or exceeds rigorous national standards and that candidates receive comprehensive preparation as high-quality P-12 teachers and administrators. CAEP advances equity and excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning.
» Learn more about the University of Idaho’s accreditation status by visiting the Council for the Accreditation of Educator Preparation (CAEP) website.
» To review all CAEP accredited providers by state and/or provider name, visit the Council for the Accreditation of Educator Preparation (CAEP) website.
The PDF documents on this page include data and analyses for the eight CAEP annual reporting measures. These measures support all parts of the University of Idaho’s accreditation process for teacher preparation programs. Annual reports are available going back to 2014-15.
Annual Reporting Measures (CAEP Components 5.4 | A.5.4)
|Impact Measures (CAEP Standard 4)||Outcome Measures|
|1. Impact on P-12 learning and development (Component 4.1*)||5. Graduation Rates (initial* and advanced** levels)|
|2. Indicators of teaching effectiveness (Component 4.2*)||6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial* and advanced** levels)|
|3. Satisfaction of employers and employment milestones (Component 4.3* | A.4.1**)||7. Ability of completers to be hired in education positions for which they have prepared (initial* and advanced** levels)|
|4. Satisfaction of completers (Component 4.4* | A.4.2**)||8. Student loan default rates and other consumer information (initial* and advanced** levels)|
* Initial Level Programs are defined by CAEP as programs at the baccalaureate or postbaccalaureate levels leading to first time licensure, certification, or endorsement that are designed to develop P-12 teachers
** Advanced Level Programs are defined by CAEP as educator preparation programs at the post-baccalaureate or graduate levels leading to licensure, certification, or endorsement.
- Annual Reporting Measures - AY2014-15 (PDF)
- Annual Reporting Measures - AY2015-16 (PDF)
- Annual Reporting Measures - AY2016-17 (PDF)
- Annual Reporting Measures - AY2017-18 (PDF)
- Annual Reporting Measures- AY2018-19 (PDF) (Not yet available)
To learn more about CAEP annual reporting, accreditation standards and processes, visit the Council for the Accreditation of Educator Preparation website.
For additional questions about the University of Idaho’s Teacher Preparation Programs accreditation and annual reporting processes, please contact Josie Jensen, Office of Assessment and Accreditation, Administrative Assistant at 208-885-8846 or email@example.com.
The College of Education, Health, and Human Sciences at the University of Idaho is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on April 26-28, 2020. Interested parties are invited to submit third-party comments to the site visit 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:
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: firstname.lastname@example.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, educator preparation providers (EPPs) must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
- An EPP 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. No anonymous testimony will be considered.
The University of Idaho, College of Education Health and Human Sciences is committed to maintaining a quality assurance system comprised of valid data from multiple measures, including evidence of candidates’ and completers’ positive impact on P-12 student learning and development. The following Interactive Data Warehouse is an inventory and reporting system to disseminate program data and survey outcomes to faculty, staff, and stakeholders. The University of Idaho, College of Education Health and Human Sciences strives for continuous improvement that is sustainable, evidence-based, and that evaluates the effectiveness of its completers. This Interactive Data Warehouse allows the University of Idaho, College of Education Health and Human Sciences to use the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers’ impact on P-12 student learning and development.
|EPP Interactive Data Warehouse Reports (Reports are updated at the end of each semester)||CAEP Standard Alignment|
|Candidate Performance by InTASC Standard, Primary Licensure Area and Program Stage||1.1, 1.4, A.1.1, A.1.2, A.3.4|
|Candidate Performance by InTASC Domain, Primary Licensure Area and Program Stage||1.1, 1.4, A.1.1, A.1.2, A.3.4|
|Candidate Performance by InTASC Domain, Program Stage and Term||1.1, 1.4, A.1.1, A.1.2, A.3.4|
|Candidate Performance over Time (By Primary Licensure Area and InTASC Domain)||1.1, 1.4, A.1.1, A.1.2, A.3.4|
|Initial Candidate Performance over Time by InTASC Domain and Program Stage||1.1, 1.2, 1.4|
|Advanced Candidate Performance by InTASC Domain and Term||A.1.1, A.1.2, A.3.3, A.3.4|
|UITPA - Performance||1.1, 1.3, 2.3, 4.1, A.1.1, A.1.2|
|Signature Assignment Performance Report||1.1, 1.2, A.1.1, A.1.2|
|Common Summative Assessment||1.1, 1.2, 1.4, 1.5, 4.1, 4.2, A.1.1, A.1.2|
|Practicum Evaluations||1.1, 1.5, 2.1, 2.2, 2.3|
|Technology Performance Report||1.4, 1.5, CCT-T, 2.3|
|Diversity Performance Report (Need more than EDCI 302 - Course Numbers and Assignments please)||CCT-D, 2.1, 2.3|
|Candidate Performance - Praxis Content Knowledge Test - Detailed Candidate Analysis by Primary Licensure Area and Test (by Term)||1.1, 1.3, 5.1|
|Praxis Content Knowledge Test - Candidate Performance Detailed Analysis||1.1, 1.3, 5.1|
|Candidate Performance - Praxis Content Knowledge Test - Detailed Candidate Analysis by Primary Licensure Area and Campus||1.1, 1.3, 5.1, A.1.1, A.1.2|
|Candidate Evaluations of Mentors and Supervisors and Mentor Teacher Evaluations of Candidates||2.1, 2.2, 2.3, 5.1, A.2.1, A.2.2|
|Dispositions Evaluations by Program Stage||1.1, 1.2, 1.4, 3.3, 3.4, 5.1|
|EPP Admission Data (Administrators)||A.3.1, A.3.2|
|EPP Admission Data (Teachers) GPA, IPEDS, SAT Summary||3.1, 3.2, 5.1|
|EPP Enrollment Data||3.1, 3.2, 5.1|
|Degrees Awarded (By Gender, Year and Primary Licensure Area)||A.3.2|
|Recommendations for Certification||4.1, A.3.3, A.3.4|
|Employment Data (By Contract, Year and Professional Endorsement||4.3|
|Employment (Consecutive Contracts and Professional Endorsement – Advanced Candidates)||4.3|
|Outcomes Survey Data & EHHS End of Semester Survey||5.1|
|Administrator Performance by Term||A1.1|
Interactive Data Warehouse
The University of Idaho, College of Education Health and Human Sciences: Master of Science in Athletic Training (M.S.A.T.) is accredited through CAATE on a ten-year cycle. The current cycle began in 2018 with the next review taking place in 2028.
The Commission on Accreditation of Athletic Training Education (CAATE) which is a 501(c)(3) non-profit organization recognized as an accrediting agency by the Council of Higher Education (CHEA). The CAATE’s mission is to: define, measure, and continually improve AT Education. For more information regarding the CAATE or the current U of I M.S.A.T. accreditation standing please see the CAATE website.
The University of Idaho, College of Education Health and Human Sciences: M.S./M.Ed. Rehab Counseling is accredited through CACREP on a seven-year cycle. The current cycle began in 2016 with the next review taking place in 2024.
CACREP accredits master’s and doctoral degree programs in counseling and its specialties that are offered by colleges and universities in the United States and throughout the world.
Rehabilitation Counseling programs prepares graduates to work collaboratively with individuals with disabilities, their support systems and their environments to achieve their personal, social, psychological and vocational goals. Graduates are prepared to maximize levels of independence, integration and participation of all individuals with disabilities through the use of counseling, technology, advocacy, support and the development and application of services that eliminate barriers to their clients’ development. Rehabilitation counselors may work in a variety of settings including rehabilitation facilities, hospitals, universities, schools and/or government agencies.
The University of Idaho, College of Education Health and Human Sciences: Recreation, B.S. Rec. is accredited through COAPRT on a seven-year cycle. The current cycle began in 2016 with the next review taking place in 2023.
COAPRT accredits baccalaureate programs in parks, recreation, tourism, sport management, event management, therapeutic recreation and leisure students. It works with accredited institutions within the U.S. and its territories, Canada and Mexico. COAPRT recognizes academic programs in colleges and universities that prepare new professionals to enter the parks, recreation, tourism and related professions.