CAEP will develop and implement an agenda for research and innovation to foster continuous improvement in educator preparation.
Explanation: CAEP will build a network of agencies, organizations, institutions, and experts and work with these partners to create and implement a research agenda to support innovation and evidence-based exemplary practices in the field of educator preparation. CAEP will seek opportunities to implement or support the implementation of identified research priorities.  CAEP will also engage in research on its own practices with the aim of increasing the accuracy and transparency of the accreditation process with an emphasis of enhancing the quality of evidence, including measures of pupil learning, brought to bear in the process.

Interested in collaborating with us or sharing your work?
Contact: CAEP's Director of Research, Innovation, and Data Strategy at Jennifer.Carinci@caepnet.org

CAEP Endeavors to Advance Research and Innovation

Get Involved

Request for Proposals: CAEP Standards Impact Study

CAEP has recently released a request for proposals for a third-party research organization to conduct a study over the next few years to investigate the impact of the CAEP Standards. Data collected will be used to assess whether the changes in CAEP’s new accreditation standards are systemic and having the intended effect on

• educator preparation providers (EPPs),
• their graduates,
• the P-12 students taught by their graduates, and, in general,
• the broader field of educator preparation.

The study ultimately strives to answer the question “Are completers of CAEP accredited provider programs any better prepared to enter the profession and raise the level of P-12 student achievement than were their pre-CAEP counterparts?”

Read the statement on this important study by CAEP's Director of Research, Innovation, and Data Strategy, Jennifer Carinci.

Please share this RFP with any research colleagues who may be interested in submitting a proposal. Contact Jennifer Carinci with any questions.


CAEP Conference: Call for Presentations

  • You are invited to submit a proposal based on work in the field of educator preparation accreditation for presentation at CAEP’s fall and spring conferences.
  • Student Perception Survey Pilot
    CAEP, in partnership with Tripod Education Partners and support from the Bill and Melinda Gates Foundation (BMGF), is engaged in an exciting research venture to expand our work exploring the possibilities of using the K-12 student perception surveys with pre-service teachers. In 2013-2014, nine pioneering educator preparation providers (EPPs) administered the surveys to the K-12 students with whom their candidates are working during student teaching. The current, two-year pilot builds on the previous pilot and expands the design to follow candidates participating in year 1 (2014-2015) into their first year of teaching (2015-2016) to explore the use of the surveys for:

      • assessing the impact of candidates on students (Standard 3),
      • assessing the impact of completer impact on students (Standard 4)
      • connecting pre-service and in-service performance,
      • continuous improvement of candidates and EPPs (Standard 5).

Participants from the 20 participating spring 2015 EPPs will receive analyses results soon. More information is available here. If you are interested in using these surveys as an assessment and feedback tool for program improvement and working with us to further test the potential of using these surveys with pre-service teachers in your EPP or state, please contact: Claire.Jacobson@caepnet.org.

  • Academic Audit Research in Teacher Education – Special Interest Group (SIG #174) of the American Educational Research Association (AERA)
    The purpose of the Academic Audit Research in Teacher Education SIG is the accumulation and interpretation of research findings from audits associated with the CAEP, NCATE, TEAC or state review processes and used in the evaluation of the competence of the graduates of teacher education programs and the quality of the programs themselves. The SIG welcomes new members and submissions for the 2016 Annual Meeting in Washington, DC. To join or learn more contact: Joyce E. Many, Georgia State University, Atlanta, GA, jmany@gsu.edu.

Stay Informed on Results

  • Commissioned Report: Building an Evidence-Based System for Teacher Preparation
    CAEP commissioned a report from Teacher Preparation Analytics (TPA) to help move forward the creation of a more evidence-based system of teacher preparation. CAEP intends the TPA Report and their suggested Key Effectiveness Indicators as a starting point for a much needed discussion of measures, alignment, and collaboration. Read the report highlights.
  • From Good to Great: Exemplary Teachers Share Perspectives on Increasing Teacher Effectiveness Across the Career Continuum
    CAEP partnered with the National Network of State Teachers of the Year (NNSTOY) to develop a survey, study, and results report of what excellent educators (State and National Teachers of the Year) themselves believe are the most critical factors that increase teacher effectiveness. This report is a first-of-its-kind exploratory survey of National and State Teachers of the Year, reflecting on various stages of their teaching experience. Common themes have emerged on what makes excellent teachers from surveys completed by teachers recognized for their excellence. (Current, follow-up study is in early stages.) The full report, executive summary, and a discussion starter tool are all available to read now.
  • Student Data Principles: Data Quality Campaign Partners with CAEP, Others to Safeguard Students’ Personal Information
    CAEP is proud to have joined with voices at all levels of the education system—from parents to school administrators to state education chiefs—to support student learning through effective education data use and safeguarding students’ personal information.  Visit StudentDataPrinciples.org to find out more!
  • Updated CAEP Policy: Research, Training, and Data Confidentiality
    Recently, CAEP’s Research Committee took action necessary to advance our strategic goal 3; CAEP’s data access policy was revised to remove contradictory information and create a research-friendly policy that and promotes shared knowledge. These policy changes are available to you now - click here to view. CAEP’s complete, updated Policy Manual will be available in the coming months.

Learn About Current Innovation Networks

  • Networked Improvement Community (NIC) to Improve Educator Preparation for Work with Families
    Using a Networked Improvement Community (NIC) model, innovative solutions, that can be quickly and affordably implemented into the teacher preparation classroom to better prepare teachers to partner with families to best serve the needs of increasingly diverse P-12 learners, will be developed and tested. This project, supported by a grant from W.K. Kellogg Foundation (WKKF), is a partnership among CAEP, Education Preparation Programs (EPPs), Boards of Education, local schools and families in DC, Georgia and Illinois.  The partner educator preparation providers (EPPs) are as follows:

    • DC: George Washington University, Howard University Teach-Now, Trinity Washington University
    • GA: Albany State University, Columbus State University and Georgia State University 
    • IL: National Louis University, Trinity Christian College

Members of the NIC include EPP faculty, candidates, mentor teachers, school administrators, and parents.

Coming Attractions

  • CAEP Annual Report
    Stay tuned for the release of CAEP’s Annual Report! The report will include CAEP accomplishments as well reporting to the field on data collected during the EPP Annual Report process. View CAEP’s first report to the public here.
  • Study of the Impact of CAEP’s Standards
    CAEP staff and our Research Committee are proposing a study of changes in educator preparation brought about by the introduction of new accreditation standards.  Plans are developing to formulate an RFP for a third party higher education research organization to undertake a comprehensive study to assess the intended and unintended consequences of CAEP’s accreditation standards are systemic and have the desired effect on educator preparation providers, completers, P-12 students, and the broader field of educator preparation. The results of the study will be used to inform the continuous improvement of CAEP, EPPs, and the field.