The University of Missouri-Kansas City School of Education (SOE) is currently accredited by the Missouri Department of Elementary and Secondary Education (DESE), the Council for the Accreditation of Educator Preparation (CAEP), and regionally accredited through the Higher Learning Commission.

CAEP requires educator preparation programs to provide outcome data that can be shared widely. The resources shared below will provide evidence of our annual measures.

Impact on Student Learning and Development and Indicators of Teaching Effectiveness

The Missouri Pre-Service Teacher Assessment (MoPTA) was required for certification by the state of Missouri for candidates seeking teaching certification through Spring 2018, and was aligned with Missouri’s Teacher Standards and Quality Indicators. Taken during the clinical experience, MoPTA assessed the instructional capability prior to receiving a license.

School of Education MoPTA Data through 2017 (CAEP 4.1) (PDF)

Since 2018, the Missouri Educator Evaluation System (MEES) has been designated as the assessment of instructional capability prior to licensure. MEES was created on the general beliefs about the purpose of the evaluation process. Central to these beliefs is a theory of action which maintains that improving student performance is predicated on the improvement of educator practice. The primary purpose of the evaluation system is to promote growth in effective practice that ultimately increases student performance. Below are the results for the UMKC School of Education. Note that in 2019, the Missouri Department of Elementary and Secondary Education (DESE) changed their reporting requirements to focus on a comprehensive score for each standard rather than specific quality indicators.

School of Education MEES Data, 2015-2018 (CAEP 4.1, 4.2) (PDF)
School of Education MEES Data, 2019 (CAEP 4.1, 4.2) (PDF)

The School of Education conducted a qualitative study observing 2015 and 2016 middle and secondary English Language Arts completers. The study demonstrates the impact on student learning growth and development of students in their charge and the level of satisfaction with their education they received at UMKC.

Completer Case Studies (CAEP 4.1, 4.4, Technology) (PDF)

The Network for Educator Effectiveness (NEE) is an assessment system designed to provide school districts throughout Missouri with a way to evaluate and monitor the effectiveness of their teachers and other school personnel, with the ultimate goal of improved student achievement. Multiple measures of educator effectiveness are collected, including classroom observations of teachers by principals, professional development plans provided by teachers, and student surveys. Below are the results for the UMKC School of Education. These data were most recently requested by the School of Education for the 2016-2017 academic year.

Satisfaction of Employers and Employment Milestones

Since 2007, DESE in collaboration with the University of Missouri’s Office of Social and Economic Data Analysis (OSEDA), has administered an annual survey of first-year teachers, counselors, and principals in Missouri public schools. Also since 2007, a companion survey of employers of first-year employees – typically teachers’ principals or principals’ or counselors’ supervisors – has been administered. Together, the two surveys form a statewide data collection effort known widely as the First-Year Educator Survey. The first-year surveys were redesigned for the 2015 administration.

Principals of UMKC Teacher Responses (CAEP 4.3)

Missouri Statewide Principal Responses:

Supervisors of UMKC Principal and Counselor Responses (CAEP A.4.1)

Missouri Statewide Supervisor Responses:

Each year the Missouri Department of Elementary and Secondary Education provides information on district employees employed in Missouri public schools to the teacher education program in which they were prepared. These data allow us to track our completers’ persistence in the profession in Missouri public schools.

The School of Education Employer Survey is administered each summer by the Assessment Coordinator who contacts employers of School of Education graduates. The survey collects information on work setting, employees’ preparedness related to the School of Education’s values, and employees’ preparedness for their professional work. Note that the employer survey was changed to a 4-point scale in 2017; responses prior to 2017 collected on a 5-point scale are incomparable.

Completer Satisfaction

Since 2007, DESE in collaboration with the University of Missouri’s Office of Social and Economic Data Analysis (OSEDA), has administered an annual survey of first-year teachers, counselors, and principals in Missouri public schools. Also since 2007, a companion survey of employers of first-year employees – typically teachers’ principals or counselors’ or principals’ supervisors – has been administered. Together, the two surveys form a statewide data collection effort known widely as the First-Year Employee Survey. The first-year surveys were redesigned for the 2015 administration.

UMKC Completers Survey: Teachers (CAEP 4.4)

Missouri Statewide Responses: Teachers

UMKC Completers Survey: Principals and Counselors (CAEP A.4.2)

Missouri Statewide Responses: Principals and Counselors

The School of Education Alumni Survey is administered each year in May or June by the Assessment Coordinator. The survey is completed by alumni who graduated either one-year or three years prior to the date of administration. The survey measures alumni satisfaction with the quality of their programs. Note that this is the overall response rate for the School of Education, and not specifically for the teacher education graduates.

Retention Rates (PDF)


Content Assessments

Beginning September 2014, candidates seeking educator certification in Missouri are required to achieve a passing score on the appropriate Missouri Content Assessments (MoCA). Effective August 31, 2014, the Praxis II series was no longer used for Missouri educator certification candidates. The MoCA is a measure of teacher candidates’ content knowledge specific to the area in which each is seeking certification. The assessments are aligned with state and national standards, and may include several subtests.

Missouri Annual Performance Report

The Missouri Annual Performance Report for Educator Preparation Programs (APR-EPPs) is based on five-years of reporting by educator preparation programs at Missouri colleges and universities. The APR-EPP is completed by the Missouri Department of Elementary and Secondary Education (DESE) each year and will consist of performance data measured to determine whether or not an individual certification program continues to meet state standards. The report is based upon the Missouri Standards for the Preparation of Educators (MoSPE) Standard 1 (Academics), Standard 3 (Field and Clinical Experiences), and Standard 4 (Candidates). The overall goal of MoSPE and the APR-EPP is to ensure that together we are preparing, developing and supporting educators. The individual APR-EPP and the Comprehensive Guide (PDF) to the Annual Performance Report for Educator Preparation Programs are available online.

Title II: Higher Education Act

Sections 205 through 208 of Title II of the Higher Education Act (HEA) calls for the accountability for programs that prepare teachers. Educator preparation programs (EPPs) report to the state then report to the U.S. Department of Education. EPPs report annually on:

  • Basic aspects of its teacher preparation program, such as admissions requirements; number of students enrolled by gender, ethnicity and race; required minimum GPA for admission for undergraduate and postgraduate students; assessment information and pass rates; information about supervised clinical experience; the number of students prepared by academic major and subject area; and the number of program completers;
  • Goals for increasing the number of teachers trained in shortage areas and assurances about aspects of teacher training;
  • Approval or accreditation of the teacher preparation program and whether the program is under a designation of “low-performing;”
  • Information about preparing teachers to use technology, to participate as a member of individualized education program teams and to teach students with disabilities or who are limited English proficient

Additional institutional information about the University of Missouri – Kansas City.