Education Accreditation

Choosing an accredited school is important because it ensures that you are attending a school that prepares well-qualified, highly effective educators; it also ensures that your training is accepted by other institutions of higher learning. The Bethel University Department of Education and its degree programs are accredited by the nation’s leading accrediting bodies: The Council for the Accreditation of Educator Preparation (CAEP), continued from the National Council for Accreditation of Teacher Education (NCATE) and the Higher Learning Commission (HLC). Bethel’s educator preparation programs are also fully approved by the State of Indiana.

Data included here are from the 2020-2021 or 2021-2022 school year, depending on which year is the most recent available from the Indiana Department of Education. Updates will be provided as new information becomes available.

Any data fields with fewer than 10 candidates or completers are identified by “<10”.

Click here for the CAEP (Council for the Accreditation of Educator Preparation) information, including Accountability Measures.

TEACHER EDUCATION PROGRAM (TEP) ENROLLMENT & DIVERSITY

Total Enrollment (2021-22) 119
Female 91
Male 28
Traditional Undergraduate Enrollment by Program (2021-22) 87
Art Education

4

Early Childhood Education, major*

1

Early Childhood Education, minor*

6

Elementary Education

50

English Education

6

English as a New Language, major

3

English as a New Language, minor

4

Health/Physical Education

4

Math Education

5

Music Education

4

Science Education

4

Social Studies Education

6

Special Education, minor

16

Transition to Teaching Graduate Enrollment by Program (2021-22) 32
Art Education

3

Business Education

1

Elementary Education

13

English Education

3

CTE – Family and Consumer Science

0

Health/Physical Education

0

Math Education

5

Music Education

0

Science Education

7

Social Studies Education

0

Spanish Education

0

*Early Childhood Education is non-licensure

Source: Bethel University Teacher Education Program

Enrollment by Race/Ethnicity (2020-21) State Bethel
Asian

2.8%

1.6%

Black

12.5%

7.9%

Hispanic

13.2%

7.1%

Multiracial

5.2%

1.6%

White

66.1%

81.9%

Other

0.3%

0%

State Source: Indiana Department of Education
Bethel Source: Bethel University Teacher Education Program

Diversity of Faculty

During their time at Bethel University, most education majors have opportunities to interact with a diverse faculty with experience in their fields of study. Faculty serving students in the educator preparation program identify as Asian, Black, Hispanic, Native American/Indian, and White.

Public Reports Archive

INDIANA DEPARTMENT OF EDUCATION EPP PERFORMANCE REPORT

These data are from the 2019-2020 school year. In August of 2021, Indiana ended its contract with the Evaluation Systems of Pearson and switched to the Educational Testing Service (ETS) Praxis program. During the 2021-22 school year, Pearson and Praxis test programs were both used to allow for a smoother transition. As a result, the previously reported data was unable to collected. There was no licensure exam data included in the most recent report. According to the Department of Education, the data reported are the most recent available. For more information, see the Indiana Department of Education Comparative Data Memo.

Average Scaled/Standard Score of Program Completers: Core Academic Skills Assessment (CASA) State Average Score Bethel Average Score

001

CASA Reading

242

247

002

CASA Math

233

233

003

CASA Writing

230

231

Average Scaled/Standard Score of Program Completers: Pedagogy/Developmental Assessments (Pearson) State Average Score Bethel Average Score

005

Elementary Education

243

246

006

Secondary Education

253

250

007

P-12 Education

249

<10

Average Scaled/Standard Score of Program Completers: Content Assessments (Pearson) State Average Score Bethel Average Score

008

Business

218

<10

019

English Learners

238

<10

021

English Language Arts

226

<10

025

Exceptional Needs – Mild Intervention

242

<10

026

Fine Arts – General Music

231

<10

027

Fine Arts – Instrumental Music

216

<10

028

Fine Arts – Vocal Music

227

<10

030

Fine Arts – Visual Arts

234

<10

035

Mathematics

221

<10

043

Science – Chemistry

237

<10

045

Science – Life Science

227

<10

047

Science – Physics

<10

<10

048

Social Studies – Economics

218

<10

049

Social Studies – Geographical Perspectives

<10

<10

050

Social Studies – Government and Citizenship

237

<10

051

Social Studies – Historical Perspectives

212

<10

052

Social Studies – Psychology

225

<10

053

Social Studies – Sociology

<10

<10

060

Elementary Ed: Reading English Language Arts

223

220

061

Elementary Ed: Mathematics

235

229

062

Elementary Ed: Science, Health, and PE

235

228

063

Elementary Ed: Social Studies and Fine Arts

219

220

064

Exceptional Needs – Mild Intervention: Reading

211

<10

066

Health

242

<10

067

Physical Education

237

<10

Source: Indiana Department of Education 2021 EPP Annual Report

Indiana Department of Education Comparative Data Memo

Average TEP Entry GPA

These data are from the 2020-2021 school year. As the data from the 2021-2022 school year become available, these numbers will be updated.

Minimum Cumulative Grade Point Average (GPA) Required for Entry in EPP State Minimum GPA Bethel Minimum GPA
Traditional Undergraduate

2.71

2.70

Transition to Teaching

2.77

3.00

Average Cumulative GPA of Admitted Teacher Candidates State Average GPA Bethel Average GPA
Traditional Undergraduate

3.37

3.54

Transition to Teaching

3.36

3.79

Source: Indiana Department of Education 2022 EPP Annual Report

Completer GPA

These data are from the 2020-2021 school year. As the data from the 2021-2022 school year become available, these numbers will be updated.

Indiana Department of Education (IDOE) reporting is limited to programs with ten or more completers. Therefore, additionally collected data are provided by the Bethel University EPP for the 2020-2021 cohort.

Completer GPA by Grade Level Total Completers 3.00-4.00 2.50-2.99 2.00-2.49 0.01-1.99
Elementary

24

23

1

Secondary/All-Grade

23

23

Completer GPA by Program Total Completers 3.00-4.00 2.50-2.99 2.00-2.49 0.01-1.99
Traditional Undergraduate

26

25

1

Transition to Teaching

21

21

State Source: Indiana Department of Education 2022 EPP Annual Report

Bethel Source: Bethel University Teacher Education Program

Attrition – Retention – Completion Rates

These data are from the 2020-2021 school year. As the data from the 2021-2022 school year become available, these numbers will be updated.

Attrition – Retention – Completion Rates State Total Bethel Total

Total Number of Education Candidates

11,914

87

Total Number Completion/Graduation

3,462

26

Percentage Completion/Graduation

29.1%

29.9%*

Total Number Retained in Education

7,726

56

Percentage Retained in Education

64.8%

64.4%

Total Number Program Attrition

199

5

Percentage Program Attrition

1.7%

5.7%

Total Number Institutional Attrition

570

0

Percentage Institutional Attrition

4.8%

0.0%

*Percentage reflects completers finishing the program out of all enrolled students. Graduation rate from the EPP is 100%.

Source: Indiana Department of Education 2022 EPP Annual Report

Evidence of Teacher Quality

Program Impact Data

2022 Employer Survey Results

2022 Completer Survey Results

2022 Teacher Effectiveness Ratings

Source: Indiana Department of Education 2022 EPP Annual Report

EPP Annual Reports

2022 EPP Annual Report

2021 EPP Annual Report

2020 EPP Annual Report

Source: Indiana Department of Education

Title II Reports

2021-2022 Title II Traditional Report – Coming Soon

2021-2022 Title II Alternative Report – Coming Soon

2020-2021 Title II Traditional Report

2020-2021 Title II Alternative Report

2019-2020 Title II Traditional Report

2019-2020 Title II Alternative Report

2018-2019 Title II Traditional Report

2018-2019 Title II Alternative Report

Source: Department of Education Title II Reports

 

US News & World Report College Rankings

Council for the Accreditation of Educator Preparation (CAEP)

CAEP/NCATE ACCREDITED PROGRAMS

Traditional Undergraduate Programs
Art Education
Elementary Education
English Education
English as a New Language, major*
English as a New Language, minor*
Health/Physical Education
Math Education
Music Education
Science Education
Social Studies Education
Special Education, minor
Transition to Teaching Graduate Programs
Art Education
Business Education
Elementary Education
English Education
CTE – Family and Consumer Science
Health/Physical Education
Math Education
Music Education
Science Education
Social Studies Education
Spanish Education

*Not included in previous accreditation review. This program was recently added and will be fully implemented Fall 2023.

Source: Bethel University Teacher Education Program

CAEP Accountability Measures

MEASURE 1: COMPLETER IMPACT AND EFFECTIVENESS (R4.1)

Source: Indiana Department of Education

MEASURE 2: SATISFACTION OF EMPLOYERS AND STAKEHOLDER INVOLVEMENT (R4.2, R5.3, RA4.1)

Bethel University EPP has developed and implemented a multidimensional, systematic approach for collecting, analyzing, and using data to understand the post-preparation employment experiences of our completers. BU EPP collects qualitative and quantitative evidence to create opportunities for triangulation of data across multiple measures, gathering information from completers, their employers, and their employing school divisions to seek an accurate picture of the situation to support appropriate conclusions about completer effectiveness and impact.

The monitoring process includes an annual employer survey of satisfaction and impact, and a case study of the impact and effectiveness of the preparation program.

Employer Surveys

Source: Indiana Department of Education

Case Study and Addendum

Addendum in progress – final data harvest to take place June 2023; addendum to follow

The case study provides evidence of Standards R4.1, R4.2, and R4.3. The case study process began with a long-term plan to collect student data from completers. Data were originally obtained from completers in 2018-19, 2019-20, and 2020-21. The addendum reviews additional data up to the present and will be available for review once K-12 data is available and data harvest is complete (anticipated upload Summer 2023). Specifically, the EPP examined quantitative survey data from these beginning teachers (n = 29) and qualitative data from surveys and interviews. The case study revealed that completers felt Bethel University had a clear focus on building strong relationships with candidates. In addition, completers felt the process used and modeled at Bethel allowed them to use the tools and knowledge they acquired to build relationships with their P-12 students. Participants from the case study further asserted that because of the strong relationships they had developed with their P-12 students, their students had grown academically, socially, physically, and emotionally.

Source: Bethel University Teacher Education Program

MEASURE 3: CANDIDATE COMPETENCY AT PROGRAM COMPLETION (R3.3)

The EPP demonstrates candidates are competent at program completion in content knowledge of their field and pedagogies to teach that content to support the learning of their diverse P-12 students. Data disaggregation of CPAST, one of the key assessments of the program, suggests candidate performance is consistent across initial licensure programs. Ongoing analysis of all EPP common assessments, including data from the Title II report, provides accumulating evidence to support candidate competency at program completion.

Source: Bethel University Teacher Education Program; ETS Title II Reporting Services

MEASURE 4: ABILITY OF COMPLETERS TO BE HIRED IN EDUCATION POSITIONS FOR WHICH THEY HAVE BEEN PREPARED

For Initial Licensure programs, the EPP sent a survey to all completers for the 2020-21 program year and received 40 responses (23 Initial Licensure; 17 Alternate Route: Transition to Teaching). 100% of respondents were working in a position for which they were trained. Data for the 2021-22 program year are currently being collected and will be posted at a later date.

Candidates in our Advanced Programs are primarily educators and administrators already working in educational settings who are returning for additional training and licensure. Our Continuous Improvement Focus Discussions groups measured their success in using new skills in their positions and in positioning themselves for promotion or new positions as a result of their new skills.

  • Summary of Continuous Improvement Focus Discussion Groups – Coming Soon

Source: Bethel University Teacher Education Program