UIndy School of Education Accreditation

 

UIndy list of approved programs

CAEP Accreditation Status

  • Initial-Licensure Level Programs: Accreditation granted Spring 2018 to Spring 2025
    • Elementary Education
      • Mild Intervention
    • Secondary Education and T2M
      • Math
      • English
      • Health/PE
      • Social Studies
      • Physics
      • Business
      • Visual Arts
      • Spanish/Modern Language
      • French/Modern Language (T2M only)
      • German/Modern Language (T2M only)
      • Theatre
      • Music
      • Art
      • Chemistry (T2M only)
      • Life Sciences (T2M only)
      • Mild Intervention
  • Advanced-Level Programs: Accreditation granted Fall 2021 to Spring 2025
    • SLAM (Building Level Admin)
    • District Level Administrator:  Exceptional Needs
  • On-site CAEP Visit for Initial-Licensure and Advanced Programs: Fall 2024

CAEP Accountability Measures

The Indiana Department of Education surveys Principals and all First and Second year Teachers to determine program impact in contributing to P-12 student-learning growth AND completer effectiveness in applying professional knowledge, skills, and dispositions.

 

2024 Teacher Effectiveness

Percent of Teachers Achieving Effective or Highly Effective Rating 2022-2023

Institution: University of Indianapolis

  • Teachers with One (1) Year Experience
    • Effective: <10
    • Highly Effective: <10
    • Total of Teachers Evaluated: <10
  • Teachers with Two (2) Years of Experience
    • Effective: 16
    • Highly Effective: 7
    • Total of Teachers Evaluated: 23
  • Teachers with Three (3) Years of Experience
    • Effective: 6
    • Highly Effective: 4
    • Total of Teachers Evaluated: 10
  • Grand Totals
    • Grand Total Rated Effective: 22
    • Grand Total Rated Highly Effective: 11
    • Grand Total Effective and Highly Effective: 33
    • Grand Total Teachers Evaluated: 33
    • Final Percent: 100%

*"Year" defined as September 1 - August 31.

Visit Educator Evaluations for more information.

2024 Employer Satisfaction

Principal Survey Results for University of Indianapolis

Principals are responding to statements divided into three domains (knowledge, disposition, and performance) and reflect elements of both national professional standards (NCATE/CAEP) and the Model Core Teaching Standards, Interstate Teacher Assessment and Support Consortium (InTASC). EPPs are expected to meet these standards in order to prepare educators for licensure (511 IAC 13-1-1).

For each of the following, please provide your assessment of how well the EPP prepared this teacher in the following categories. The range is from 1 (strongly disagree) to 4 (strongly agree).

 

Knowledge Preparation of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
1. ...understand how students learn and develop at the grade level they are teaching. 0 1 15 13
2. ...meet expectations of a beginning teacher for content preparation and knowledge. 0 2 13 14
3. ...adhere to the ethical requirements of the teaching profession. 0 2 11 16
4. ...adhere to the legal requirements of the teaching profession. 0 0 13 16

 

Pedagogical Preparation of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
5. ...provide an appropriate and challenging learning experience. 0 2 14 13
6. ...provide an inclusive learning environment. 0 1 12 15
7. ...provide a rigorous learning environment. 0 2 16 12
8. ...use a variety of assessment methods to guide, adjust, and improve instruction. 0 2 14 13
9. ...develop content specific assessments to test for student understanding of the lesson objectives. 0 2 14 13
10. ..differentiate instruction to meet all students’ learning needs. 0 1 14 13
11. ..work effectively with students with all exceptionalities. 0 2 14 13
12. ..analyze student assessment data to improve classroom instruction. 0 2 16 11
13. ..use effective strategies to manage the learning environment. 0 1 18 10
14. ..integrate technological tools as appropriate to advance student learning 0 1 17 11

 

Professional Disposition of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
15. …openly accept suggestions/constructive feedback. 1 1 11 16
16. …exhibit ethical practice expected of educators. 0 1 10 18
17. …work effectively with other professionals. 0 2 9 18
18. …work effectively with parents/guardians. 0 2 14 13
19. …work effectively with school leaders. 0 2 9 18
20. …work effectively within the school culture. 0 1 11 17

 

Overall Assessment (Number of Responses)
Description Very Dissatisfied Dissatisfied Satisfied Very Satisfied
21. Overall, how satisfied are you with the training this teacher received from this EPP? 0 2 11 16

Principals are asked to provide feedback on all first and second year teachers. This information is then disaggregated by university of college and the IDOE provides this data to all Educator Preparation Providers. This data is reviewed and used to ensure employer and stakeholder satisfaction.

See Data for Advanced Programs


2024 Employer Satisfaction - Initial Prep

Principal Survey Results for University of Indianapolis

Principals are responding to statements divided into three domains (knowledge, disposition, and performance) and reflect elements of both national professional standards (NCATE/CAEP) and the Model Core Teaching Standards, Interstate Teacher Assessment and Support Consortium (InTASC). EPPs are expected to meet these standards in order to prepare educators for licensure (511 IAC 13-1-1).

For each of the following, please provide your assessment of how well the EPP prepared this teacher in the following categories. The range is from 1 (strongly disagree) to 4 (strongly agree).

 

Knowledge Preparation of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
1. ...understand how students learn and develop at the grade level they are teaching. 0 1 15 13
2. ...meet expectations of a beginning teacher for content preparation and knowledge. 0 2 13 14
3. ...adhere to the ethical requirements of the teaching profession. 0 2 11 16
4. ...adhere to the legal requirements of the teaching profession. 0 0 13 16

 

Pedagogical Preparation of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
5. ...provide an appropriate and challenging learning experience. 0 2 14 13
6. ...provide an inclusive learning environment. 0 1 12 15
7. ...provide a rigorous learning environment. 0 1 16 12
8. ...use a variety of assessment methods to guide, adjust, and improve instruction. 0 2 14 13
9. ...develop content specific assessments to test for student understanding of the lesson objectives. 0 2 14 13
10. ..differentiate instruction to meet all students’ learning needs. 0 1 14 13
11. ..work effectively with students with all exceptionalities. 0 2 14 13
12. ..analyze student assessment data to improve classroom instruction. 0 2 16 11
13. ..use effective strategies to manage the learning environment. 0 1 18 10
14. ..integrate technological tools as appropriate to advance student learning 0 1 17 11

 

Professional Disposition of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
15. …openly accept suggestions/constructive feedback. 1 1 11 16
16. …exhibit ethical practice expected of educators. 0 1 10 18
17. …work effectively with other professionals. 0 2 9 18
18. …work effectively with parents/guardians. 0 2 14 13
19. …work effectively with school leaders. 0 2 9 18
20. …work effectively within the school culture. 0 1 11 17

 

Overall Assessment (Number of Responses)
Description Very Dissatisfied Dissatisfied Satisfied Very Satisfied
21. Overall, how satisfied are you with the training this teacher received from this EPP? 0 2 11 16

 

2024 Employer Satisfaction - Advanced Programs

 

District Administrator of Exceptional Needs (DAEN) Employer Satisfaction Survey

Analysis of employer evaluations for DAEN program graduates across 16 competency areas, with 4 employers responding. The survey is distributed every three years and respondents are anonymous. Because DAEN completers may not take jobs as Directors immediately after their completion in the program, many respondents have indicated they are not able to assess the completers since they are not functioning as a Director.

 

Average Scores by Survey Question
Survey Question Average Score Score Range
Evidence-based leadership principles 3.75 2-5
Stakeholder collaboration for planning 4.25 3-5
Program alignment with mission/vision 4.00 3-5
Policy/law application 4.50 4-5
Ethical leadership 4.75 4-5
Systems-change strategies 3.75 2-5
Data-driven methods 3.75 2-5
Program evaluation 3.75 2-5
Access, equity, opportunity 3.75 2-5
Resource management 4.00 3-5
Professional recruitment/retention 4.25 3-5
Stakeholder collaboration 3.75 3-5
Conflict resolution 4.00 3-5
Addressing systemic inequities 3.50 1-5
Promoting equity/inclusiveness 3.75 1-5
Overall practices/dispositions 4.00 3-5

 

School Leadership & Management (SLAM) Employer Satisfaction Survey

Analysis of 8 employer evaluations of SLAM program graduates, rating various competencies aligned with CAEP standards. The survey is distributed every three years and respondents are anonymous. Because SLAM completers may not take jobs as principals immediately after their completion in the program, many respondents have indicated they are not able to assess the completers since they are not functioning as a principal.

 

Average Scores by Competency (Scale 1-5)
Competency Area Average Score Score Range
Data collection and critical application 4.63 4-5
Research methodology understanding 4.50 4-5
Data analysis for school environments 4.75 4-5
Collaborative leadership 5.00 5-5
Technology application 4.88 4-5
Professional standards application 4.75 4-5
Instructional practice promotion 4.63 4-5
Data-driven instruction implementation 4.75 4-5
Program coursework application 4.63 4-5
Student learning impact 4.63 4-5
Professional practice application 4.50 4-5
Student learning development impact 4.63 4-5

UIndy School of Education continuously reviews candidates completion and retention data, candidate licensure test pass rates, and Title II data to ensure that candidates are meeting program expectations and are ready to be recommended for licensure.

See Data for Advanced Programs

2024 Traditional Title II Reports

Summary Institution-Level Pass Rate Data: Traditional Teacher Preparation Program Within IHE

  • HEOA - Title II 2023-2024 Academic Year
    • Institutional Name: University of Indianapolis
    • Institutional Code: 1321
    • State: Indiana
  • Group: All program completers, 2023-24
    • Institutional Number Taking Assessment1: 16
    • Institutional Number Passing Assessment2: 11
    • Institutional Pass Rate: 69%
    • Statewide Number Taking Assessment1: 286
    • Statewide Number Passing Assessment2: 1856
    • Statewide Pass Rate: TBD
  • Group: All program completers, 2022-23
    • Institutional Number Taking Assessment1: 35
    • Institutional Number Passing Assessment2: 28
    • Institutional Pass Rate: 80%
    • Statewide Number Taking Assessment1: 1828
    • Statewide Number Passing Assessment2: 11611
    • Statewide Pass Rate: 88%
  • Group: All program completers, 2021-22
    • Institutional Number Taking Assessment1: 41
    • Institutional Number Passing Assessment2: 34
    • Institutional Pass Rate: 83%
    • Statewide Number Taking Assessment1: 2155
    • Statewide Number Passing Assessment2: 1940
    • Statewide Pass Rate: 90%
  • Group: All program completers, 2020-21
    • Institutional Number Taking Assessment1: 42
    • Institutional Number Passing Assessment2: 33
    • Institutional Pass Rate: 79%
    • Statewide Number Taking Assessment1: 2255
    • Statewide Number Passing Assessment2: 1899
    • Statewide Pass Rate: 84%
  • Group: All program completers, 2019-20
    • Institutional Number Taking Assessment1: 36
    • Institutional Number Passing Assessment2: 32
    • Institutional Pass Rate: 89%
    • Statewide Number Taking Assessment1: 2093
    • Statewide Number Passing Assessment2: 1835
    • Statewide Pass Rate: 88%

Note: In cases where there are less than ten students taking the assessment or license/certificate, the number passing and pass rate are not reported.

1 Number of completers taking one or more assessments within their area of specialization.

2 Summary level “Number Taking Assessment” may differ from assessment level “Number Taking Assessment” because each student is counted once at the summary level but may be counted in multiple assessments at the assessment level.

2024 Alternative Title II Reports

Summary Institution-Level Pass Rate Data: Alternative Teacher Preparation Program Within IHE

  • HEOA - Title II 2023-2024 Academic Year
    • Institutional Name: University of Indianapolis
    • Institutional Code: 1321
    • State: Indiana
  • Group: All program completers, 2023-24
    • Institutional Number Taking Assessment1: 34
    • Institutional Number Passing Assessment2: 31
    • Institutional Pass Rate: 91
    • Statewide Number Taking Assessment1: TBD
    • Statewide Number Passing Assessment2: TBD
    • Statewide Pass Rate: TBD
  • Group: All program completers, 2022-23
    • Institutional Number Taking Assessment1: 13
    • Institutional Number Passing Assessment2: 13
    • Institutional Pass Rate: 100
    • Statewide Number Taking Assessment1: 660
    • Statewide Number Passing Assessment2: 737
    • Statewide Pass Rate: 93%
  • Group: All program completers, 2021-22
    • Institutional Number Taking Assessment1: 6
    • Institutional Number Passing Assessment2: n/a
    • Institutional Pass Rate: n/a
    • Statewide Number Taking Assessment1: 737
    • Statewide Number Passing Assessment2: 678
    • Statewide Pass Rate: 92%
  • Group: All program completers, 2020-21
    • Institutional Number Taking Assessment1: 10
    • Institutional Number Passing Assessment2: 10
    • Institutional Pass Rate: 100%
    • Statewide Number Taking Assessment1: 765
    • Statewide Number Passing Assessment2: 677
    • Statewide Pass Rate: 88%
  • Group: All program completers, 2019-20
    • Institutional Number Taking Assessment1: 10
    • Institutional Number Passing Assessment2: 10
    • Institutional Pass Rate: 100%
    • Statewide Number Taking Assessment1: 611
    • Statewide Number Passing Assessment2: 563
    • Statewide Pass Rate: 92%

Note: In cases where there are less than ten students taking the assessment or license/certificate, the number passing and pass rate are not reported.

1 Number of completers taking one or more assessments within their area of specialization.

2 Summary level “Number Taking Assessment” may differ from assessment level “Number Taking Assessment” because each student is counted once at the summary level but may be counted in multiple assessments at the assessment level.

 

2024 Completion and Retention Rates

 

Attrition-Retention-Completion Rates By Academic Year*
Description State Total University of Indianapolis
Total Number of Education Candidates** 11,214 318
Total Number Completion/Graduation 3,128 80
Percentage Completion/Graduation 27.9 25
Total Number Retained in Education 7,469 233
Percentage Retained in Education 66.6 73
Total Number Program Attrition 314 3
Percentage Program Attrition 2.8 1
Total Number Institutional Attrition 428 3
Percentage Institutional Attrition 3.8 1

*Academic year is defined as September 1 - August 31.

**Education Candidates - includes all students who in a given academic year were formally admitted to, enrolled in, or completed the institution’s education program.

Percentage of Completion/Graduation = Completion/Graduation Number DIVIDED BY total number of candidates.

Percentage Retained in Education = Number Retained in Education DIVIDED BY total number of candidates.

Percentage of Attrition [Program Attrition] = Number of candidates who left education but remained at the institution DIVIDED BY total number of candidates.

Percentage of Attrition [Institutional Attrition]= Number of candidates who left the institution DIVIDED BY total number of candidates

*Attrition/Retention/Completion numbers were calculated using the IPEDS methodology.

Measure 3 on Advanced Programs

 

District Administrator of Exceptional Needs (DAEN) 

No licensure exam is necessary for the Director of Exceptional Learners Program. Rather, because UIndy’s curriculum is approved by the state, the student must complete the coursework with a grade of at least B- in each course and an overall GPA of 3.0. 

At completion, the candidate is required to show a minimum of 2 years of exceptional teaching in the area of mild interventions or special education, and the following signature assessments must be completed: 1) Assistive Technology Case Study (EDUC 627), 2) Family Inquiry Project (EDUC 619), and 3) Internship Rubric (EDUC 616). Each signature assessment addresses critical skills identified as essential for District Administrator of Exceptional Needs.

School Leadership & Management (SLAM) 

Candidates must take 12 courses and maintain a minimum grade of B or higher, and maintain a GPA of 3.0 or higher. Each signature assessment addresses critical skills identified as essential for an administrator in School Leadership & Management. The following signature assessments must be completed: 1) EDUC 602 Mentoring & Coaching Data, 2) EDUC 603 School Equity Audit Data, 3) EDUC 604 Equity & Social Justice Project Data, 4) EDUC 605 Data Project Data, and 5) MSM 557 School Improvement Capstone Data. 

In positions for which they have prepared. 100% of 2023-2024 UIndy Teacher Education Graduates were employed in teaching positions for which they have been prepared, or enrolled in graduate programs within six months of graduation. Candidates in Advanced Programs are largely employed in teaching and/or administrative positions in K-12 schools and are returning for additional training to ensure that they can meet the needs of these positions. Therefore, 100% of advanced program completers have secured a job.

Teacher Preparation Data

 

2024 Completion & Retention Rates for Initial Licensure

 

Attrition-Retention-Completion Rates By Academic Year*
Description State Total University of Indianapolis
Total Number of Education Candidates** 11,214 318
Total Number Completion/Graduation 3,128 80
Percentage Completion/Graduation 27.9 25
Total Number Retained in Education 7,469 233
Percentage Retained in Education 66.6 73
Total Number Program Attrition 314 3
Percentage Program Attrition 2.8 1
Total Number Institutional Attrition 428 3
Percentage Institutional Attrition 3.8% 1
Percentage Total*** 100 100

*Academic year is defined as September 1 - August 31.

**Education Candidates - includes all students who in a given academic year were formally admitted to, enrolled in, or completed the institution’s education program.

Percentage Total = Percentage Completion/Graduation + Percentage Retained in Education + Percentage Program Attrition + Percentage Institutional Attrition = 100%

Percentage of Completion/Graduation = Completion/Graduation Number DIVIDED BY total number of candidates.

Percentage Retained in Education = Number Retained in Education DIVIDED BY total number of candidates.

Percentage of Attrition [Program Attrition] = Number of candidates who left education but remained at the institution DIVIDED BY total number of candidates.

Percentage of Attrition [Institutional Attrition]= Number of candidates who left the institution DIVIDED BY total number of candidates

*Attrition/Retention/Completion numbers were calculated using the IPEDS methodology.

 

2024 Candidate Licensure Test

*Please check back later for details

Average Number of Attempts before Passing Indiana CORE Assessments (Praxis): Content and Pedagogical Knowledge*

 

Average Number of Attempts before Passing: Pedagogy/Developmental (Praxis)
Test Number Test Name (Code) State Total Number of Attempts State Average University of Indianapolis
5621/0621 Early Childhood Education 104 1.1 n/a
5622/0622 Elementary Education 1,077 1.1 1.1
5624/0624 Secondary Education 722 1 1.1
5625/0625 P-12 Education 306 1.1 <10

 

Average Number of Attempts before Passing: Content (Praxis) Assessments
Test Number Test Name (Code) State Total Number of Attempts State Average University of Indianapolis
5101/0101 Business 19 1.1 n/a
5362/0362 English Learners 22 1 n/a
5038/0038 English Language Arts 188 1.1 1.5
5543/0543 Exceptional Needs—Mild Intervention 270 1 <10
5115/0115 Fine Arts—Instrumental Music 55 1 n/a
5116/0116 Fine Arts—Vocal Music 38 1.1 n/a
5641/0641 Fine Arts—Theatre Arts <10 <10 <10
5134/0134 Fine Arts—Visual Arts 35 1.2 <10
5165/0165 Mathematics 93 1.2 <10
5206/0206 Reading <10 <10 n/a
4245/0245 Science—Chemistry 14 1.2 n/a
5571/0571 Science—Earth/Space Science <10 <10 n/a
5265/0265 Science—Physics <10 <10 n/a
5921/0921 Social Studies—Geographical Perspectives <10 <10 <10
5931/0931 Social Studies—Government /Political Science 39 1.1 <10
5941/0941 Social Studies—World and US History Content 161 1.1 <10
5174/0174 World Languages—French <10 <10 n/a
5183/0183 World Languages—German <10 <10 n/a
5195/0195 World Languages—Spanish 29 1.3 <10
5008/0008 Elementary Education: Math and Science Subtest 1,210 1.3 1.1
5007/0007 Elementary Education: Reading LA & Social Studies Subtest 1,184 1.2 1.1
5551/0551 Health Education 11 1.1 n/a

*Program Completers as identified in Title II Report(s) during the 2022-2023 academic year (*Academic year is defined as September 1 - August 31.)

Calculations are made for Average Scores, Average Before Passing, and Percent Pass on First Attempt as follows:

Average Scores = Total scores for all attempts by Program Completers DIVIDED BY Total Number of Attempts

Average Before Passing = Number of all passing attempts DIVIDED BY Number of attempts

Average Percentage Who Pass on First Attempt = Number of Completers (Number Test takers) that passed the test on the initial attempt DIVIDED BY Number of Completers (Number Test takers)

*PRAXIS I or CASA not required if candidate meets one of the following alternatives: a.) ACT with a score of at least 24 based on Math, Reading, Grammar, and Science; b.) SAT with a score of at least 1100 based on Critical Reading and Math; c.) GRE with a score of at least 1100 based on Verbal and Quantitative prior to 8/1/11; d.) GRE with a score of at least 301 based on Verbal and Quantitative on or after 8/1/11; e.) Praxis I composite score of at least 527 based on Reading, Writing, and Math if taken prior to 9/1/13; or f.) Master's or higher degree earned from a regionally accredited institution.

 

2024 Candidate Selection Data

EPP Candidate Selection Criteria

 

Minimum Cumulative Grade Point Average (GPA) Required for Entry in EPP*

Minimum Cumulative GPA

Required for Entry in EPP

State Average University of Indianapolis
Traditional n/a 2.70
Alternative n/a 3.0

 

Average Cumulative GPA of Admitted Teacher Candidates*

Minimum Cumulative GPA

Required for Entry in EPP

State Average University of Indianapolis
Traditional n/a 3.48
Alternative n/a 3.35

*Includes both admitted candidates and program completers in any program leading to initial instructional licensure (traditional undergraduate, Transition to Teaching, etc.)

2024 Teacher Effectiveness

Percent of Teachers Achieving Effective or Highly Effective Rating 2022-2023

Institution: University of Indianapolis

  • Teachers with One (1) Year Experience
    • Effective: <10
    • Highly Effective: <10
    • Total of Teachers Evaluated: <10
  • Teachers with Two (2) Years of Experience
    • Effective: 16
    • Highly Effective: 7
    • Total of Teachers Evaluated: 23
  • Teachers with Three (3) Years of Experience
    • Effective: 6
    • Highly Effective: 4
    • Total of Teachers Evaluated: 10
  • Grand Totals
    • Grand Total Rated Effective: 22
    • Grand Total Rated Highly Effective: 11
    • Grand Total Effective and Highly Effective: 33
    • Grand Total Teachers Evaluated: 33
    • Final Percent: 100%

*"Year" defined as September 1 - August 31.

Visit Educator Evaluations for more information.

 

2024 Employer Satisfaction

Principal Survey Results for University of Indianapolis

Principals are responding to statements divided into three domains (knowledge, disposition, and performance) and reflect elements of both national professional standards (NCATE/CAEP) and the Model Core Teaching Standards, Interstate Teacher Assessment and Support Consortium (InTASC). EPPs are expected to meet these standards in order to prepare educators for licensure (511 IAC 13-1-1).

For each of the following, please provide your assessment of how well the EPP prepared this teacher in the following categories. The range is from 1 (strongly disagree) to 4 (strongly agree).

 

Knowledge Preparation of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
1. ...understand how students learn and develop at the grade level they are teaching. 0 1 15 13
2. ...meet expectations of a beginning teacher for content preparation and knowledge. 0 2 13 14
3. ...adhere to the ethical requirements of the teaching profession. 0 2 11 16
4. ...adhere to the legal requirements of the teaching profession. 0 0 13 16

 

Pedagogical Preparation of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
5. ...provide an appropriate and challenging learning experience. 0 2 14 13
6. ...provide an inclusive learning environment. 0 1 12 15
7. ...provide a rigorous learning environment. 0 1 16 12
8. ...use a variety of assessment methods to guide, adjust, and improve instruction. 0 2 14 13
9. ...develop content specific assessments to test for student understanding of the lesson objectives. 0 2 14 13
10. ..differentiate instruction to meet all students’ learning needs. 0 1 14 13
11. ..work effectively with students with all exceptionalities. 0 2 14 13
12. ..analyze student assessment data to improve classroom instruction. 0 2 16 11
13. ..use effective strategies to manage the learning environment. 0 1 18 10
14. ..integrate technological tools as appropriate to advance student learning 0 1 17 11

 

Professional Disposition of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
15. …openly accept suggestions/constructive feedback. 1 1 11 16
16. …exhibit ethical practice expected of educators. 0 1 10 18
17. …work effectively with other professionals. 0 2 9 18
18. …work effectively with parents/guardians. 0 2 14 13
19. …work effectively with school leaders. 0 2 9 18
20. …work effectively within the school culture. 0 1 11 17

 

Overall Assessment (Number of Responses)
Description Very Dissatisfied Dissatisfied Satisfied Very Satisfied
21. Overall, how satisfied are you with the training this teacher received from this EPP? 0 2 11 16

 

2024 Candidate Satisfaction

Teacher Survey Results for University of Indianapolis

2024 Teacher Survey Results for the University of Indianapolis is below.

The range is from 1 (strongly disagree) to 4 (strongly agree). Teachers responded to each of the following:

 

Knowledge Preparation (Number of Responses)
My educator preparation program prepared me for: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
1. understanding how learners/students develop and grow. 0 0 17 26
2. meeting the content preparation and knowledge level expected of a beginning teacher. 0 0 20 23
3. adhering to the ethical requirements of the teaching profession. 0 0 13 30
4. adhering to the legal requirements of the teaching profession. 0 1 14 28
5. recognizing the importance of continued professional development. 0 0 15 28

 

Pedagogical Preparation (Number of Responses)
My educator preparation program prepared me for: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
6. providing appropriate and challenging learning experiences. 0 0 21 22
7. providing an inclusive learning environment. 0 0 12 31
8. providing a rigorous learning environment. 0 0 17 26
9. working collaboratively with school leaders and/or colleagues to promote safe and positive learning environments. 0 0 16 27
10. differentiating instruction to meet all students’ learning needs. 0 0 11 32
11. working effectively with students with all exceptionalities 0 1 20 22
12. developing quality assessments to test for student understanding of lessons. 0 0 21 22
13. analyzing student assessment data to improve classroom instruction. 0 2 19 22
14. using appropriate strategies to effectively manage learning environments. 0 0 21 22
15. integrating technological tools as appropriate to advance student learning. 0 0 15 28

 

Professional Disposition Preparation (Number of Responses)
My educator preparation program prepared me to recognize the importance of: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
16. openly accepting suggestions/constructive feedback. 0 0 16 27
17. exhibiting ethical practice. 0 0 16 27
18. working effectively with other professionals. 0 0 17 26
19. working effectively with parents/guardians. 0 4 27 12
20. working effectively with school leaders. 1 1 18 23
21. working effectively within the school culture. 0 0 19 24

 

Overall Assessment (Number of Responses)
Description Poor Fair Good Excellent
22. Indicate your overall assessment of how well you were prepared to teach by your educator preparation program. 0 1 14 28

 

2024 Traditional Title II Reports

Summary Institution-Level Pass Rate Data: Traditional Teacher Preparation Program Within IHE

  • HEOA - Title II 2023-2024 Academic Year
    • Institutional Name: University of Indianapolis
    • Institutional Code: 1321
    • State: Indiana
  • Group: All program completers, 2023-24
    • Institutional Number Taking Assessment1: 16
    • Institutional Number Passing Assessment2: 11
    • Institutional Pass Rate: 69%
    • Statewide Number Taking Assessment1: 286
    • Statewide Number Passing Assessment2: 1856
    • Statewide Pass Rate: TBD
  • Group: All program completers, 2022-23
    • Institutional Number Taking Assessment1: 35
    • Institutional Number Passing Assessment2: 28
    • Institutional Pass Rate: 80%
    • Statewide Number Taking Assessment1: 1828
    • Statewide Number Passing Assessment2: 1611
    • Statewide Pass Rate: 88%
  • Group: All program completers, 2021-22
    • Institutional Number Taking Assessment1: 41
    • Institutional Number Passing Assessment2: 34
    • Institutional Pass Rate: 83%
    • Statewide Number Taking Assessment1: 2155
    • Statewide Number Passing Assessment2: 1940
    • Statewide Pass Rate: 90%
  • Group: All program completers, 2020-21
    • Institutional Number Taking Assessment1: 42
    • Institutional Number Passing Assessment2: 33
    • Institutional Pass Rate: 79%
    • Statewide Number Taking Assessment1: 2255
    • Statewide Number Passing Assessment2: 1899
    • Statewide Pass Rate: 84%
  • Group: All program completers, 2019-2020
    • Institutional Number Taking Assessment1: 36
    • Institutional Number Passing Assessment2: 32
    • Institutional Pass Rate: 89%
    • Statewide Number Taking Assessment1: 2093
    • Statewide Number Passing Assessment2: 1835
    • Statewide Pass Rate: 88%

Note: In cases where there are less than ten students taking the assessment or license/certificate, the number passing and pass rate are not reported.

1 Number of completers taking one or more assessments within their area of specialization.

2 Summary level “Number Taking Assessment” may differ from assessment level “Number Taking Assessment” because each student is counted once at the summary level but may be counted in multiple assessments at the assessment level.

2024 Alternative Title II Reports

Summary Institution-Level Pass Rate Data: Alternative Teacher Preparation Program Within IHE

  • HEOA - Title II 2023-2024 Academic Year
    • Institutional Name: University of Indianapolis
    • Institutional Code: 1321
    • State: Indiana
  • Group: All program completers, 2023-24
    • Institutional Number Taking Assessment1: 34
    • Institutional Number Passing Assessment2: 31
    • Institutional Pass Rate: 91%
    • Statewide Number Taking Assessment1: TBD
    • Statewide Number Passing Assessment2: TBD
    • Statewide Pass Rate: TBD
  • Group: All program completers, 2022-23
    • Institutional Number Taking Assessment1:13
    • Institutional Number Passing Assessment2: 13
    • Institutional Pass Rate: 100%
    • Statewide Number Taking Assessment1: 660
    • Statewide Number Passing Assessment2: 737
    • Statewide Pass Rate: 93%
  • Group: All program completers, 2021-22
    • Institutional Number Taking Assessment1: 6
    • Institutional Number Passing Assessment2: n/a
    • Institutional Pass Rate: n/a
    • Statewide Number Taking Assessment1: 737
    • Statewide Number Passing Assessment2: 678
    • Statewide Pass Rate: 92%
  • Group: All program completers, 2020-21
    • Institutional Number Taking Assessment1: 10
    • Institutional Number Passing Assessment2: 10
    • Institutional Pass Rate: 100%
    • Statewide Number Taking Assessment1: 765
    • Statewide Number Passing Assessment2: 677
    • Statewide Pass Rate: 88%
  • Group: All program completers, 2019-20
    • Institutional Number Taking Assessment1: 10
    • Institutional Number Passing Assessment2: 10
    • Institutional Pass Rate: 100%
    • Statewide Number Taking Assessment1: 611
    • Statewide Number Passing Assessment2: 563
    • Statewide Pass Rate: 92%

Note: In cases where there are less than ten students taking the assessment or license/certificate, the number passing and pass rate are not reported.

1 Number of completers taking one or more assessments within their area of specialization.

2 Summary level “Number Taking Assessment” may differ from assessment level “Number Taking Assessment” because each student is counted once at the summary level but may be counted in multiple assessments at the assessment level.

 

2023 Completion & Retention Rates for Initial Licensure

 

Attrition-Retention-Completion Rates By Academic Year*
Description State Total University of Indianapolis
Total Number of Education Candidates** 11,674 261
Total Number Completion/Graduation 3,304 59
Percentage Completion/Graduation 28.3 22.7
Total Number Retained in Education 7579 200
Percentage Retained in Education 64.9 76.6
Total Number Program Attrition 311 2
Percentage Program Attrition 2.7 0.1
Total Number Institutional Attrition 510 0
Percentage Institutional Attrition 4.4% 0
Percentage Total*** 100 100

*Academic year is defined as September 1 - August 31.

**Education Candidates - includes all students who in a given academic year were formally admitted to, enrolled in, or completed the institution’s education program.

Percentage Total = Percentage Completion/Graduation + Percentage Retained in Education + Percentage Program Attrition + Percentage Institutional Attrition = 100%

Percentage of Completion/Graduation = Completion/Graduation Number DIVIDED BY total number of candidates.

Percentage Retained in Education = Number Retained in Education DIVIDED BY total number of candidates.

Percentage of Attrition [Program Attrition] = Number of candidates who left education but remained at the institution DIVIDED BY total number of candidates.

Percentage of Attrition [Institutional Attrition]= Number of candidates who left the institution DIVIDED BY total number of candidates

*Attrition/Retention/Completion numbers were calculated using the IPEDS methodology.

 

2023 Candidate Licensure Test

*Please check back later for details

Average Number of Attempts before Passing Indiana CORE Assessments (Praxis): Content and Pedagogical Knowledge*

 

Average Number of Attempts before Passing: Pedagogy/Developmental (Praxis)
Test Number Test Name (Code) State Total Number of Attempts State Average University of Indianapolis
5621/0621 Early Childhood Education 82 1.1 n/a
5622/0622 Elementary Education 983 1 1.1
5624/0624 Secondary Education 617 1 1.1
5625/0625 P-12 Education 306 1.1 <10

 

Average Number of Attempts before Passing: Content (Praxis) Assessments
Test Number Test Name (Code) State Total Number of Attempts State Average University of Indianapolis
5101/0101 Business 11 1 n/a
5362/0362 English Learners 20 2 n/a
5038/0038 English Language Arts 120 1.1 <10
5543/0543 Exceptional Needs—Mild Intervention 304 1 n/a
5115/0115 Fine Arts—Instrumental Music 57 1 n/a
5116/0116 Fine Arts—Vocal Music 43 1 n/a
5641/0641 Fine Arts—Theatre Arts 17 1 <10
5134/0134 Fine Arts—Visual Arts 53 1.5 <10
5165/0165 Mathematics 87 1.1 <10
5206/0206 Reading <10 <10 n/a
4245/0245 Science—Chemistry <10 <10 n/a
5571/0571 Science—Earth/Space Science <10 <10 n/a
5485/0485 Science—Physical Science <10 <10 n/a
5265/0265 Science—Physics <10 <10 n/a
5921/0921 Social Studies—Geographical Perspectives 8 1.3 <10
5931/0931 Social Studies—Government /Political Science 47 1.1 <10
5941/0941 Social Studies—World and US History Content 153 1.1 <10
5174/0174 World Languages—French <10 <10 <10
5183/0183 World Languages—German <10 <10 n/a
5195/0195 World Languages—Spanish 14 1.3 <10
5008/0008 Elementary Education: Math and Science Subtest 942 1.2 1.3
5007/0007 Elementary Education: Reading LA & Social Studies Subtest 1026 1.1 1.3
5551/0551 Health Education 21 1.2 n/a

*Program Completers as identified in Title II Report(s) during the 2019-2020 academic year (*Academic year is defined as September 1 - August 31.)

Calculations are made for Average Scores, Average Before Passing, and Percent Pass on First Attempt as follows:

Average Scores = Total scores for all attempts by Program Completers DIVIDED BY Total Number of Attempts

Average Before Passing = Number of all passing attempts DIVIDED BY Number of attempts

Average Percentage Who Pass on First Attempt = Number of Completers (Number Test takers) that passed the test on the initial attempt DIVIDED BY Number of Completers (Number Test takers)

*PRAXIS I or CASA not required if candidate meets one of the following alternatives: a.) ACT with a score of at least 24 based on Math, Reading, Grammar, and Science; b.) SAT with a score of at least 1100 based on Critical Reading and Math; c.) GRE with a score of at least 1100 based on Verbal and Quantitative prior to 8/1/11; d.) GRE with a score of at least 301 based on Verbal and Quantitative on or after 8/1/11; e.) Praxis I composite score of at least 527 based on Reading, Writing, and Math if taken prior to 9/1/13; or f.) Master's or higher degree earned from a regionally accredited institution.

 

2023 Candidate Selection Data

EPP Candidate Selection Criteria

 

Minimum Cumulative Grade Point Average (GPA) Required for Entry in EPP*

Minimum Cumulative GPA

Required for Entry in EPP

State Average University of Indianapolis
Traditional 2.70 2.70
Alternative 2.74 3.0

 

Average Cumulative GPA of Admitted Teacher Candidates*

Minimum Cumulative GPA

Required for Entry in EPP

State Average University of Indianapolis
Traditional 3.44 3.49
Alternative 3.38 3.22

*Includes both admitted candidates and program completers in any program leading to initial instructional licensure (traditional undergraduate, Transition to Teaching, etc.)

2023 Teacher Effectiveness

Percent of Teachers Achieving Effective or Highly Effective Rating 2021-2022

Institution: University of Indianapolis

  • Teachers with One (1) Year Experience
    • Effective: 20
    • Highly Effective: 2
    • Total of Teachers Evaluated: 22
  • Teachers with Two (2) Years of Experience
    • Effective: 22
    • Highly Effective: 12
    • Total of Teachers Evaluated: 34
  • Teachers with Three (3) Years of Experience
    • Effective: 42
    • Highly Effective: 14
    • Total of Teachers Evaluated: 56
  • Grand Totals
    • Grand Total Rated Effective: 84
    • Grand Total Rated Highly Effective: 28
    • Grand Total Effective and Highly Effective: 112
    • Grand Total Teachers Evaluated: 112
    • Final Percent: 100%

*"Year" defined as September 1 - August 31.

Visit Educator Evaluations for more information.

 

2023 Employer Satisfaction

Principal Survey Results for University of Indianapolis

Principals are responding to statements divided into three domains (knowledge, disposition, and performance) and reflect elements of both national professional standards (NCATE/CAEP) and the Model Core Teaching Standards, Interstate Teacher Assessment and Support Consortium (InTASC). EPPs are expected to meet these standards in order to prepare educators for licensure (511 IAC 13-1-1).

For each of the following, please provide your assessment of how well the EPP prepared this teacher in the following categories. The range is from 1 (strongly disagree) to 4 (strongly agree).

 

Knowledge Preparation of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
1. ...understand how students learn and develop at the grade level they are teaching. 0 0 19 12
2. ...meet expectations of a beginning teacher for content preparation and knowledge. 0 0 19 12
3. ...adhere to the ethical requirements of the teaching profession. 0 0 16 15
4. ...adhere to the legal requirements of the teaching profession. 0 0 15 15

 

Pedagogical Preparation of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
5. ...provide an appropriate and challenging learning experience. 0 0 23 8
6. ...provide an inclusive learning environment. 0 0 23 8
7. ...provide a rigorous learning environment. 0 2 22 9
8. ...use a variety of assessment methods to guide, adjust, and improve instruction. 0 0 21 10
9. ...develop content specific assessments to test for student understanding of the lesson objectives. 0 0 23 8
10. ..differentiate instruction to meet all students’ learning needs. 0 0 19 11
11. ..work effectively with students with all exceptionalities. 0 0 18 12
12. ..analyze student assessment data to improve classroom instruction. 0 0 21 9
13. ..use effective strategies to manage the learning environment. 0 2 16 12
14. ..integrate technological tools as appropriate to advance student learning 0 0 19 12

 

Professional Disposition of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
15. …openly accept suggestions/constructive feedback. 0 1 16 14
16. …exhibit ethical practice expected of educators. 0 0 17 13
17. …work effectively with other professionals. 0 0 16 15
18. …work effectively with parents/guardians. 0 1 18 12
19. …work effectively with school leaders. 0 0 19 12
20. …work effectively within the school culture. 0 0 18 13

 

Overall Assessment (Number of Responses)
Description Very Dissatisfied Dissatisfied Satisfied Very Satisfied
21. Overall, how satisfied are you with the training this teacher received from this EPP? 0 0 17 14

 

2023 Candidate Satisfaction

Teacher Survey Results for University of Indianapolis

2023 Teacher Survey Results for the University of Indianapolis was less than 10.  Therefore, the 2022 Teacher Survey Results are shown below.

The range is from 1 (strongly disagree) to 4 (strongly agree). Teachers responded to each of the following:

 

Knowledge Preparation (Number of Responses)
My educator preparation program prepared me for: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
1. understanding how learners/students develop and grow. 1 0 6 7
2. meeting the content preparation and knowledge level expected of a beginning teacher. 1 0 6 7
3. adhering to the ethical requirements of the teaching profession. 1 0 4 9
4. adhering to the legal requirements of the teaching profession. 1 0 5 5
5. recognizing the importance of continued professional development. 1 0 5 8

 

Pedagogical Preparation (Number of Responses)
My educator preparation program prepared me for: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
6. providing appropriate and challenging learning experiences. 0 0 5 9
7. providing an inclusive learning environment. 0 0 6 8
8. providing a rigorous learning environment. 0 0 6 8
9. working collaboratively with school leaders and/or colleagues to promote safe and positive learning environments. 0 0 5 9
10. differentiating instruction to meet all students’ learning needs. 0 1 4 9
11. working effectively with students with all exceptionalities 0 2 3 9
12. developing quality assessments to test for student understanding of lessons. 0 0 5 9
13. analyzing student assessment data to improve classroom instruction. 0 0 5 9
14. using appropriate strategies to effectively manage learning environments. 0 2 4 8
15. integrating technological tools as appropriate to advance student learning. 0 0 4 10

 

Professional Disposition Preparation (Number of Responses)
My educator preparation program prepared me to recognize the importance of: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
16. openly accepting suggestions/constructive feedback. 0 0 6 8
17. exhibiting ethical practice. 0 0 5 9
18. working effectively with other professionals. 0 0 5 9
19. working effectively with parents/guardians. 0 1 9 4
20. working effectively with school leaders. 0 0 6 8
21. working effectively within the school culture. 0 0 8 6

 

Overall Assessment (Number of Responses)
Description Poor Fair Good Excellent
22. Indicate your overall assessment of how well you were prepared to teach by your educator preparation program. 0 0 3 11

 

2023 Traditional Title II Reports

Summary Institution-Level Pass Rate Data: Traditional Teacher Preparation Program Within IHE

  • HEOA - Title II 2022-2023 Academic Year
    • Institutional Name: University of Indianapolis
    • Institutional Code: 1321
    • State: Indiana
  • Group: All program completers, 2022-23
    • Institutional Number Taking Assessment1: 35
    • Institutional Number Passing Assessment2: 28
    • Institutional Pass Rate: 80%
    • Statewide Number Taking Assessment1: 1828
    • Statewide Number Passing Assessment2: 1611
    • Statewide Pass Rate: 88%
  • Group: All program completers, 2021-22
    • Institutional Number Taking Assessment1: 41
    • Institutional Number Passing Assessment2: 34
    • Institutional Pass Rate: 83%
    • Statewide Number Taking Assessment1: 2155
    • Statewide Number Passing Assessment2: 1940
    • Statewide Pass Rate: 90%
  • Group: All program completers, 2020-21
    • Institutional Number Taking Assessment1: 42
    • Institutional Number Passing Assessment2: 33
    • Institutional Pass Rate: 79%
    • Statewide Number Taking Assessment1: 2255
    • Statewide Number Passing Assessment2: 1899
    • Statewide Pass Rate: 84%
  • Group: All program completers, 2019-2020
    • Institutional Number Taking Assessment1: 36
    • Institutional Number Passing Assessment2: 32
    • Institutional Pass Rate: 89%
    • Statewide Number Taking Assessment1: 2093
    • Statewide Number Passing Assessment2: 1835
    • Statewide Pass Rate: 88%

Note: In cases where there are less than ten students taking the assessment or license/certificate, the number passing and pass rate are not reported.

1 Number of completers taking one or more assessments within their area of specialization.

2 Summary level “Number Taking Assessment” may differ from assessment level “Number Taking Assessment” because each student is counted once at the summary level but may be counted in multiple assessments at the assessment level.

2023 Alternative Title II Reports

Summary Institution-Level Pass Rate Data: Alternative Teacher Preparation Program Within IHE

  • HEOA - Title II 2022-2023 Academic Year
    • Institutional Name: University of Indianapolis
    • Institutional Code: 1321
    • State: Indiana
  • Group: All program completers, 2022-23
    • Institutional Number Taking Assessment1:13
    • Institutional Number Passing Assessment2: 13
    • Institutional Pass Rate: 100%
    • Statewide Number Taking Assessment1: 660
    • Statewide Number Passing Assessment2: 737
    • Statewide Pass Rate: 93%
  • Group: All program completers, 2021-22
    • Institutional Number Taking Assessment1: 6
    • Institutional Number Passing Assessment2: n/a
    • Institutional Pass Rate: n/a
    • Statewide Number Taking Assessment1: 737
    • Statewide Number Passing Assessment2: 678
    • Statewide Pass Rate: 92%
  • Group: All program completers, 2020-21
    • Institutional Number Taking Assessment1: 10
    • Institutional Number Passing Assessment2: 10
    • Institutional Pass Rate: 100%
    • Statewide Number Taking Assessment1: 765
    • Statewide Number Passing Assessment2: 677
    • Statewide Pass Rate: 88%
  • Group: All program completers, 2019-20
    • Institutional Number Taking Assessment1: 10
    • Institutional Number Passing Assessment2: 10
    • Institutional Pass Rate: 100%
    • Statewide Number Taking Assessment1: 611
    • Statewide Number Passing Assessment2: 563
    • Statewide Pass Rate: 92%

Note: In cases where there are less than ten students taking the assessment or license/certificate, the number passing and pass rate are not reported.

1 Number of completers taking one or more assessments within their area of specialization.

2 Summary level “Number Taking Assessment” may differ from assessment level “Number Taking Assessment” because each student is counted once at the summary level but may be counted in multiple assessments at the assessment level.

 

2022 Completion & Retention Rates for Initial Licensure

 

Attrition-Retention-Completion Rates By Academic Year*
Description State Total University of Indianapolis
Total Number of Education Candidates** 11,914 179
Total Number Completion/Graduation 3,462 61
Percentage Completion/Graduation 29.1 34.2
Total Number Retained in Education 7726 117
Percentage Retained in Education 67.0 65.3
Total Number Program Attrition 199 0
Percentage Program Attrition 1.7 0
Total Number Institutional Attrition 570 1
Percentage Institutional Attrition 4.8 .5
Percentage Total*** 100 100

*Academic year is defined as September 1 - August 31.

**Education Candidates - includes all students who in a given academic year were formally admitted to, enrolled in, or completed the institution’s education program.

Percentage Total = Percentage Completion/Graduation + Percentage Retained in Education + Percentage Program Attrition + Percentage Institutional Attrition = 100%

Percentage of Completion/Graduation = Completion/Graduation Number DIVIDED BY total number of candidates.

Percentage Retained in Education = Number Retained in Education DIVIDED BY total number of candidates.

Percentage of Attrition [Program Attrition] = Number of candidates who left education but remained at the institution DIVIDED BY total number of candidates.

Percentage of Attrition [Institutional Attrition]= Number of candidates who left the institution DIVIDED BY total number of candidates

*Attrition/Retention/Completion numbers were calculated using the IPEDS methodology.

 

2022 Candidate Licensure Test

*Please check back later for details

Average Number of Attempts before Passing Indiana CORE Assessments (Praxis): Content and Pedagogical Knowledge*

 

Average Number of Attempts before Passing: Pedagogy/Developmental (Praxis)
Test Number Test Name (Code) State Total Number of Attempts State Average University of Indianapolis
004 Early Childhood Education
005 Elementary Education
006 Secondary Education
007 P-12 Education

 

Average Number of Attempts before Passing: Content (Praxis) Assessments
Test Number Test Name (Code) State Total Number of Attempts State Average University of Indianapolis
008 Business
019 English Learners
021 English Language Arts
025 Exceptional Needs—Mild Intervention
026 Fine Arts—General Music
027 Fine Arts—Instrumental Music
028 Fine Arts—Vocal Music
029 Fine Arts—Theatre Arts
030 Fine Arts—Visual Arts
035 Mathematics
038 Reading
043 Science—Chemistry
044 Science—Earth/Space Science
045 Science—Life Science
046 Science—Physical Science
047 Science—Physics
049 Social Studies—Geographical Perspectives
050 Social Studies—Government and Citizenship
051 Social Studies—Historical Perspectives
055 World Languages—French
056 World Languages—German
059 World Languages—Spanish
060 Elementary Education Gen. Subtest 1: Reading and English Language Arts
061 Elementary Education Gen. Subtest 2: Mathematics
062 Elementary Education Gen. Subtest 3: Science, Health, and Physical Education
063 Elementary Education Gen. Subtest 4: Social Studies and Fine Arts
064 Exceptional Needs—Mild Intervention: Reading Instruction
066 Health
067 Physical Education

*Program Completers as identified in Title II Report(s) during the 2019-2020 academic year (*Academic year is defined as September 1 - August 31.)

Calculations are made for Average Scores, Average Before Passing, and Percent Pass on First Attempt as follows:

Average Scores = Total scores for all attempts by Program Completers DIVIDED BY Total Number of Attempts

Average Before Passing = Number of all passing attempts DIVIDED BY Number of attempts

Average Percentage Who Pass on First Attempt = Number of Completers (Number Test takers) that passed the test on the initial attempt DIVIDED BY Number of Completers (Number Test takers)

*PRAXIS I or CASA not required if candidate meets one of the following alternatives: a.) ACT with a score of at least 24 based on Math, Reading, Grammar, and Science; b.) SAT with a score of at least 1100 based on Critical Reading and Math; c.) GRE with a score of at least 1100 based on Verbal and Quantitative prior to 8/1/11; d.) GRE with a score of at least 301 based on Verbal and Quantitative on or after 8/1/11; e.) Praxis I composite score of at least 527 based on Reading, Writing, and Math if taken prior to 9/1/13; or f.) Master's or higher degree earned from a regionally accredited institution.

 

2022 Candidate Selection Data

EPP Candidate Selection Criteria

 

Minimum Cumulative Grade Point Average (GPA) Required for Entry in EPP*
Type State Average University of Indianapolis
Traditional 2.71 2.70
Alternative 2.77 3.0

 

Average Cumulative GPA of Admitted Teacher Candidates*
Type State Average University of Indianapolis
Traditional 3.37 3.49
Alternative 3.36 3.54

*Includes both admitted candidates and program completers in any program leading to initial instructional licensure (traditional undergraduate, Transition to Teaching, etc.)

2022 Teacher Effectiveness

Percent of Teachers Achieving Effective or Highly Effective Rating 2020-2021

Institution: University of Indianapolis

  • Teachers with One (1) Year Experience
    • Effective: 18
    • Highly Effective: 2
    • Total of Teachers Evaluated: 20
  • Teachers with Two (2) Years of Experience
    • Effective: 22
    • Highly Effective: 11
    • Total of Teachers Evaluated: 33
  • Teachers with Three (3) Years of Experience
    • Effective: 19
    • Highly Effective: 7
    • Total of Teachers Evaluated: 26
  • Grand Totals
    • Grand Total Rated Effective: 59
    • Grand Total Rated Highly Effective: 20
    • Grand Total Effective and Highly Effective: 79
    • Grand Total Teachers Evaluated: 79
    • Final Percent: 100%

*"Year" defined as September 1 - August 31.

Visit Educator Evaluations for more information.

 

2022 Employer Satisfaction

Principal Survey Results for University of Indianapolis

Principals are responding to statements divided into three domains (knowledge, disposition, and performance) and reflect elements of both national professional standards (NCATE/CAEP) and the Model Core Teaching Standards, Interstate Teacher Assessment and Support Consortium (InTASC). EPPs are expected to meet these standards in order to prepare educators for licensure (511 IAC 13-1-1).

For each of the following, please provide your assessment of how well the EPP prepared this teacher in the following categories. The range is from 1 (strongly disagree) to 4 (strongly agree).

 

Knowledge Preparation of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
1. ...understand how students learn and develop at the grade level they are teaching. 0 0 18 9
2. ...meet expectations of a beginning teacher for content preparation and knowledge. 0 0 17 10
3. ...adhere to the ethical requirements of the teaching profession. 0 0 14 12
4. ...adhere to the legal requirements of the teaching profession. 0 0 15 12

 

Pedagogical Preparation of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
5. ...provide an appropriate and challenging learning experience. 0 0 17 10
6. ...provide an inclusive learning environment. 0 0 16 11
7. ...provide a rigorous learning environment. 0 2 17 18
8. ...use a variety of assessment methods to guide, adjust, and improve instruction. 0 0 18 9
9. ...develop content specific assessments to test for student understanding of the lesson objectives. 0 0 21 6
10. ..differentiate instruction to meet all students’ learning needs. 0 0 21 6
11. ..work effectively with students with all exceptionalities. 0 0 20 7
12. ..analyze student assessment data to improve classroom instruction. 0 0 20 7
13. ..use effective strategies to manage the learning environment. 0 2 18 7
14. ..integrate technological tools as appropriate to advance student learning 0 0 19 8

 

Professional Disposition of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
15. …openly accept suggestions/constructive feedback. 0 0 18 9
16. …exhibit ethical practice expected of educators. 0 0 14 13
17. …work effectively with other professionals. 0 0 16 11
18. …work effectively with parents/guardians. 0 0 17 10
19. …work effectively with school leaders. 0 0 13 13
20. …work effectively within the school culture. 0 0 14 13

 

Overall Assessment (Number of Responses)
Description Very Dissatisfied Dissatisfied Satisfied Very Satisfied
21. Overall, how satisfied are you with the training this teacher received from this EPP? 0 0 16 11

 

2022 Candidate Satisfaction

Teacher Survey Results for University of Indianapolis

The range is from 1 (strongly disagree) to 4 (strongly agree). Teachers responded to each of the following:

 

Knowledge Preparation (Number of Responses)
My educator preparation program prepared me for: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
1. understanding how learners/students develop and grow. 1 0 6 7
2. meeting the content preparation and knowledge level expected of a beginning teacher. 1 0 6 7
3. adhering to the ethical requirements of the teaching profession. 1 0 4 9
4. adhering to the legal requirements of the teaching profession. 1 0 5 5
5. recognizing the importance of continued professional development. 1 0 5 8

 

Pedagogical Preparation (Number of Responses)
My educator preparation program prepared me for: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
6. providing appropriate and challenging learning experiences. 0 0 5 9
7. providing an inclusive learning environment. 0 0 6 8
8. providing a rigorous learning environment. 0 0 6 8
9. working collaboratively with school leaders and/or colleagues to promote safe and positive learning environments. 0 0 5 9
10. differentiating instruction to meet all students’ learning needs. 0 1 4 9
11. working effectively with students with all exceptionalities 0 2 3 9
12. developing quality assessments to test for student understanding of lessons. 0 0 5 9
13. analyzing student assessment data to improve classroom instruction. 0 0 5 9
14. using appropriate strategies to effectively manage learning environments. 0 2 4 8
15. integrating technological tools as appropriate to advance student learning. 0 0 4 10

 

Professional Disposition Preparation (Number of Responses)
My educator preparation program prepared me to recognize the importance of: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
16. openly accepting suggestions/constructive feedback. 0 0 6 8
17. exhibiting ethical practice. 0 0 5 9
18. working effectively with other professionals. 0 0 5 9
19. working effectively with parents/guardians. 0 1 9 4
20. working effectively with school leaders. 0 0 6 8
21. working effectively within the school culture. 0 0 8 6

 

Overall Assessment (Number of Responses)
Description Poor Fair Good Excellent
22. Indicate your overall assessment of how well you were prepared to teach by your educator preparation program. 0 0 3 11

 

2022 Traditional Title II Reports

Summary Institution-Level Pass Rate Data: Traditional Teacher Preparation Program Within IHE

  • HEOA - Title II 2021-2022 Academic Year
    • Institutional Name: University of Indianapolis
    • Institutional Code: 1321
    • State: Indiana
  • Group: All program completers, 2021-22
    • Institutional Number Taking Assessment1: 39
    • Institutional Number Passing Assessment2: 31
    • Institutional Pass Rate: 79%
    • Statewide Number Taking Assessment1: 2075
    • Statewide Number Passing Assessment2: 1804
    • Statewide Pass Rate: 87%
  • Group: All program completers, 2020-21
    • Institutional Number Taking Assessment1: 42
    • Institutional Number Passing Assessment2: 33
    • Institutional Pass Rate: 79%
    • Statewide Number Taking Assessment1: 2238
    • Statewide Number Passing Assessment2: 1868
    • Statewide Pass Rate: 83%
  • Group: All program completers, 2019-20
    • Institutional Number Taking Assessment1: 36
    • Institutional Number Passing Assessment2: 32
    • Institutional Pass Rate: 89%
    • Statewide Number Taking Assessment1: 2093
    • Statewide Number Passing Assessment2: 1835
    • Statewide Pass Rate: 88%

Note: In cases where there are less than ten students taking the assessment or license/certificate, the number passing and pass rate are not reported.

1 Number of completers taking one or more assessments within their area of specialization.

2 Summary level “Number Taking Assessment” may differ from assessment level “Number Taking Assessment” because each student is counted once at the summary level but may be counted in multiple assessments at the assessment level.

2022 Alternative Title II Reports

Summary Institution-Level Pass Rate Data: Alternative Teacher Preparation Program Within IHE

  • HEOA - Title II 2021-2022 Academic Year
    • Institutional Name: University of Indianapolis
    • Institutional Code: 1321
    • State: Indiana
  • Group: All program completers, 2021-22
    • Institutional Number Taking Assessment1: 6
    • Institutional Number Passing Assessment2: n/a
    • Institutional Pass Rate: n/a
    • Statewide Number Taking Assessment1: 691
    • Statewide Number Passing Assessment2: 634
    • Statewide Pass Rate: 92%
  • Group: All program completers, 2020-21
    • Institutional Number Taking Assessment1: 10
    • Institutional Number Passing Assessment2: 10
    • Institutional Pass Rate: 100%
    • Statewide Number Taking Assessment1: 758
    • Statewide Number Passing Assessment2: 666
    • Statewide Pass Rate: 88%
  • Group: All program completers, 2019-20
    • Institutional Number Taking Assessment1: 10
    • Institutional Number Passing Assessment2: 10
    • Institutional Pass Rate: 100%
    • Statewide Number Taking Assessment1: 611
    • Statewide Number Passing Assessment2: 563
    • Statewide Pass Rate: 92%

Note: In cases where there are less than ten students taking the assessment or license/certificate, the number passing and pass rate are not reported.

1 Number of completers taking one or more assessments within their area of specialization.

2 Summary level “Number Taking Assessment” may differ from assessment level “Number Taking Assessment” because each student is counted once at the summary level but may be counted in multiple assessments at the assessment level.

 

2021 Completion & Retention Rates for Initial Licensure

 

Attrition-Retention-Completion Rates By Academic Year*
Description State Total University of Indianapolis
Total Number of Education Candidates** 10,763 172
Total Number Completion/Graduation 3,206 49
Percentage Completion/Graduation 29.8 28
Total Number Retained in Education 7061 121
Percentage Retained in Education 65.6 70
Total Number Program Attrition 143 1
Percentage Program Attrition 1.3 1.0
Total Number Institutional Attrition 356 1
Percentage Institutional Attrition 3.3 1.0
Percentage Total*** 100 100

*Academic year is defined as September 1 - August 31.

**Education Candidates - includes all students who in a given academic year were formally admitted to, enrolled in, or completed the institution’s education program.

*** Percentage Total = Percentage Completion/Graduation + Percentage Retained in Education + Percentage Program Attrition + Percentage Institutional Attrition = 100%

Percentage of Completion/Graduation = Completion/Graduation Number DIVIDED BY total number of candidates.

Percentage Retained in Education = Number Retained in Education DIVIDED BY total number of candidates.

Percentage of Attrition [Program Attrition] = Number of candidates who left education but remained at the institution DIVIDED BY total number of candidates.

Percentage of Attrition [Institutional Attrition]= Number of candidates who left the institution DIVIDED BY total number of candidates

*Attrition/Retention/Completion numbers were calculated using the IPEDS methodology.

 

2021 Candidate Licensure Test

Average Number of Attempts before Passing Indiana CORE Assessments (Pearson): Content and Pedagogical Knowledge*

 

Average Number of Attempts before Passing: Core Academic Skills Assessment (CASA)
Test Number Test Name (Code) State Total Number of Attempts State Average University of Indianapolis
001 CASA Reading 1843 242 231
002 CASA Math 2258 233 228
003 CASA Writing 2299 230 228

 

Average Number of Attempts before Passing: Pedagogy/Developmental (Pearson)
Test Number Test Name (Code) State Total Number of Attempts State Average University of Indianapolis
004 Early Childhood Education 105 230 n/a
005 Elementary Education 1343 243 250
006 Secondary Education 700 253 256
007 P-12 Education 330 249 <10

 

Average Number of Attempts before Passing: Content (Pearson) Assessments
Test Number Test Name (Code) State Total Number of Attempts State Average University of Indianapolis
008 Business 47 218

<10

009 Career and Technical Education-Agriculture 29 246

n/a 

010 Career and Technical Education - Business and Information Technology <10 <10 n/a
011 Career and Technical Education - Family and consumer Sciences 27 215 n/a
012 Career and Technical Education - Marketing <10 <10 n/a
013 Computer Education <10 <10 n/a
014 Early Childhood Education Subtest 1:  Reading and English Language Arts 64 235 n/a
015 Early childhood Education Subtest 2:  Mathmatics 66 241 n/a
016 Early Childhood Education Subtest 3:  Science, Health and Physical Education 59 239 n/a
017 Early Childhood Education Subtest 4:  Social Studies and Fine Arts 72 227 n/a
018 Engineering and Technology Education <10 <10 n/a
019 English Learners 26 238 n/a
020 Middle School English language Arts <10 <10
021 English Language Arts 228 226 <10
022 Exceptional Needs - Blind or Low Vision    
023 Exceptional Needs - Deaf or Hard of Hearing <10 <10 n/a
024 Exceptional Needs - Intense Intervention 26 231 n/a
025 Exceptional Needs—Mild Intervention 447 242 <10
026 Fine Arts—General Music 127 231 <10
027 Fine Arts—Instrumental Music 119 216 <10
028 Fine Arts—Vocal Music 51 227 n/a
029 Fine Arts—Theatre Arts <10 <10 n/a
030 Fine Arts—Visual Arts 69 234 <10
033 Journalism <10 <10 n/a
034 Middle School Mathematics 46 225 n/a
035 Mathematics 164 221 <10
036 Middle School Science 22 204 n/a
037 Middle School Social Studies <10 <10 n/a
038 Reading 17 208 <10
043 Science—Chemistry 33 237 <10
044 Science—Earth/Space Science <10 <10 n/a
045 Science—Life Science 81 227 n/a
046 Science—Physical Science <10 <10 n/a
047 Science—Physics <10 <10 n/a
048 Social Studies - Economics 35 218 n/a
049 Social Studies—Geographical Perspectives <10 <10 n/a
050 Social Studies—Government and Citizenship 68 237 <10
051 Social Studies—Historical Perspectives 276 212 <10
052 Social Studies - Psychology 14 225 n/a
053 Soical Studeis - Sociology <10 <10 n/a
054 World Languages - Chinese (Mandarin)
055 World Languages—French <10 <20 n/a 
056 World Languages—German <10 <10 n/a
057 World Languages - Japanese
058 World Languages - Latin <10 <10 n/a
059 World Languages—Spanish 37 244 n/a
060 Elementary Education Gen. Subtest 1: Reading and English Language Arts 1865 223 227
061 Elementary Education Gen. Subtest 2: Mathematics 1638 235 242
062 Elementary Education Gen. Subtest 3: Science, Health, and Physical Education 1561 235 232
063 Elementary Education Gen. Subtest 4: Social Studies and Fine Arts 1920 219 219
064 Exceptional Needs—Mild Intervention: Reading Instruction 186 211 n/a
066 Health 17 242 n/a
067 Physical Education 58 237 n/a

 

*Program Completers as identified in Title II Report(s) during the 2019-2020 academic year (*Academic year is defined as September 1 - August 31.)

Calculations are made for Average Scores, Average Before Passing, and Percent Pass on First Attempt as follows:

Average Scores = Total scores for all attempts by Program Completers DIVIDED BY Total Number of Attempts

Average Before Passing = Number of all passing attempts DIVIDED BY Number of attempts

Average Percentage Who Pass on First Attempt = Number of Completers (Number Test takers) that passed the test on the initial attempt DIVIDED BY Number of Completers (Number Test takers)

*PRAXIS I or CASA not required if candidate meets one of the following alternatives: a.) ACT with a score of at least 24 based on Math, Reading, Grammar, and Science; b.) SAT with a score of at least 1100 based on Critical Reading and Math; c.) GRE with a score of at least 1100 based on Verbal and Quantitative prior to 8/1/11; d.) GRE with a score of at least 301 based on Verbal and Quantitative on or after 8/1/11; e.) Praxis I composite score of at least 527 based on Reading, Writing, and Math if taken prior to 9/1/13; or f.) Master's or higher degree earned from a regionally accredited institution.

 

2021 Candidate Selection Data

EPP Candidate Selection Criteria

 

Minimum Cumulative Grade Point Average (GPA) Required for Entry in EPP*
Type State Average University of Indianapolis
Traditional 2.70 2.70
Alternative 2.71 3.0

 

Average Cumulative GPA of Admitted Teacher Candidates*
Type State Average University of Indianapolis
Traditional 3.46 3.35
Alternative 3.39 3.9

*Includes both admitted candidates and program completers in any program leading to initial instructional licensure (traditional undergraduate, Transition to Teaching, etc.)

2021 Teacher Effectiveness

Percent of Teachers Achieving Effective or Highly Effective Rating 2019-2020

Institution: University of Indianapolis

  • Teachers with One (1) Year Experience
    • Effective: 19
    • Highly Effective: 3
    • Total of Teachers Evaluated: 22
  • Teachers with Two (2) Years of Experience
    • Effective: 23
    • Highly Effective: 8
    • Total of Teachers Evaluated: 31
  • Teachers with Three (3) Years of Experience
    • Effective: 20
    • Highly Effective: 11
    • Total of Teachers Evaluated: 31
  • Grand Totals
    • Grand Total Rated Effective: 62
    • Grand Total Rated Highly Effective: 22
    • Grand Total Effective and Highly Effective: 84
      • Grand Total Teachers Evaluated: 84
    • Final Percent: 100%

*"Year" defined as September 1 - August 31.

Visit Educator Evaluations for more information.

 

2021 Employer Satisfaction

Principal Survey Results for University of Indianapolis

Principals are responding to statements divided into three domains (knowledge, disposition, and performance) and reflect elements of both national professional standards (NCATE/CAEP) and the Model Core Teaching Standards, Interstate Teacher Assessment and Support Consortium (InTASC). EPPs are expected to meet these standards in order to prepare educators for licensure (511 IAC 13-1-1).

For each of the following, please provide your assessment of how well the EPP prepared this teacher in the following categories. The range is from 1 (strongly disagree) to 4 (strongly agree).

 

Knowledge Preparation of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
1. ...understand how students learn and develop at the grade level they are teaching. 0 0 11 13
2. ...meet expectations of a beginning teacher for content preparation and knowledge. 0 0 9 15
3. ...adhere to the ethical requirements of the teaching profession. 0 0 6 18
4. ...adhere to the legal requirements of the teaching profession. 0 0 7 17

 

Pedagogical Preparation of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
5. ...provide an appropriate and challenging learning experience. 0 0 12 12
6. ...provide an inclusive learning environment. 0 0 13 11
7. ...provide a rigorous learning environment. 0 1 11 11
8. ...use a variety of assessment methods to guide, adjust, and improve instruction. 0 3 11 10
9. ...develop content specific assessments to test for student understanding of the lesson objectives. 0 1 13 10
10. ..differentiate instruction to meet all students’ learning needs. 0 2 9 13
11. ..work effectively with students with all exceptionalities. 0 1 14 9
12. ..analyze student assessment data to improve classroom instruction. 0 2 13 9
13. ..use effective strategies to manage the learning environment. 0 3 10 11
14. ..integrate technological tools as appropriate to advance student learning 0 0 9 15

 

Professional Disposition of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
15. …openly accept suggestions/constructive feedback. 0 1 6 17
16. …exhibit ethical practice expected of educators. 0 0 7 17
17. …work effectively with other professionals. 0 0 7 17
18. …work effectively with parents/guardians. 0 0 12 12
19. …work effectively with school leaders. 0 0 10 14
20. …work effectively within the school culture. 0 0 8 16

 

Overall Assessment (Number of Responses)
Description Very Dissatisfied Dissatisfied Satisfied Very Satisfied
21. Overall, how satisfied are you with the training this teacher received from this EPP? 0 1 8 15

 

2021 Candidate Satisfaction

Teacher Survey Results for University of Indianapolis

The range is from 1 (strongly disagree) to 4 (strongly agree). Teachers responded to each of the following:

 

Knowledge Preparation (Number of Responses)
My educator preparation program prepared me for: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
1. understanding how learners/students develop and grow. 0 0 10 30
2. meeting the content preparation and knowledge level expected of a beginning teacher. 0 1 9 30
3. adhering to the ethical requirements of the teaching profession. 0 0 7 33
4. adhering to the legal requirements of the teaching profession. 0 0 15 25
5. recognizing the importance of continued professional development. 0 0 9 31

 

Pedagogical Preparation (Number of Responses)
My educator preparation program prepared me for: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
6. providing appropriate and challenging learning experiences. 0 0 10 30
7. providing an inclusive learning environment. 0 1 10 29
8. providing a rigorous learning environment. 0 0 12 28
9. working collaboratively with school leaders and/or colleagues to promote safe and positive learning environments. 0 0 12 28
10. differentiating instruction to meet all students’ learning needs. 0 0 12 28
11. working effectively with students with all exceptionalities 0 1 16 23
12. developing quality assessments to test for student understanding of lessons. 0 1 12 270
13. analyzing student assessment data to improve classroom instruction. 0 1 16 23
14. using appropriate strategies to effectively manage learning environments. 0 2 17 21
15. integrating technological tools as appropriate to advance student learning. 0 0 16 24

 

Professional Disposition Preparation (Number of Responses)
My educator preparation program prepared me to recognize the importance of: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
16. openly accepting suggestions/constructive feedback. 0 1 7 32
17. exhibiting ethical practice. 0 0 10 30
18. working effectively with other professionals. 0 0 11 290
19. working effectively with parents/guardians. 0 1 20 19
20. working effectively with school leaders. 0 0 17 23
21. working effectively within the school culture. 0 0 12 28

 

Overall Assessment (Number of Responses)
Description Poor Fair Good Excellent
22. Indicate your overall assessment of how well you were prepared to teach by your educator preparation program. 0 0 6 34

 

2020 Completion & Retention Rates for Initial Licensure

 

Attrition-Retention-Completion Rates By Academic Year*
Description State Total University of Indianapolis
Total Number of Education Candidates** 10530 183
Total Number Completion/Graduation 3218 57
Percentage Completion/Graduation 30.6 31
Total Number Retained in Education 6670 120
Percentage Retained in Education 63.3 66
Total Number Program Attrition 268 4
Percentage Program Attrition 2.5 2
Total Number Institutional Attrition 375 2
Percentage Institutional Attrition 3.6 1
Percentage Total*** 100 100

*Academic year is defined as September 1 - August 31.

*Attrition/Retention/Completion numbers were calculated using the IPEDS methodology.

 

2020 Candidate Licensure Test

Average Number of Attempts before Passing Indiana CORE Assessments (Pearson): Content and Pedagogical Knowledge*

 

Average Number of Attempts before Passing: Core Academic Skills Assessment (CASA)
Test Number Test Name (Code) State Total Number of Attempts State Average University of Indianapolis
001 CASA Reading 1833 1.2 1
002 CASA Math 2142 1.4 1.3
003 CASA Writing 2171 1.4 1.2

 

Average Number of Attempts before Passing: Pedagogy/Developmental (Pearson)
Test Number Test Name (Code) State Total Number of Attempts State Average University of Indianapolis
004 Early Childhood Education 114 1.2 n/a
005 Elementary Education 1439 1.1 1.2
006 Secondary Education 799 1 1
007 P-12 Education 401 1.1 <10

 

Average Number of Attempts before Passing: Content (Pearson) Assessments
Test Number Test Name (Code) State Total Number of Attempts State Average University of Indianapolis
008 Business 18 1.5 <10
019 English Learners 33 1 n/a
021 English Language Arts 242 1.4 <10
025 Exceptional Needs—Mild Intervention 502 1.1 <10
026 Fine Arts—General Music 105 1.3 <10
027 Fine Arts—Instrumental Music 102 1.7 n/a
028 Fine Arts—Vocal Music 45 1.3 <10
029 Fine Arts—Theatre Arts <10 <10 <10
030 Fine Arts—Visual Arts 80 1.3 <10
035 Mathematics 139 1.6 <10
038 Reading 12 1.3 <10
043 Science—Chemistry 35 1.2 <10
044 Science—Earth/Space Science <10 <10 n/a
045 Science—Life Science 92 1.5 <10
046 Science—Physical Science <10 <10 n/a
047 Science—Physics <10 <10 n/a
049 Social Studies—Geographical Perspectives 10 1.7 <10
050 Social Studies—Government and Citizenship 64 1.2 <10
051 Social Studies—Historical Perspectives 189 1.6 <10
055 World Languages—French <10 <10 n/a
056 World Languages—German <10 <10 n/a
059 World Languages—Spanish 54 1.1 n/a
060 Elementary Education Gen. Subtest 1: Reading and English Language Arts 2004 1.5 1.6
061 Elementary Education Gen. Subtest 2: Mathematics 1863 1.4 1.3
062 Elementary Education Gen. Subtest 3: Science, Health, and Physical Education 1721 1.2 1.2
063 Elementary Education Gen. Subtest 4: Social Studies and Fine Arts 1959 1.5 1.5
064 Exceptional Needs—Mild Intervention: Reading Instruction 143 1.6 <10
066 Health 30 1.2 <10
067 Physical Education 69 1.2 <10

 

*Program Completers as identified in Title II Report(s) during the 2018-2019 academic year (*Academic year is defined as September 1 - August 31.)

Calculations are made for Average Scores, Average Before Passing, and Percent Pass on First Attempt as follows: Average Scores = Total scores for all attempts by Program Completers DIVIDED BY Total Number of Attempts

Average Before Passing = Number of all passing attempts DIVIDED BY Number of attempts Average Percentage Who Pass on First Attempt = Number of Completers (Number Test takers) that passed the test on the initial attempt DIVIDED BY Number of Completers (Number Test takers)

*PRAXIS I or CASA not required if candidate meets one of the following alternatives: a.) ACT with a score of at least 24 based on Math, Reading, Grammar, and Science; b.) SAT with a score of at least 1100 based on Critical Reading and Math; c.) GRE with a score of at least 1100 based on Verbal and Quantitative prior to 8/1/11; d.) GRE with a score of at least 301 based on Verbal and Quantitative on or after 8/1/11; e.) Praxis I composite score of at least 527 based on Reading, Writing, and Math if taken prior to 9/1/13; or f.) 

 

2020 Candidate Selection Data

EPP Candidate Selection Criteria

 

Minimum Cumulative Grade Point Average (GPA) Required for Entry in EPP*
Type State Average University of Indianapolis
Traditional 2.64 2.75
Alternative 2.77 2.75

 

Average Cumulative GPA of Admitted Teacher Candidates*
Type State Average University of Indianapolis
Traditional 3.42 3.42
Alternative 3.41 3.44

 

2020 Teacher Effectiveness

Percent of Teachers Achieving Effective or Highly Effective Rating 2018-2019

Institution: University of Indianapolis

  • Teachers with One (1) Year Experience
    • Effective: 24
    • Highly Effective: 9
    • Total of Teachers Evaluated: 34
  • Teachers with Two (2) Years of Experience
    • Effective: 18
    • Highly Effective: 12
    • Total of Teachers Evaluated: 31
  • Teachers with Three (3) Years of Experience
    • Effective: 19
    • Highly Effective: 5
    • Total of Teachers Evaluated: 24
  • Grand Totals
    • Grand Total Rated Effective: 61
    • Grand Total Rated Highly Effective: 26
    • Grand Total Effective and Highly Effective: 87
    • Grand Total Teachers Evaluated: 89
    • Final Percent: 98%

*"Year" defined as September 1 - August 31.

Visit Educator Evaluations for more information.

 

2020 Employer Satisfaction

Principal Survey Results for University of Indianapolis

Principals are responding to statements divided into three domains (knowledge, disposition, and performance) and reflect elements of both national professional standards (NCATE/CAEP) and the Model Core Teaching Standards, Interstate Teacher Assessment and Support Consortium (InTASC). EPPs are expected to meet these standards in order to prepare educators for licensure (511 IAC 13-1-1).

For each of the following, please provide your assessment of how well the EPP prepared this teacher in the following categories. The range is from 1 (strongly disagree) to 4 (strongly agree).

 

Knowledge Preparation of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
1. ...understand how students learn and develop at the grade level they are teaching. 0 0 7 14
2. ...meet expectations of a beginning teacher for content preparation and knowledge. 0 1 5 16
3. ...adhere to the ethical requirements of the teaching profession. 0 0 3 19
4. ...adhere to the legal requirements of the teaching profession. 0 0 4 18

 

Pedagogical Preparation of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
5. ...provide an appropriate and challenging learning experience. 0 0 9 13
6. ...provide an inclusive learning environment. 0 0 5 17
7. ...provide a rigorous learning environment. 0 0 10 12
8. ...use a variety of assessment methods to guide, adjust, and improve instruction. 0 1 11 10
9. ...develop content specific assessments to test for student understanding of the lesson objectives. 0 1 11 10
10. ..differentiate instruction to meet all students’ learning needs. 0 1 9 12
11. ..work effectively with students with all exceptionalities. 0 1 7 14
12. ..analyze student assessment data to improve classroom instruction. 0 0 13 9
13. ..use effective strategies to manage the learning environment. 0 2 13 7
14. ..integrate technological tools as appropriate to advance student learning 0 0 7 14

 

Professional Disposition of Teacher (Number of Responses)
The EPP did an outstanding job of preparing this teacher to... Strongly Disagree (1) Disagree (2) Agree (3) Strongly Agree (4)
15. …openly accept suggestions/constructive feedback. 0 0 4 19
16. …exhibit ethical practice expected of educators. 0 0 3 20
17. …work effectively with other professionals. 0 0 5 18
18. …work effectively with parents/guardians. 0 0 6 17
19. …work effectively with school leaders. 0 0 6 17
20. …work effectively within the school culture. 0 0 4 19

 

Overall Assessment (Number of Responses)
Description Very Dissatisfied Dissatisfied Satisfied Very Satisfied
21. Overall, how satisfied are you with the training this teacher received from this EPP? 0 0 8 15

 

2020 Candidate Satisfaction

Teacher Survey Results for University of Indianapolis

The range is from 1 (strongly disagree) to 4 (strongly agree). Teachers responded to each of the following:

 

Knowledge Preparation (Number of Responses)
My educator preparation program prepared me for: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
1. understanding how learners/students develop and grow. 1 0 8 18
2. meeting the content preparation and knowledge level expected of a beginning teacher. 1 0 6 20
3. adhering to the ethical requirements of the teaching profession. 1 0 8 18
4. adhering to the legal requirements of the teaching profession. 1 0 9 17
5. recognizing the importance of continued professional development. 1 0 6 20

 

Pedagogical Preparation (Number of Responses)
My educator preparation program prepared me for: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
6. providing appropriate and challenging learning experiences. 1 0 9 17
7. providing an inclusive learning environment. 1 0 10 16
8. providing a rigorous learning environment. 1 0 6 20
9. working collaboratively with school leaders and/or colleagues to promote safe and positive learning environments. 1 0 6 20
10. differentiating instruction to meet all students’ learning needs. 1 0 9 17
11. working effectively with students with all exceptionalities 1 0 10 16
12. developing quality assessments to test for student understanding of lessons. 1 0 7 19
13. analyzing student assessment data to improve classroom instruction. 1 0 7 19
14. using appropriate strategies to effectively manage learning environments. 1 1 10 15
15. integrating technological tools as appropriate to advance student learning. 1 0 9 17

 

Professional Disposition Preparation (Number of Responses)
My educator preparation program prepared me to recognize the importance of: Strongly Disagree (1) Disagree (2) Agree (3) Strongly Disagree (4)
16. openly accepting suggestions/constructive feedback. 1 0 5 21
17. exhibiting ethical practice. 1 0 8 18
18. working effectively with other professionals. 1 0 7 20
19. working effectively with parents/guardians. 1 2 12 12
20. working effectively with school leaders. 1 0 12 14
21. working effectively within the school culture. 1 0 11 15

 

Overall Assessment (Number of Responses)
Description Poor Fair Good Excellent
22. Indicate your overall assessment of how well you were prepared to teach by your educator preparation program. 0 0 7 20

Professional Licensure Disclosure

Education Programs at the University of Indianapolis that prepare students for Teacher Licensure are designed to meet the licensing standards set by the Indiana Department of Education. Students seeking licensure in another state are advised to contact the appropriate licensing board in that state to determine specific requirements for licensure. The University of Indianapolis cannot confirm whether a specific program meets requirements for licensure outside of the State of Indiana. For a list of the state departments of education that oversee professional teaching licensure, see the U.S. Department of Education website - State Contacts.

Licensure in Mild Interventions

Candidates seeking licensure in Mild Intervention can complete the MI Concentration while completing a Major in either Elementary or Secondary Education. The Mild Interventions license will be an additional license and will only be awarded in addition to the initial license. A student will be recommended for licensure only at the developmental level of their initial or existing license. The area of licensure will be mild interventions. 

Representations on licensing apply to a license in the state of Indiana only. Potential students seeking a license in other states should check with that state's educational licensing authorities for requirements.

Traditional Program Summary Pass Rates and Ability to be Hired

Includes all undergraduate programs in Teacher Education

 

Pass Rates
Group Number taking tests Number passing tests Pass rate (%)
All program completers, 2023-2024 16 11 69
All program completers, 2022-2023 35 28 80
All program completers, 2021-2022 41 34 83
All program completers, 2020-2021 42 33 79
All program completers, 2019-2020 36 36 100
All program completers, 2018-2019 36 36 100
All program completers, 2017-2018 37 32 86
All program completers, 2016-2017 28 26 93

Alternative program summary pass rates and ability to be hired

Includes Master of Arts in Teaching (MAT) and Woodrow Wilson Indiana Teaching Fellowship programs

 

Pass Rates
Group Number taking tests Number passing tests Pass rate (%)
All program completers, 2023-2024 34 31 91
All program completers, 2022-2023 13 13 100
All program completers, 2021-2022 6 n/a n/a
All program completers, 2020-2021 10 10 100
All program completers, 2019-2020 10 10 100
All program completers, 2018-2019 14 13 93
All program completers, 2017-2018 16 15 94
All program completers, 2016-2017 18 18 100