Educator Preparation Program Assessment

Early Childhood Education (phasing out August 2026)

PreK-3

Elementary Education

Elementary (K-5)

Middle Grades Content Areas

English/Language Arts, Math, Science, Social Studies (6-8)

Secondary Content Areas

Agriculture Education, Biology, Business, Chemistry, English, Family and Consumer Sciences, History, Math, Spanish (6-12)

Specialized Subject Areas

Art, Dance, Health and Human Performance, Music (K-12)

Special Education

SPED Interventionist (K-8), SPED Interventionist English, SPED Interventionist Math, SPED Interventionist Science, SPED Interventionist Social Studies (6-12)

Master of Science in Education in Initial Licensure*

Elementary (K-5), Secondary- Biology, Business, Chemistry, English, History, Math, Spanish (6-12), Special Education Interventionist (K-8)

Integrated Early Childhood/SPED

PreK-3 & SPED

School Counseling

Master of Science in Education with a Major in School Counseling

To address Measure 1, Completer Impact and Effectiveness, UTM EPP analyzes data from the Tennessee Department of Education Annual Reports, TVAAS scores, UT Martin’s Educator Preparation Program Report Card, Completer/Alumni Satisfaction Surveys, and effectiveness metrics for tested and non-tested completers. These surveys are distributed annually. The completer and alumni respond to statements indicating their level of satisfaction with the preparation received from the EPP. UTM EPP also reviews the results from the TDOE Educator Survey. The Tennessee Educator Survey is a voluntary and confidential survey, open to all teachers, administrators, and other certified staff across the state. The survey is meant to provide direct feedback to administrators and policymakers on a series of key issues facing our schools and classrooms.

Impact on P-12 Learning and Indicators of Teaching Effectiveness

TN Department of Education Annual Reports

• 2024 TN Department of Education Annual Report

Prior year annual reports available from the EPP upon request.

Teachers of Tested Subjects Effectiveness Metrics

The data in this report represents completers with LOE scores based on TCAP/EOC scores over the most recent four years of testing (2021-2024). Teachers represented in this data come from graduation cohorts ranging from 2018 to 2023. This data only encompasses UT Martin EPP completers who teach tested subjects. TVAAS LOE data is determined by student growth and achievement on state assessments.

Tested Completer Effectiveness

Teachers of Non-Tested Subjects Effectiveness Metrics

The data in this report represents completers who do NOT teach subjects with based on TCAP/EOC tests. Teachers represented in this data come from graduation cohorts ranging from 2021 to 2023. This data only encompasses UT Martin EPP completers from that time period who did not teach tested subjects. School Achievement includes a combination of achievement rates among: Content Area Assessments (ELA, Math, Science, and Social Studies), Student subgroups (Economically Disadvantaged, English Language Learners, and Students with Disabilities), and Race/Ethnicity. Growth includes a combination of growth scores among: Academic areas (literacy, numeracy, science, social studies), Student subgroups (Economically Disadvantaged, English Language Learners, and Students with Disabilities), and Race/Ethnicity. For high schools, College and Career Readiness includes: Percentage ACT 21+, Postsecondary Attainment score, Industry Certifications Score, and ASVAB score; Readiness among student subgroups (Economically Disadvantaged, English Language Learners, and Students with Disabilities), and Readiness among race/ethnicity.

Non-Tested Completer Effectiveness

TVAAS

The Tennessee Value-Added Assessment System (TVAAS) measures the impact schools and teachers have on their students' academic progress. TVAAS is a powerful tool because it measures how much students grow in a year and shines more light on student progress than solely considering their score on an end of year test. TVAAS allows educators to consider their students’ achievement (their score on the end of year assessment), as well as their growth (the progress students make year to year).1 Performance benchmarks were set based on three-year averages (not including the current year).

• 2025 TVAAS Results

Prior year TVAAS results available from the EPP upon request.

¹ Published by https://team-tn.org/tvaas/

UTM EPP Report Card

“Teachers impact every other profession in our state by developing people — equipping students with the critical knowledge, tools, and skills they need to succeed in post-secondary education, careers, and beyond. The knowledge and skills taught in educator preparation programs are vital to ensuring every student in Tennessee has a well-prepared teacher from Day 1 in the classroom. The Report Card uses multiple metrics to provide information about teacher and leader preparation in the state to shine a spotlight on each provider's strengths and areas to continue to grow.

In 2007, the Tennessee General Assembly passed legislation requiring the publication of a report on key metrics of educator preparation providers throughout the state. Several aspects of the report card are required by that legislation, including indicators: placement and retention rates, scores on licensure exams, and teacher effect data based on Tennessee Value-Added Assessment System (TVAAS) scores. The report card also includes other key priority areas for the State Board. This information can help providers make program improvements and provide the public with information on important aspects of educator preparation in the state.”

Due to accessibility concerns, the UTM EPP State Report Card cannot be hosted on our public website. The 2025 report card and prior year’s report cards are available from the EPP upon request.

Satisfaction of Completers

Satisfaction Section of the Report Card

• 2025 Satisfaction Section of the Report Card

Prior years’ satisfaction section of the report card available from the EPP upon request.

Benchworks Completer Satisfaction Survey

The Benchworks Completer Satisfaction Survey (Alumni Assessment) assesses completers’ self-perceptions of their readiness to teach and their ability to positively impact student learning. The survey gathers data on completers’ confidence in their instructional strategies, classroom management, ability to differentiate instruction, and use of assessments to inform teaching. It also captures completers’ reflections on how their preparation experiences equipped them to succeed in diverse educational contexts. These insights provide a firsthand account of the preparation program’s effectiveness from the completers’ point of view.

Due to accessibility concerns, the UTM EPP Benchworks Completer Satisfaction Survey results cannot be hosted on our public website. The 2025-26 survey results and 2022-23 survey results are available from the EPP upon request.

TDOE Educator Survey

• The 2025 Tennessee Educator Survey and prior years are available at this link.

TERA Trends from the Tennessee Educator Survey

• The 2025 TERA Trends from the Tennessee Educator Survey are available at this link.

Prior years’ TERA Trends from the Tennessee Educator Survey are available from the EPP upon request.

To address Measure 2, satisfaction of employers and stakeholder involvement, UTM EPP analyzes data from satisfaction of employers surveys, Provider Impact section of the EPP Report card, retention of completers for 3 years, state-recognized partnerships, and feedback from our LEAs.

Satisfaction of Employers and Employment Milestones

Satisfaction of Employers

The Benchworks Employer Satisfaction Survey captures employers’ perceptions of recent graduates’ preparedness and effectiveness in critical teaching competencies. It assesses areas such as content knowledge, instructional practices, classroom management, professionalism, and critical thinking skills. Employers’ ratings provide valuable feedback on how well completers meet the demands of their roles and contribute to student success.

Due to accessibility concerns, the UTM EPP Benchworks Completer Satisfaction Survey results and the Employer Satisfaction/Provider Impact component of the Report Card cannot currently be hosted on our public website. The 2025 results and the results from prior years are available from the EPP upon request.

Location of Graduates Working

• 2025 Location of graduates working
• Prior years’ location of graduates are available from the EPP upon request.

Employment-First Year Employment, Second Year Retention, and Third Year Retention

• 2025 Employment-First Year Employment, Second Year Retention, and Third Year Retention
• Prior years’ employment domains from the report card are available upon request.

Stakeholder Involvement

Stakeholder Involvement in the QAS

• Stakeholder Involvement in the QAS

State-Recognized Partnerships

Primary Partnership School Districts

• Obion County Schools
• Weakley County Schools

The Primary Partnership Agreements between the UT Martin EPP and both Obion County Schools and Weakley County Schools represent formal, collaborative commitments to co-construct and continuously improve teacher preparation. These agreements outline a shared responsibility between the EPP and each district to strengthen the educator pipeline, ensure high-quality clinical experiences, and align candidate preparation with district needs and expectations. Within these agreements, the goals and concerns addressed include:

• the recruitment of high-quality and diverse teacher candidates, particularly in high-need content areas; 
• the co-selection, training, and evaluation of clinical educators; 
• and the design of structured, multi-phase clinical experiences that support candidate development and impact on P–12 students. 

The agreements also emphasize ongoing collaboration in program design and continuous improvement through shared data, advisory board participation, and regular partnership meetings. Additionally, both districts and the EPP work together to ensure candidates are prepared using current district curricular materials and instructional practices, reinforcing alignment between preparation and practice. These partnership agreements are revisited and refined on an annual basis, allowing both the EPP and partner districts to respond to evolving workforce needs, instructional priorities, and data-informed improvements while maintaining a strong, mutually beneficial relationship.

Due to accessibility concerns, the signed Primary Partnership contracts between the UT Martin EPP and these two districts cannot currently be hosted on our public website. The full text of the prompts and responses for each agreement has been provided here. The signed agreements are kept on file in the EPP Office and are available from the EPP upon request.

Secondary Partnership School Districts

The State-Recognized Primary Partnership Agreement establishes a formal, collaborative relationship between the UT Martin EPP and its partner school districts across the state to support the shared responsibility of preparing effective educators. While the provided agreement represents a single district, it reflects a standardized model used across all state-recognized partners to ensure consistency in expectations, structures, and outcomes. These agreements outline a comprehensive framework for collaboration that includes joint efforts in the recruitment of high-quality and diverse teacher candidates, the co-selection and development of clinical educators, and the design and implementation of meaningful clinical experiences. They also define how partners engage in continuous improvement processes through shared data, advisory board participation, and ongoing communication. Additionally, the agreements ensure that candidate preparation remains aligned with district curricula, instructional practices, and evolving P–12 needs through active partner involvement in program design, training, and evaluation. Overall, the agreement represents a mutually beneficial partnership in which both the EPP and school districts contribute to and benefit from the preparation of future educators, strengthening the educator pipeline and improving outcomes for P–12 students. These agreements are reviewed and maintained on an annual basis to ensure they remain responsive to district needs and aligned with state expectations.

Due to accessibility concerns, the Primary Partnership contracts between the UT Martin EPP and these districts cannot currently be hosted on our public website. A sample copy of the UT Martin EPP state-recognized partnership agreement has been provided below. This agreement is uniform across all partner districts. The signed agreements are kept on file in the EPP Office and are available from the EPP upon request.

• Sample State-Recognized Partnership Agreement

2025-2026 UT Martin EPP State-Recognized Partner Districts

• Alamo City School
• Alvin C. York Agricultural Institute
• Bedford County Schools
• Bells City School District
• Benton County Board of Education
• Blount County Schools
• Bradford Special School District
• Bradley County Schools
• Campbell County Board of Education
• Cannon County Schools
• Carter County Schools
• Chester County Schools
• Claiborne County Schools
• Clarksville-Montgomery County School System
• Cleveland City Schools
• Cocke County Schools
• Crockett County Schools
• Cumberland County Schools
• Decatur County Schools
• DeKalb County Board of Education
• Dyer County Schools
• Dyersburg City School
• Fayetteville City Schools
• Fentress County Schools
• Franklin County School District
• Germantown Board of Education
• Giles County School System
• Hardeman County Schools
• Hardin County Schools
• Haywood County Schools
• Henderson County Schools
• Henry County School District
• Hickman County Schools
• Hollow Rock-Bruceton Special School District
• Houston County School System
• Humboldt City Schools
• Humphreys County Board of Education
• Huntingdon Special School District
• Jackson County Board of Education
• Lakeland School System
• Lake County Schools
• Lawrence County Schools
• Lexington City School System
• Loudon County Schools
• Macon County School District
• Marshall County School System
• Maury County Public Schools
• McKenzie Special School District
• McNairy County Board of Education
• Millington Municipal Schools
• Milan Special School District
• Oneida Special School District
• Paris Special School District
• Perry County School System
• Putnam County School System
• Robertson County Schools
• Roane County Schools
• Rutherford County Schools
• South Carroll County Special School District
• Sumner County Schools
• Tipton County Schools
• Trenton Special School District
• Tullahoma City Schools
• Union City Schools
• Warren County Schools
• Wayne County Schools
• West Carroll Special School District

Prior years’ Secondary Partnership School Districts agreements are on file in the UT Martin Educator Preparation Program office.

Feedback from LEAs

• Beginning in Fall 2024, as a response to stakeholder requests for improved preparation related to English learner instruction, the EPP expanded embedded ESL content within K-5 coursework and continued to monitor ESL endorsement participation across GYO and endorsement pathways.
• During the 2023-24 academic year, in a response to feedback on the need for stronger family and community engagement skills, the EPP implemented a scaffolded Family Engagement Plan across all licensure levels, culminating in a capstone interview experience with families during student teaching.
• The EPP received stakeholder requests for increased consistency in candidate feedback and support from university supervisors and cooperating teachers. In response, UTM implemented its Cooperating Teacher and University Supervisor Training Hubs in Spring 2024 with new asynchronous modules and verification tracking to ensure standardized training is completed by all clinical educators.
• As another essential effort to better support LEA partners in placement planning and mentorship, UTM implemented a Clinical Experience Tracking System ensuring that candidates are placed in diverse school settings and that placements align with district hiring needs.
• In response to LEA feedback on classroom management challenges among new teachers, UTM EPP implemented revised behavior management content across all licensure pathways in Fall 2023. This includes new instructional modules focused on reducing disruptive behavior, promoting student responsibility, and improving academic outcomes.
• Based on LEA requests for enhanced training in trauma-informed practices, the EPP also embedded trauma-informed instruction modules in Residency I methods courses for undergraduate and graduate students in the Fall 2023 term. These modules help candidates recognize and respond to the social-emotional needs of P-12 learners.
• The UT Martin EPP revised its Assessment Data Analysis and Commentary key assessment in Fall 2023 to strengthen candidate ability to use real student learning data to drive instructional decisions, directly addressing district partner concerns about new teachers' data literacy.
• UTM EPP worked with LEAs to complete a specialty area proposal that was submitted to the TN Department of Education for an integrated preK-3 special education program.
  • The Integrated Early Childhood/SPED program has been conditionally approved by the TDOE and will be offered effective Fall 2024.
• Spring 2023 & Summer 2023: Collaborated with LEAs to identify current teachers in the field interested in pursuing additional endorsements in special education and ESL.
  • 154 completed the ESL endorsement.
  • 20 completed the SPED endorsement.
• Grow Your Own apprenticeship grant- held multiple meetings with stakeholders to launch this program
  • o UTM secured 13 Grow Your Own district partnerships and all districts were TN Department of Education and TN Department of Labor apprenticeship programs based on district needs assessment.
  • Cohort 1 consisted of 20 graduate students and 14 undergraduate students pursing degrees in Elementary Education K-5 w/ ESL & SPED add-on’s, SPED K-8, or Secondary English.
  • Cohort 2 began in August 2023 as a post-baccalaureate licensure only pathway. The cohort selected 17 participants that will complete requirements by summer 2024.

To address Measure 3, UTM EPP reports annually on student outcomes such as graduation rates, retention rates, and completer/appeals data for initial and advanced licensure programs. UTM EPP also tracks Praxis pass rates and Title II data to monitor the ability of completers to meet licensure requirements.

Graduation Rates

Completer and Appeals Data

UTM EPP monitors completer and appeals data. Completer data also provides UTM predictive analysis for what is to come on Domain 1 TDOE Annual Reports and TN Report Card Candidate Profile.

• 2021-2025 Completer/Appeals Data
• Prior year completer and appeals data available from the EPP upon request.

Graduation and Retention Rates

UTM EPP reports graduation and retention rates annually.

• 2024-25 Six-Year Graduate and Retention Rates
• Prior year graduate and retention rates available from the EPP upon request.

Ability of Completers to Meet Licensing (Certification) and Any Additional State Requirements; Title II

Candidate Assessment-UTM Report Card

• 2025 Candidate Assessment
• Prior year candidate assessment results from the report card available from the EPP upon request.

Praxis Pass Rates

To be considered as a completer with UTM’s EPP and be considered for licensure, candidates must pass state-mandated content and pedagogy tests (Praxis tests) for their licensure area. The Praxis exams are administered through Pearson Assessments. Results are monitored and reported annually for the university and compared to state results. Institutional pass rates are generated by the Title II report and are calculated based on Tennessee’s Cutscores.

• 2024-25 Alternative
• 2024-25 Traditional

edTPA Licensure Assessment

The edTPA Licensure Assessment requirement applied to all candidates completing in Fall 2025 and prior. It will no longer be a requirement beginning Spring 2026. To be considered a program completer with UTM’s EPP and eligible for licensure, candidates were required to pass the state-required teacher performance assessment, edTPA, which evaluated readiness for the classroom through planning, instruction, and assessment tasks. The edTPA was administered by Pearson, and results were submitted electronically for official scoring. The EPP monitored edTPA results each term and reported annual institutional pass rates as part of its accreditation and state reporting obligations. Performance was reviewed internally to inform program improvement and was compared to national cut scores.

• 2024-25 edTPA Report

Title II Reports

In accordance with state and federal law, Educator Preparation Programs are required to annually collect and report on specific information from initial licensure programs. Information includes, but not limited to, admission requirements, number of enrolled candidates, number of program completers, race and ethnicity statistics, clinical experiences, number of candidates prepared in the various subjects, assessment pass rate data, etc.

2026 Title II reporting in progress.

2025 Reports

• Title II Report (AY 2023-24) – Traditional Program
• Title II Report (AY 2023-24) – Alternative Program

2018-2024 Title II reports available from EPP upon request.

To address Measure 4, Ability of Completers to be Hired in Education Positions for which They Have Prepared, UTM EPP analyzes data from UT Martin’s Educator Preparation Program Report Card, job placement surveys, and memos from SCORE.

LEA Teacher Vacancy Data

• 2024-25 LEA Teacher Vacancy Data

UTM EPP Report Card

Teachers impact every other profession in our state by developing people — equipping students with the critical knowledge, tools, and skills they need to succeed in post-secondary education, careers, and beyond. The Tennessee Educator Preparation Report Card provides key data that reflects how effectively educator preparation providers, including the UTM EPP, prepare candidates for successful entry into the workforce. One of the central components of this report includes employment outcomes, specifically placement rates and retention in Tennessee schools, which serve as direct indicators of candidates’ ability to secure positions in the fields for which they were prepared.

In 2007, the Tennessee General Assembly passed legislation requiring the publication of a report on key metrics of educator preparation providers throughout the state. Among the required indicators are placement rates, retention rates, and licensure exam performance, all of which provide evidence of candidates’ readiness and competitiveness in obtaining teaching positions. These metrics demonstrate the extent to which completers are not only eligible for employment, but are actively hired and retained in education roles aligned with their preparation. The report card also includes additional priority areas identified by the State Board that further contextualize workforce outcomes and hiring trends.

Through analysis of these data, the UTM EPP monitors how effectively its programs prepare candidates to enter the education profession and secure positions in Tennessee schools. These findings inform program improvements and ensure alignment between preparation experiences and workforce expectations.

Due to accessibility concerns, the UTM EPP State Report Card cannot be hosted on our public website. The 2025 report card and prior year’s report cards are available from the EPP upon request.

Job Placement Survey and Employment Domain from UTM EPP Report Card

Job Placement Survey

• 2024-25 Job Placement Survey
• 2019-2024 job placement survey results available from the EPP upon request.

Employment Domain from the UTM EPP Report Card

• 2024-25 Employment Domain from the UTM EPP Report Card
• 2019-2024 employment domain from report card available from the EPP upon request.

TDOE Teacher Survey Findings on Employment

• The 2025 Tennessee Educator Survey and prior years are available at this link.

Student Loan Default Rates and Other Consumer Information (Initial and Advanced Levels)

The Office of Federal Student Aid, under the direction of the US Department of Education, publishes official Federal Cohort Default Rates once per year. A cohort default rate is the percentage of a school’s borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or Direct Loan Program loans during a particular federal fiscal year, October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year.

• For 2022, 2023, and 2024 the Official Cohort Default Rate was 0.0%. NOTE: Students were not in repayment during this time period.*Published September of 2024. Contact our Financial Aid Office for a copy of the official letter.
• For 2020, 2021, and 2002 the Official Cohort Default Rate was 0.0%. NOTE: Students were not in repayment during this time period.
  *Published September of 2023. Contact our Financial Aid Office for a copy of the official letter.
• For 2019, 2020, and 2021 the Official Cohort Default Rate was 2.2%.
  *Contact our Financial Aid Office for a copy of the official letter.
• 2019 Official Cohort Default Rate was 2.2%.
  *Published September 2022. Contact our Financial Aid Office for a copy of the official letter.
• 2018 Official Cohort Default Rate was 6.7%.
  *Published September 2021. Contact our Financial Aid Office for a copy of the official letter.
• 2017 Official Cohort Default Rate was 8.6%.
  *Published September 2020. Contact our Financial Aid Office for a copy of the official letter.
• 2016 Official Cohort Default Rate was 8.4%.
  *Published September 2019. Contact our Financial Aid Office for a copy of the official letter.

To address Measure 1, Completer Impact and Effectiveness, UTM EPP analyzes data from assessment of students completed by university supervisors and external mentors as well as completer satisfaction surveys.

CACREP Annual Report

The CACREP Annual Report is a required survey completed by all programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). It collects standardized data each academic year about enrollment, graduation rates, degree completion rates, licensure and certification examination pass rates, employment outcomes, and faculty demographics. The report serves multiple purposes: it supports accreditation monitoring, ensures program transparency to the public, and provides critical evidence of candidate success and program effectiveness. It offers data that demonstrates completer impact and effectiveness through reporting licensure exam pass rates, which show candidates’ readiness for professional practice. It also addresses candidate competency at program completion by documenting program completion rates and licensure outcomes. In addition, the report contributes to demonstrating the ability of candidates to be hired in education positions for which they have been prepared by reporting employment and doctoral program admission rates for program completers actively seeking placement. Together, these elements highlight the quality and outcomes of the institution’s accredited counseling programs.

• 2024 CACREP Annual Report

Impact on P-12 Learning and Indicators of Teaching Effectiveness

School Counseling Student Learning Outcomes

• 2022-23 School Counseling Student Learning Outcomes
• 2021-22 School Counseling Student Learning Outcomes
• 2021 Classroom Observations documented by university supervisors and cooperating teachers serve as another source of evidence of teaching effectiveness.

Peer Review Survey

• School Counseling Employee Peer Review Survey

Exit Surveys

• Spring 2022 Exit Survey-Counseling Program
• Fall 2020-Spring 2021School Counseling Exit Survey

Satisfaction of Completers

• 2023 Tennessee Educator Survey-Educational Leaders/Administrators Feedback
• 2022 Tennessee Educator Survey-Educational Leaders/Administrators Feedback
• 2021 Tennessee Educator Survey-Educational Leaders/Administrators Feedback

Other Surveys and Reports

• 2023 TN Educator Survey
• 2022 TN Educator Survey

To address Measure 2, satisfaction of employers and stakeholder involvement, UTM EPP analyzes data from employer satisfaction surveys and survey results from our LEAs.

Satisfaction of Employers and Employment Milestones

• 2020-2021 School Counseling Employee Peer Review Survey

Stakeholder Involvement

Advisory Board Meetings

• Fall 2021 Counseling Advisory Board Meeting Minutes

To address Measure 3, UTM EPP reports annually on graduation and retention rates, student learning outcomes, Praxis pass rates, and Title II reports.

CACREP Annual Report

The CACREP Annual Report is a required survey completed by all programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). It collects standardized data each academic year about enrollment, graduation rates, degree completion rates, licensure and certification examination pass rates, employment outcomes, and faculty demographics. The report serves multiple purposes: it supports accreditation monitoring, ensures program transparency to the public, and provides critical evidence of candidate success and program effectiveness. It offers data that demonstrates completer impact and effectiveness through reporting licensure exam pass rates, which show candidates’ readiness for professional practice. It also addresses candidate competency at program completion by documenting program completion rates and licensure outcomes. In addition, the report contributes to demonstrating the ability of candidates to be hired in education positions for which they have been prepared by reporting employment and doctoral program admission rates for program completers actively seeking placement. Together, these elements highlight the quality and outcomes of the institution’s accredited counseling programs.

• 2024 CACREP Annual Report

Graduation Rates and Retention Rates

UTM EPP reports graduation and retention rates annually.

• Fall 2024-Advanced Programs Enrollment by Term
• Fall 2023-Advanced Programs Enrollment by Term
• Fall 2022-Advanced Programs Enrollment by Term
• Fall 2021-Advanced Programs Enrollment by Term
• Fall 22-Spring 2023 Advanced Programs Graduation Rates
• Fall 21-Spring 2022 Advanced Programs Graduation Rates
• Fall 20-Spring 2021 Advanced Programs Graduation Rates

Student Learning Outcomes

School Counseling

• 2023 School Counseling Student Learning Outcomes
• 2022 School Counseling Student Learning Outcomes
• 2021 Counseling Student Learning Outcomes

Ability of Completers to Meet Licensing (Certification) and Any Additional State Requirements

Praxis Pass Rates

To be considered as a completer with UTM’s EPP and be considered for licensure, candidates must pass state-mandated content and pedagogy tests (Praxis tests) for their licensure area. The Praxis exams are administered through Pearson Assessments. Results are monitored and reported annually for the university and compared to state results. Institutional pass rates are generated by the Title II report and are calculated based on Tennessee’s Cutscores.

School Counseling

• 2023-24 School Counseling Praxis Pass Rate
• 2022 School Counseling Praxis Pass Rate
• 2021 School Counseling Praxis Pass Rate

To address Measure 4, Ability of Completers to be Hired in Education Positions for which They Have Prepared, UTM EPP analyzes data from the Tennessee Department of Education Annual Reports, UT Martin’s Educator Preparation Program Report Card, job placement surveys, and memos from SCORE.

CACREP Annual Report

The CACREP Annual Report is a required survey completed by all programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). It collects standardized data each academic year about enrollment, graduation rates, degree completion rates, licensure and certification examination pass rates, employment outcomes, and faculty demographics. The report serves multiple purposes: it supports accreditation monitoring, ensures program transparency to the public, and provides critical evidence of candidate success and program effectiveness. It offers data that demonstrates completer impact and effectiveness through reporting licensure exam pass rates, which show candidates’ readiness for professional practice. It also addresses candidate competency at program completion by documenting program completion rates and licensure outcomes. In addition, the report contributes to demonstrating the ability of candidates to be hired in education positions for which they have been prepared by reporting employment and doctoral program admission rates for program completers actively seeking placement. Together, these elements highlight the quality and outcomes of the institution’s accredited counseling programs.

• 2024 CACREP Annual Report

TN Department of Education Annual Reports

• 2021 TN Department of Education Annual Report (2019-2020)
• 2020 State Collaborative on Reforming Education Statement Regarding the Teacher Preparation During the Pandemic
• 2020 TN Department of Education Annual Report (2018-2019)
• 2019 TN Department of Education Annual Report (2017-2018)

UTM EPP Report Card

• UTM EPP State Report Card 2024
• UTM EPP State Report Card 2023
• UTM EPP State Report Card 2022
• UTM EPP State Report Card 2021
• UTM EPP State Report Card 2020
• UTM EPP State Report Card 2019
• UTM EPP State Report Card 2018

Job Placement Survey and Employment Domain from UTM EPP Report Card

Job Placement Survey

• 2023-2024 Job Placement Survey
• 2022-2023 Job Placement Survey
• 2021-2022 Job Placement Survey
• 2020-2021 Job Placement Survey
• 2019-2020 Job Placement Survey

Employment Domain from the UTM EPP Report Card

• 2023-2024 Employment Domain from the UTM EPP Report Card
• 2022-2023 Employment Domain from UTM EPP Report Card
• 2021-2022 Employment Domain from UTM EPP Report Card
• 2020-2021 Employment Domain from UTM EPP Report Card
• 2019-2020 Employment Domain from UTM EPP Report Card

Student Loan Default Rates and Other Consumer Information (Initial and Advanced Levels)

The Office of Federal Student Aid, under the direction of the US Department of Education, publishes official Federal Cohort Default Rates once per year. A cohort default rate is the percentage of a school’s borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or Direct Loan Program loans during a particular federal fiscal year, October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year.

• For 2022, 2023, and 2004 the Official Cohort Default Rate was 0.0%. NOTE: Students were not in repayment during this time period. *Published September of 2024. Contact our Financial Aid Office for a copy of the official letter.
• For 2020, 2021, and 2002 the Official Cohort Default Rate was 0.0%. NOTE: Students were not in repayment during this time period.
  *Published September of 2023. Contact our Financial Aid Office for a copy of the official letter.
• For 2019, 2020, and 2021 the Official Cohort Default Rate was 2.2%.
  *Contact our Financial Aid Office for a copy of the official letter.
• 2019 Official Cohort Default Rate was 2.2%.
  *Published September 2022. Contact our Financial Aid Office for a copy of the official letter.
• 2018 Official Cohort Default Rate was 6.7%.
  *Published September 2021. Contact our Financial Aid Office for a copy of the official letter.
• 2017 Official Cohort Default Rate was 8.6%.
  *Published September 2020. Contact our Financial Aid Office for a copy of the official letter.
• 2016 Official Cohort Default Rate was 8.4%.
  *Published September 2019. Contact our Financial Aid Office for a copy of the official letter.