Accreditation

The University of Southern Indiana offers 11 initial educator licensure programs and 3 advanced educator licensure programs. All programs are approved by the Indiana Department of Education. Click on the licensure area to learn more about individual program accreditations/recognitions and enrollment and completion data.

Initial Licensure Areas

• Early Childhood Generalist
• Elementary Education Generalist
• English/Language Arts
• Exceptional Needs – Mild
• Fine Arts – Visual Arts
• Mathematics
• Physical Education
• Science Teaching (Earth/Space Science, Chemistry, Life Science, Physical Sciences, Physics)
• Social Studies – Historical Perspectives
• World Languages and Cultures Teaching (French, German, Spanish)
• Post-Baccalaureate Certificate
  • English/Language Arts (Grades 5-12)
  • Fine Arts - Visual Arts (Grades 5-12)
  • Mathematics (Grades 5-12)
  • Physical Education (Grades P-12)
  • Science - Chemistry, Earth/Space Science, Life Science, Physical Science, Physics  (Grades 5-12)
  • Social Studies - Historical Perspectives (Grades 5-12)
  • World Languages – French, German, Spanish (Grades P-12)

Advanced Licensure Areas

• Building Level Administrator
• District Level Administrator
• Teacher License Addition: Exceptional Needs-Mild Intervention
• Teacher License Addition: English Learners

Initial Impact on P-12 Learning & Development (CAEP R4.1)

The Educator Preparation Provider (EPP) at the University of Southern Indiana is committed to ensuring that program completers effectively contribute to P-12 student learning and demonstrate the professional competencies necessary for success. This report provides evidence aligned with CAEP Standard 4: Program Impact, using multiple measures to assess the effectiveness of program completers in the classroom. The analysis integrates survey data, formal evaluations, student performance data, and case study findings to evaluate the extent to which completers:

• Contribute to P-12 student learning growth (CAEP 4.1).

• Effectively apply professional knowledge, skills, and dispositions (CAEP 4.2).

• Are well-prepared for professional responsibilities (CAEP 4.3).

• Are valued by employers (CAEP 4.4).

Survey Results: Employer and Completer Perceptions

To assess the effectiveness of our program completers, surveys were administered to both principals (employers) and teachers (completers). The results are summarized in the table below:

Student Learning Impact: Growth Percentages

To measure completers’ impact on P-12 student learning, we analyzed NWEA MAP Growth assessment data. The table below highlights student growth percentages achieved under each teacher:

*Note: Fall 2026 Principal Survey data provided by the Indiana Department of Education (IDOE) contains information collected during the 2024-2025 year.

Principles surveyed by the Indiana Department of Education provided feedback on first and second year University of Southern Indiana (USI) initial licensure alumni. The found USI graduates to be prepared in their knowledge of content and pedagogy and prepared with appropriate professional dispositions.

• Hiring principles agree that our graduates impact P-12 learning growth and display the professional knowledge, skills and dispositions necessary for their profession. They:

  • Understand how students learn

  • Meet expectations for content preparation and knowledge

  • Adhere to the legal and ethical requirements of the teaching profession

View the current and prior Principal Survey Results

*Note: Fall 2026 Educator Survey data provided by the Indiana Department of Education (IDOE) contains information collected during the 2024-2025 year. 

Graduates surveyed by the Indiana Department of Education represent three years of USI student alumni who are employed throughout Indiana schools. 

•  Data collected during the 2024-2025 year indicated that 98% of USI completers rated their preparation as good or excellent, which includes the following areas:

  • Content preparation and knowledge

  • Inclusive and rigorous learning environments

  • Learner development and growth

  • Collaboration with school leaders and colleagues

View the current and prior Teacher Survey Results

RA4.2 Satisfaction of Completers

In Spring 2025, USI surveyed completers of the district-level administration program who had moved into district-level roles. A total of three completers—those who met the eligibility criteria of currently serving in district-level leadership—provided feedback across twelve core competencies. Their responses indicate a high level of satisfaction with the program and its applicability to their real-world professional responsibilities.

Completers agreed the program:

• Strengthened their ability to understand and apply knowledge and skills relevant to their roles;

• Equipped them to employ research methodologies (qualitative, quantitative, and/or mixed methods);

• Prepared them to analyze data for creating inclusive and safe school environments;

• Helped them to collaborate effectively with educational stakeholders, including teachers, administrators, and community members;

• Supported their application of technology in their specialization area;

• Promoted a strong understanding of professional dispositions, ethics, and policy standards;

• Enabled them to apply state and national content standards;

• Facilitated theory-to-practice connections and engagement in meaningful clinical experiences;

• Fostered their understanding of diverse learner district-level administration and inclusive, collaborative learning environments;

• Encouraged use of assessment data to guide instruction and promote student growth.

In open-ended comments, completers praised:

• Faculty support and responsiveness;

• Practical coursework that directly applied to their current roles;

• Content alignment with the challenges of district leadership.

Suggestions for improvement focused on expanding leadership development opportunities and adding more immersive, hands-on experiences. Several completers confirmed promotions into leadership positions following graduation, further indicating the program's relevance and impact.

This evidence demonstrates that completers perceive their preparation as highly relevant and effective, aligning directly with CAEP Standard RA4.2​.

Conclusion:

Collectively, the district-level administration completer and employer feedback provides compelling evidence that the program is fulfilling its mission to prepare district-level leaders who are reflective, research-informed, equity-minded, and capable of leading inclusive school systems. These data fulfill CAEP Standard RA4 and demonstrate the program's positive program impact and stakeholder satisfaction.

USI Partner School Corporation Teacher Effectiveness Data

One school corporation that employs a substantial number of USI program completers shares new teacher performance evaluation summary data with USI. New teachers are defined as teachers with three (3) or less years of experience. The corporation disaggregates the data and provides summary data only to USI.

Partner School Corporation Report Results Chart-Percent of USI-Prepared New Teachers Rated Effective or Highly Effective

*NOTE: Effective Fall 2023, EPPs will no longer receive complete reports from the IDOE on this measure. USI is currently working toward implementing new instruments to measure Teacher effectiveness and impact to supplement this reporting requirement.

The Indiana Department of Education provides an annual report of teacher performance as evaluated by their building leaders. The report reflects performance by teachers within their first three years based on evaluations conducted the academic year prior to the reporting year. 

Below is a chart indicating USI's graduate performance:

Click the file titles below for more details.

• Fall 2024 Teacher Effectiveness Data
• Fall 2023 Teacher Effectiveness Data
• Fall 2022 Teacher Effectiveness Data
• Fall 2021 Teacher Effectiveness Data
• Fall 2020 Teacher Effectiveness Data

*Note: Fall 2026 Principal Survey data provided by the Indiana Department of Education (IDOE) contains information collected during the 2024-2025 year. 

Principles surveyed by the Indiana Department of Education (IDOE) provide feedback on first and second year University of Southern Indiana (USI) initial licensure graduates. Data for graduates of USI advanced licensure programs are not available from the IDOE. USI is conducting analysis of advanced candidates to put in place a mechanism for collecting advanced satisfaction feedback. 

• Hiring principles agree that our initial program graduates impact P-12 learning growth and display the professional knowledge, skills and dispositions necessary for their profession. They:

  • Understand how students learn

  • Meet expectations for content preparation and knowledge

  • Adhere to the legal and ethical requirements of the teaching profession

View the current and prior Principal Survey Results

CAEP Standard RA4 Evidence: Satisfaction of District-Level Administration Completers and Employers

Overview: The University of Southern Indiana (USI) collected evidence of program impact through feedback from both District-level administration completers and their employers. These data support CAEP Standard RA4 by demonstrating that both completers and their supervisors affirm the relevance and effectiveness of their advanced-level preparation.

RA4.1 Satisfaction of Employers

Employer feedback was solicited from superintendents overseeing district-level administration completers. One superintendent—responsible for employing multiple graduates—provided narrative input, which strongly affirmed the effectiveness of the program. Specific highlights included:

• Recognition of the program’s impact on bilingual education and family engagement, describing these efforts as “powerful” and “transformative.”

• Commendation for the candidates’ use of evidence-based practices to support multilingual learners.

• Positive remarks on the integration of students’ heritage, language, and identity into instruction, which supports culturally responsive practice and aligns with CAEP Standard RA1 and RA2.

The superintendent further highlighted:

• The quality of clinical partnerships, which allowed candidates to engage in embedded, equity-driven fieldwork;

• The family literacy initiative, which promoted both academic growth in children and empowerment for parents, emphasizing authentic school-family collaboration;

• The visible sense of pride and joy in students and caregivers, which served as a testament to candidate impact in real-world settings.

This feedback affirms that completers are not only prepared to meet the demands of their roles but also embody the dispositions and collaborative practices essential to supporting diverse student populations.

This aligns directly with CAEP Standard RA4.1 by demonstrating that employers are satisfied with the relevance and effectiveness of the completers’ preparation​​.

Licensure Test Data-Pass Rates (Initial Programs)

Pass rates on licensure exams is one measure of the ability of USI completers to meet licensing requirements. The following chart includes overall initial licensure test data. Individual links to each program area are included below this chart.

Summary Licensure Test Data by Program Completer Cohort-Initial Programs

*All = All Program Completers, TED = Teacher Education Major Completers, Other = Secondary Education and P-12 Licensure Minors

Program Area Test Reports

Elementary Education Content
Elementary Education Pedagogy

Early Childhood Education Content
Early Childhood Education Pedagogy

Special Education Content
Special Education Pedagogy

English Language Arts 5-12 Content
English Language Arts 5-12 Pedagogy

Historical Perspective 5-12 Content
Historical Perspective 5-12 Pedagogy

Mathematics 5-12 Content
Mathematics 5-12 Pedagogy

Physical Education P-12 Content
Physical Education P-12 Pedagogy

Chemistry 5-12 Content
Earth/Space Science 5-12 Content
Life Science 5-12 Content
Physical Science 5-12 Content
Physics 5-12 Content
All Sciences 5-12 Pedagogy

Visual Arts P-12 Content
Visual Arts P-12 Pedagogy

World Languages P-12 Content
World Languages P-12 Pedagogy

Teacher License Addition-Exceptional Needs Content

Building-Level Administrator Content

District-Level Administrator Content

Teacher License Addition-English Learners Content

Post-Baccalaureate-1 tester (Chem) 2024-2025 AY

Teacher Candidate Final Assessment/Synthesis Phase Clinical Internship Summative Assessment (Initial Programs)

The Teacher Candidate Final Assessment (TCFA) is a comprehensive assessment of a teacher candidate's professional performance in four categories: the learner and learning, content knowledge, instructional practices, and professional responsibility. The assessment is completed by the cooperating teacher and the university supervisor at the end of the clinical internship experience. The TCFA was replaced by the Synthesis Phase Clinical Internship Summative Assessment beginning Fall 2025.

The Synthesis Phase Clinical Internship Summative Assessment is a comprehensive assessment of a teacher candidate's professional performance in three categories: planning, instruction, and professionalism. The assessment is completed by the cooperating teacher and the university supervisor at the end of the clinical internship experience. This assessment replaced the TCFA beginning Fall 2025. 

TCFA Data Fall 2023-Spring 2025
SPCISA Data Fall 2025-Spring 2026

edTPA® (Initial Programs)

edTPA® is a proprietary, subject-specific, portfolio-based assessment of teaching performance completed by teacher candidates during the clinical internship. As a performance assessment, edTPA® is designed to engage candidates in demonstrating their understanding of teaching and children's learning in authentic ways. 

Spring 2026 edTPA® Summary
Fall 2025 edTPA® Summary
Spring 2025 edTPA® Summary
Fall 2024 edTPA® Summary
Spring 2024 edTPA® Summary
Fall 2023 edTPA® Summary
Spring 2023 edTPA® Summary
Fall 2022 edTPA® Summary

Title II Reports (Initial Programs)

Title II Section 207 of the Higher Education Act (HEA) requires states, as recipients of HEA funds, and all institutions with teacher preparation programs that enroll students receiving federal financial assistance, to prepare annual reports on teacher preparation and licensing. These reports detail the enrollment and completion of our candidates. 

Traditional

Title II Report Traditional 2026

Title II Report Traditional 2025

Title II Report Traditional 2024

Title II Report Traditional 2023

Title II Report Traditional 2022

Alternative

Title II Report Alt 2026

Title II Report Alt 2025

Title II Report Alt 2024

Title II Report Alt 2023

Title II Report Alt 2022

Advanced CAEP Measure 3 Data

EDLA (Administrative Leadership) Internship Summative Evaluation

EDLE (Educational Leadership) Internship Summative Evaluation

TLEN (Teacher License-Exceptional Needs) Graduate Student Performance Assessment

Data on the number of completers who are hired in education positions for which they have been prepared is obtained by informal self-reporting. USI distributes end of program surveys to attempt to collect information for those who have been offered a position. Beginning 2022-2023, surveys are sent to alumni to attempt to collect current employment data, which has improved the collection process. The percentages listed are only those who self-report or are found via informal methods (ex. School board notes, faculty communication, etc.) and therefore it is assumed the reported data will appear lower than reality. Note: Double majors are reported in each program area they represent.

USI Initial Completer Employment Rates (by program area)

IC 20-28-3-1 and IC 20-28-11.5-9 require the Indiana Department of Education (IDOE) to collect and report information from Educator Preparation Programs (EPPs) annually. This information must be reported using a matrix which is to be posted to the IDOE website. (https://www.doe.in.gov/epps/data-comparative-performance) 

Please note that all data points are based upon the September 1– August 31 Title II timeframe.

The following information specific to the University of Indiana is available by clicking on the links below.

2026 Report (2024-2025 Data)

• Licensure Test Data

• Candidate GPA Data (Admission and Completion)

• Attrition, Retention, Completion Data

• Principal (Employer) Satisfaction Data

• Teacher (Alumni) Satisfaction Data

2025 Report (2023-2024 Data)

• Licensure Test Data

• Candidate GPA Data (Admission and Completion)

• Attrition, Retention, Completion Data

• Principal (Employer) Satisfaction Data

• Teacher (Alumni) Satisfaction Data

2024 Report (2022-2023 Data)

• Licensure Test Data

• Candidate GPA Data (Admission and Completion)

• Attrition, Retention, Completion Data

• Principal (Employer) Satisfaction Data

• Teacher (Alumni) Satisfaction Data