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Accreditation

CACREP Accreditation (Download as a pdf)
CAEP/NCATE Accreditation



CACREP Accreditation

University of Rochester
Margaret Warner Graduate School of Education & Human Development
Counseling Program Vital Statistics
 
The University of Rochester’s Margaret Warner Graduate School of Education and Human Development is located in Rochester, New York, a city of approximately 210,000, located on the southern shore of Lake Ontario.  For detailed information regarding Rochester, New York demographics, please visit  http://www.city-data.com/city/Rochester-New-York.html.  The University of Rochester is a non-sectarian, co-educational private institution currently serving some 10,500 students.  For detailed information regarding University of Rochester demographics, please visit the University’s Factbook at http://www.rochester.edu/provost/ir/ .
 
This document is designed for the purpose of providing information to our stakeholders regarding metrics related to the operation of our three counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).  These three accredited program areas include: the M.S. in School Counseling, the M.S. in Community Mental Health Counseling, and the collective Ed.D. and Ph.D. level doctoral programs in counseling.  These statistics are based on calculations amassed at the start of the 2016-2017 academic year.
 
M.S. in School Counseling
a) Number of currently enrolled students 20.0
b) Number of program graduates from the past year  9.0
c) Completion rate*        85.72%
d) Licensure or certification examination pass rate** 93.0%
e) Job placement rate***     49.84%
                                                                                           

M.S. in Community Mental Health Counseling
a) Number of currently enrolled students 44.0
b) Number of program graduates from the past year  28.0
c) Completion rate*        69.15%
d) Licensure or certification examination pass rate** 94.0%
e) Job placement rate***     60.66%

 
Collective Statistics for Ph.D. and Ed.D. Counseling Programs****
a) Number of currently enrolled students 46.0
b) Number of program graduates from the past year  5.0
c) Completion rate*        45.0%
e) Job placement rate*** 80.0%

*Completion rate is defined as the percentage of admitted students who graduate from the program within the expected time period.  In the case of master’s level students we estimated that a full time student would ideally graduate within a 2-calendar year period (plus summers) and that a part-time student would complete in 4 calendar years (plus summers). In the case  of doctoral programs, we considered an ideal full-time completion rate to be 5 calendar years (plus summers) and a part-time completion rate to be 8 years.  Please note that this calculation is not a reflection of retention rate, but rather is a calculation of students who complete during a prescribed time period.
 
**Currently, in New York State, no counseling-related examination exists for School Counselor certification.  However, school counseling students are allowed to take the National Counselors Exam.  The data reported for school counselors are for those who elect to take the NCE.  Although there is a licensure examination for Mental Health Counselors, individual programs are not granted statistics from the state on their students or graduates.  Again, the data reported here are for those who elect to take the NCE. 
 
***The following is a quotation from the CACREP Vital Statistics Survey describing the calculation of “Job Placement Rate”.  Note that this calculation does not include the many graduates who obtained employment after 6 months.
 
Numerator: the number of students who, within 180 days of the day they received their master's counseling degree [in a given award year], obtained employment in the recognized occupation for which they were trained or in a related comparable recognized occupation.
   
Denominator: the number of students who, during the award year, received the master's counseling degree awarded for successfully completing the program.
 
**** Please visit www.warner.rochester.edu/programs/counseling/for a complete description of counseling doctoral options.

For the executive summary of the CACREP Interim Report, submitted in April 2014, please visit Warner School CACREP Interim Report-April 2014 Executive Summary.pdf.

For the most recent annual CACREP Systematic Evaluation Report, please visit CACREP SYSTEMATIC EVALUATION REPORT.




CAEP/NCATE Accreditation

The University of Rochester is nationally recognized by the National Council for Accreditation of Teacher Education (NCATE), now consolidated into the Council for the Accreditation of Educator Preparation (CAEP), for the following programs:
  • Initial Teacher Preparation programs at the Warner School of Education in English, Social Studies, Mathematics, Science, Foreign Languages, Latin, as well as Early Childhood Education, Elementary Education, and Inclusion. 
  • Advanced Preparation programs at the Warner School of Education in Reading & Literacies Specialist and School Administration Preparation for both Building and District levels.
Candidate Performance Data
The results of the New York State Exams required to obtain teaching or leadership certification from September 2013 to August 2016 are provided as an indication of the strength of Warner School students.
EXAM* DESCRIPTION* Pass Rate
Elementary Assessment
of Teaching Skills—Written   (ATS–W)
The Elementary ATS–W measures professional and pedagogical knowledge at the Early Childhood (birth–grade 2) and Childhood (grades 1–6) levels. 2013-14 - 100%
2014-15 - 100%
2015-16 - NA (no tests taken)
Secondary Assessment
of Teaching Skills—Written (ATS–W)
The Secondary ATS–W measures professional and pedagogical knowledge at the Middle Childhood (grades 5–9) and Adolescence (grades 7–12) levels. 2013-14 - 100%
2014-15 - 100%
2015-16 - 100%
Liberal Arts and Sciences Test (LAST) The LAST consists of multiple-choice questions and a written assignment. Examinees are asked to demonstrate conceptual and analytical skills, critical-thinking and communication skills, and multicultural awareness. The test covers scientific, mathematical, and technological processes; historical and social scientific awareness; artistic expression and the humanities; communication and research skills; and written analysis and expression. 2013-14 - 100%
2014-15 - 100%
discontinued
Academic Literacy Skills Test (ALST) The Academic Literacy Skills Test consists of selected-response items, two focused constructed-response items, and one extended written assignment. The ALST measures academic literacy skills necessary to teach effectively in New York State public schools. 2013-14 – 100%
2014-15 – 92.16%
2015-16 - 100%
 
Educating All Students (EAS) The Educating All Students test consists of selected-response items and constructed-response items. Each constructed-response item will share scenario-based stimulus material with several selected-response items. The EAS test measures the professional and pedagogical knowledge and skills necessary to teach all students effectively in New York State public schools. 2013-14 – 100%
2014-15 – 96.30%
2015-16 - 100%
edTPA edTPATM is a nationally available teacher performance assessment developed by Stanford University. edTPA is a multiple measure assessment of teaching focused on student learning. Evidence of candidate teaching performance is drawn from a subject-specific learning segment: 3–5 lessons from a unit of instruction for one class of students. Teacher candidates submit authentic artifacts (lesson plans, video clips of instruction, student work samples) from their actual teaching during a clinical field experience. Candidates also submit commentaries that provide a rationale to support their instructional practices based on student learning strengths and needs. Candidates' evidence is evaluated across five scoring components of teaching: Planning, Instruction, Assessment, Analysis of Teaching, and Academic Language. 2013-14 – 100%
2014-15 – 90%
2015-16 - 87%
 
School Building Leader (SBL) Part One Developing, Communicating, and Sustaining an Educational Vision, Managing Change, Making Decisions, and Ensuring Accountability 2012-13 - 100%
2013-14 - 100%
Revised School Building (SBL) Leader Part One Instructional Leadership for Student Success, School Culture & Learning Environment to Promote Excellence
 
2014-15 - 100%
2015-16 - 93.8%
School Building Leader (SBL) Part Two Leading the School Wide Educational Program,  Managing School Resources, Finances, and Compliance 2012-13 - 97.9%
2013-14 – 95.83%
Revised School Building(SBL)
Leader Part Two
Developing Human Capital to Improve Teacher and Staff Effectiveness and Student Achievement; Family and Community  Engagement; Operational Systems, Data Systems, and Legal Guidelines to Support Achievement of School Goals 2014-15 - 100%
2015-16 - 97%
School District Leader (SDL) Part One Develop, Communicate, Sustain Educational Vision, Supervising District wide Change & Accountability 2013-14 - 100%
2014-15 - 100%
2015-16 - 100%
School District Leader (SDL) Part Two Leading the District Education Program, Manage District Resources & Compliance 2013-14 - 100%
2014-15 - 100%
2015-16 - 96%
*Descriptions for the individual tests are from the New York State Teaching Certification websites.
 
All Teaching candidates also take one or more Content Specialty exams.