CAEP Accreditation

The University of Michigan-Ann Arbor's Teacher Education Program is accredited by the Teacher Education Accreditation Council (TEAC) through June 2023. This accreditation certifies that the University of Michigan-Ann Arbor has provided evidence that it adheres to TEAC's quality principles. More information can be found on the Council for the Accreditation of Educator Preparation website.

The chart below lists the name of each endorsement program, including its appropriate grade bands and accreditation/approval status, that is attached to initial teaching certification.

Endorsement Program Accreditation Status

Endorsement Program	Grade Bands	Accreditation/Approval Status
Arabic	6-12	TEAC/CAEP Accreditation (2015)
Biology	6-12	TEAC/CAEP Accreditation (2015)
Chemistry	6-12	TEAC/CAEP Accreditation (2015)
Earth/Space Science	6-12	TEAC/CAEP Accreditation (2015)
Economics	6-12	TEAC/CAEP Accreditation (2015)
Elementary Education	K-5 All Subjects	TEAC/CAEP Accreditation (2015)
Elementary Education	K-8 All Subjects Self-Contained Classroom	TEAC/CAEP Accreditation (2015)
English	6-12	TEAC/CAEP Accreditation (2015)
English as a Second Language	K-8	TEAC/CAEP Accreditation (2015)
English as a Second Language	6-12	TEAC/CAEP Accreditation (2015)
French	6-12	TEAC/CAEP Accreditation (2015)
German	6-12	TEAC/CAEP Accreditation (2015)
History	6-12	TEAC/CAEP Accreditation (2015)
Integrated Science	K-8	TEAC/CAEP Accreditation (2015)
Integrated Science	6-12	TEAC/CAEP Accreditation (2015)
Italian	6-12	TEAC/CAEP Accreditation (2015)
Language Arts	K-8	TEAC/CAEP Accreditation (2015)
Latin	6-12	TEAC/CAEP Accreditation (2015)
Mandarin	6-12	TEAC/CAEP Accreditation (2015)
Mathematics	K-8	TEAC/CAEP Accreditation (2015)
Mathematics	6-12	TEAC/CAEP Accreditation (2015)
Physics	6-12	TEAC/CAEP Accreditation (2015)
Political Science	6-12	TEAC/CAEP Accreditation (2015)
Psychology	6-12	TEAC/CAEP Accreditation (2015)
Social Studies	K-8	TEAC/CAEP Accreditation (2015)
Social Studies	6-12	TEAC/CAEP Accreditation (2015)
Spanish	K-12	State of Michigan continuing approval (2018)
Spanish	6-12	TEAC/CAEP Accreditation (2015)

CAEP Annual Reporting

Impact on P-12 learning and development

These are the most recent data available from the Michigan Department of Education. In addition, our EPP is in the process of designing a case study to observe the impact of our graduates in their classrooms. We expect to add the preliminary results of the case study to our website by July 2022.

State of Michigan Educator Effectiveness Ratings, 2014–15 through 2018–19
Year	Total	Effective + Highly Effective	Highly Effective	Effective	Minimally Effective	Ineffective
2014–15	127	111 (87%)	32 (25%)	79 (62%)	14 (11%)	2 (1%)
2015–16	232	212 (91%)	45 (19%)	167 (72%)	15 (6%)	5 (2%)
2016–17	276	260 (94%)	55 (20%)	205 (74%)	15 (5%)	1 (<1%)
2017–18	345	339 (98%)	75 (22%)	264 (76%)	4 (1%)	2 (<1%)
2018–19	396	386 (97%)	124 (31%)	262 (66%)	9 (2%)	1 (<1%)
2019-20	No data due to COVID-19 pandemic
2020-21	322	322 (100%)	112 (35%)	210 (65%)	0 (0%)	9 (0%)
Aggregate	1698	1630 (97%)	443 (27%)	1187 (70%)	57 (3%)	11 (<1%)

Indicators of teaching effectiveness

These are the most recent data available from the Michigan Department of Education.

State of Michigan Educator Effectiveness Ratings, 2014–15 through 2018–19
Year	Total	Effective + Highly Effective	Highly Effective	Effective	Minimally Effective	Ineffective
2014–15	127	111 (87%)	32 (25%)	79 (62%)	14 (11%)	2 (1%)
2015–16	232	212 (91%)	45 (19%)	167 (72%)	15 (6%)	5 (2%)
2016–17	276	260 (94%)	55 (20%)	205 (74%)	15 (5%)	1 (<1%)
2017–18	345	339 (98%)	75 (22%)	264 (76%)	4 (1%)	2 (<1%)
2018–19	396	386 (97%)	124 (31%)	262 (66%)	9 (2%)	1 (<1%)
2019-20	No data due to COVID-19 pandemic
2020-21	322	322 (100%)	112 (35%)	210 (65%)	0 (0%)	0 (0%)
Aggregate	1698	1630 (97%)	443 (27%)	1187 (70%)	57 (3%)	11 (<1%)

Satisfaction of employers and employment milestones

These data are not currently available. The EPP and the Michigan Department of Education each have employer surveys in progress. We expect to add the data from these surveys to our website by April 2023.

Satisfaction of completers

The following data represents program completers from the Undergraduate Elementary Teacher Education (ETE) program and Undergraduate Secondary Teacher Education (STE) programs within the EPP. The data was received via a Michigan Department of Education survey provided to all first-year teachers. The 2016–17, 2017–18, and 2018–19 school years are represented.

In retrospect, my college/university prepared me to…
use instructional strategies to help students understand key concepts in the content area(s).
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	15 (52%)	6 (21%)	1 (3%)	0 (0%)	7 (24%)	29
2017–18	14 (41%)	10 (29%)	0 (0%)	0 (0%)	10 (29%)	34
2018–19	18 (62%)	6 (21%)	0 (0%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	47 (51%)	22 (24%)	1 (1%)	0 (0%)	22 (24%)	92

In retrospect, my college/university prepared me to…
use knowledge of content area(s) to design high-quality learning experiences.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	14 (48%)	7 (24%)	1 (3%)	0 (0%)	7 (24%)	29
2017–18	18 (53%)	6 (18%)	0 (0%)	0 (0%)	10 (29%)	34
2018–19	19 (66%)	4 (14%)	1 (3%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	51 (55%)	17 (18%)	2 (2%)	0 (0%)	22 (24%)	92

In retrospect, my college/university prepared me to…
use instructional strategies to help students connect their prior knowledge and experiences to new concepts.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	12 (41%)	9 (31%)	1 (3%)	0 (0%)	7 (24%)	29
2017–18	16 (47%)	8 (24%)	0 (0%)	0 (0%)	10 (29%)	34
2018–19	15 (52%)	8 (28%)	1 (3%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	43 (47%)	25 (27%)	2 (2%)	0 (0%)	22 (24%)	92

In retrospect, my college/university prepared me to…
use multiple ways to model and represent key concepts in the content area(s) taught.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	11 (38%)	10 (34%)	1 (3%)	0 (0%)	7 (24%)	29
2017–18	13 (38%)	11 (32%)	0 (0%)	0 (0%)	10 (29%)	34
2018–19	17 (59%)	6 (21%)	1 (3%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	41 (45%)	27 (29%)	2 (2%)	0 (0%)	22 (24%)	92

In retrospect, my college/university prepared me to…
question and challenge assumptions within the content area(s) being taught.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	12 (41%)	8 (28%)	1 (3%)	1 (3%)	7 (24%)	29
2017–18	16 (47%)	7 (21%)	1 (3%)	0 (0%)	10 (29%)	34
2018–19	13 (45%)	10 (34%)	1 (3%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	41 (45%)	25 (27%)	3 (3%)	1 (1%)	22 (24%)	92

In retrospect, my college/university prepared me to…
apply various perspectives to analyze complex issues and solve problems.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	11 (38%)	9 (31%)	1 (3%)	1 (3%)	7 (24%)	29
2017–18	15 (44%)	8 (24%)	1 (3%)	0 (0%)	10 (29%)	34
2018–19	17 (59%)	7 (24%)	0 (0%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	43 (47%)	24 (26%)	2 (2%)	1 (1%)	22 (24%)	92

In retrospect, my college/university prepared me to…
interpret and evaluate information in their content area(s).
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	14 (48%)	5 (17%)	2 (7%)	1 (3%)	7 (24%)	29
2017–18	17 (50%)	7 (21%)	0 (0%)	0 (0%)	10 (29%)	34
2018–19	16 (55%)	6 (21%)	2 (7%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	47 (51%)	18 (20%)	4 (4%)	1 (1%)	22 (24%)	92

In retrospect, my college/university prepared me to…
connect content knowledge to LOCAL issues in his or her teaching.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	5 (17%)	9 (31%)	6 (21%)	2 (7%)	7 (24%)	29
2017–18	11 (32%)	8 (24%)	3 (9%)	2 (6%)	10 (29%)	34
2018–19	12 (41%)	6 (21%)	5 (17%)	1 (3%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	28 (30%)	23 (25%)	14 (15%)	5 (5%)	22 (24%)	92

In retrospect, my college/university prepared me to…
connect content knowledge to GLOBAL issues in his or her teaching.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	8 (28%)	10 (34%)	2 (7%)	2 (7%)	7 (24%)	29
2017–18	10 (29%)	11 (32%)	3 (9%)	0 (0%)	10 (29%)	34
2018–19	14 (48%)	6 (21%)	3 (10%)	1 (3%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	32 (35%)	27 (29%)	8 (9%)	3 (3%)	22 (24%)	92

In retrospect, my college/university prepared me to…
develop meaningful learning experiences to help students apply content knowledge to real world problems.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	12 (41%)	8 (28%)	1 (3%)	1 (3%)	7 (24%)	29
2017–18	12 (35%)	10 (29%)	2 (6%)	0 (0%)	10 (29%)	34
2018–19	15 (52%)	8 (28%)	1 (3%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	39 (42%)	26 (28%)	4 (4%)	1 (1%)	22 (24%)	92

In retrospect, my college/university prepared me to…
adapt instructional strategies and resources to support students from diverse cultural and ethnic backgrounds.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	9 (31%)	10 (34%)	2 (7%)	1 (1%)	7 (24%)	29
2017–18	15 (44%)	7 (21%)	2 (6%)	0 (0%)	10 (29%)	34
2018–19	13 (45%)	10 (34%)	1 (3%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	37 (40%)	27 (29%)	5 (5%)	5 (5%)	22 (24%)	92

In retrospect, my college/university prepared me to…
adapt instructional strategies and resources to support English language learners.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	4 (14%)	11 (38%)	3 (10%)	4 (14%)	7 (24%)	29
2017–18	8 (24%)	9 (26%)	6 (18%)	1 (3%)	10 (29%)	34
2018–19	8 (28%)	3 (10%)	10 (34%)	3 (10%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	20 (22%)	23 (25%)	19 (21%)	8 (9%)	22 (24%)	92

In retrospect, my college/university prepared me to…
apply modifications and accommodations based on legal requirements for supporting English language learners.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	4 (14%)	11 (38%)	4 (14%)	3 (10%)	7 (24%)	29
2017–18	7 (21%)	8 (24%)	7 (21%)	2 (6%)	10 (29%)	34
2018–19	6 (21%)	6 (21%)	7 (24%)	5 (17%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	17 (18%)	25 (27%)	18 (20%)	10 (11%)	22 (24%)	92

In retrospect, my college/university prepared me to…
apply modifications and accommodations based on Individualized Education Programs (IEPs).
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	5 (17%)	11 (38%)	3 (10%)	3 (10%)	7 (24%)	29
2017–18	12 (35%)	7 (21%)	4 (12%)	1 (3%)	10 (29%)	34
2018–19	11 (38%)	6 (21%)	6 (21%)	1 (3%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	28 (30%)	24 (26%)	13 (14%)	5 (5%)	22 (24%)	92

In retrospect, my college/university prepared me to…
adapt instructional strategies and resources to support students with varying learning abilities (e.g., special education students, gifted and talented students, and students with disabilities).
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	8 (28%)	8 (28%)	3 (10%)	3 (10%)	7 (24%)	29
2017–18	13 (38%)	9 (26%)	0 (0%)	2 (6%)	10 (29%)	34
2018–19	12 (41%)	6 (21%)	6 (21%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	33(36%)	23 (25%)	9 (10%)	5 (5%)	22 (24%)	92

In retrospect, my college/university prepared me to…
create a learning environment which engages students in both collaborative and self-directed ways.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	12 (41%)	7 (24%)	2 (7%)	1 (3%)	7 (24%)	29
2017–18	15 (44%)	7 (21%)	0 (0%)	2 (6%)	10 (29%)	34
2018–19	13 (45%)	10 (34%)	1 (3%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	40 (43%)	24 (26%)	3 (3%)	3 (3%)	22 (24%)	92

In retrospect, my college/university prepared me to…
establish and communicate explicit expectations with colleagues and families to promote individual student growth.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	13 (45%)	6 (21%)	1 (3%)	2 (7%)	7 (24%)	29
2017–18	13 (38%)	9 (26%)	1 (3%)	1 (3%)	10 (29%)	34
2018–19	29	16 (55%)	5 (17%)	2 (7%)	1 (3%)	5 (17%)
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	42 (46%)	20 (22%)	4 (4%)	4 (4%)	22 (24%)	92

In retrospect, my college/university prepared me to…
manage the learning environment to promote student engagement and minimize loss of instructional time.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	12 (41%)	6 (21%)	1 (3%)	3 (10%)	7 (24%)	29
2017–18	11 (32%)	6 (18%)	2 (6%)	5 (15%)	10 (29%)	34
2018–19	10 (34%)	9 (31%)	3 (10%)	1 (3%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	33 (26%)	21 (23%)	6 (7%)	9 (10%)	22 (24%)	92

In retrospect, my college/university prepared me to…
facilitate the creation of digital content by students.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	10 (34%)	10 (34%)	1 (3%)	1 (3%)	7 (24%)	29
2017–18	10 (29%)	12 (35%)	2 (6%)	0 (0%)	10 (29%)	34
2018–19	9 (31%)	12 (41%)	3 (10%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	29 (32%)	34 (37%)	6 (7%)	1 (1%)	22 (24%)	92

In retrospect, my college/university prepared me to…
create an online learning environment for students which includes digital content, personal interaction, and assessment.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	8 (28%)	9 (31%)	3 (10%)	2 (7%)	7 (24%)	29
2017–18	12 (35%)	9 (26%)	3 (9%)	0 (0%)	10 (29%)	34
2018–19	8 (28%)	11 (38%)	3 (10%)	2 (7%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	28 (30%)	39 (42%)	9 (10%)	4 (4%)	22 (24%)	92

In retrospect, my college/university prepared me to…
integrate digital content into her or his teaching which is pedagogically effective.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	11 (38%)	9 (31%)	1 (3%)	1 (3%)	7 (24%)	29
2017–18	13 (38%)	7 (21%)	4 (12%)	0 (0%)	10 (29%)	34
2018–19	15 (52%)	7 (24%)	1 (3%)	1 (3%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	39 (42%)	23 (25%)	6 (7%)	2 (2%)	22 (24%)	92

In retrospect, my college/university prepared me to…
use technology tools to organize the classroom, assess student learning and her or his teaching, and communicate.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	10 (34%)	10 (34%)	1 (3%)	1 (3%)	7 (24%)	29
2017–18	15 (44%)	6 (18%)	3 (9%)	0 (0%)	10 (29%)	34
2018–19	12 (41%)	10 (34%)	2 (7%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	37 (40%)	26 (28%)	6 (7%)	1 (1%)	22 (24%)	92

In retrospect, my college/university prepared me to…
practice high ethical standards in his or her use of technology.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	15 (52%)	6 (21%)	1 (3%)	0 (0%)	7 (24%)	29
2017–18	20 (59%)	3 (9%)	1 (3%)	0 (0%)	10 (29%)	34
2018–19	14 (48%)	7 (24%)	3 (10%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	49 (53%)	16 (17%)	5 (5%)	0 (0%)	22 (24%)	92

In retrospect, my college/university prepared me to…
design or select assessments to help students make progress toward learning goals.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	29	13 (45%)	8 (28%)	1 (3%)	0 (0%)	7 (24%)
2017–18	17 (50%)	6 (18%)	1 (3%)	0 (0%)	10 (29%)	34
2018–19	29	14 (48%)	8 (28%)	2 (7%)	0 (0%)	5 (17%)
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	44 (48%)	22 (23%)	4 (4%)	0 (0%)	22 (24%)	92

In retrospect, my college/university prepared me to…
analyze assessment data to understand patterns and gaps in learning for each student and for groups of students.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	11 (38%)	9 (31%)	2 (7%)	0 (0%)	7 (24%)	29
2017–18	14 (41%)	9 (26%)	1 (3%)	0 (0%)	10 (29%)	34
2018–19	13 (45%)	11 (38%)	0 (0%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	38 (41%)	29 (32%)	3 (3%)	0 (0%)	22 (24%)	92

In retrospect, my college/university prepared me to…
differentiate instruction based on student assessment data.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	11 (38%)	7 (24%)	3 (10%)	1 (3%)	7 (24%)	29
2017–18	15 (44%)	7 (21%)	2 (6%)	0 (0%)	10 (29%)	34
2018–19	12 (41%)	6 (21%)	5 (17%)	1 (3%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	38 (41%)	20 (22%)	10 (11%)	2 (2%)	22 (24%)	92

I feel my teaching experience during this year...
was positively affected by the field experiences and clinical practice I had through my preparation program.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	14 (48%)	7 (24%)	1 (3%)	0 (0%)	7 (24%)	29
2017–18	16 (47%)	5 (15%)	3 (9%)	0 (0%)	10 (29%)	34
2018–19	17 (59%)	5 (17%)	2 (7%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	47 (51%)	17 (18%)	6 (7%)	0 (0%)	22 (24%)	92

I feel my teaching experience during this year...
included the ability to work with diverse students at my certificate grade level, including students with disabilities and English language learners, because of the preparation I received.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	10 (34%)	8 (28%)	2 (7%)	2 (7%)	7 (24%)	29
2017–18	10 (29%)	9 (26%)	4 (12%)	1 (3%)	10 (29%)	34
2018–19	14 (48%)	7 (24%)	9 (31%)	2 (7%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	34 (37%)	24 (26%)	15 (16%)	5 (5%)	22 (24%)	92

I feel my teaching experience during this year...
was shaped by the regular, constructive feedback provided by my college/university supervisor.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	14 (48%)	7 (24%)	0 (0%)	1 (3%)	7 (24%)	29
2017–18	14 (41%)	9 (26%)	1 (3%)	0 (0%)	10 (29%)	34
2018–19	15 (52%)	6 (21%)	3 (10%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	43 (47%)	22 (24%)	4 (4%)	1 (1%)	22 (24%)	92

I feel my teaching experience during this year...
was better because of the opportunities I had to voice concerns and issues to my college/university supervisor.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	12 (41%)	8 (28%)	0 (0%)	2 (7%)	7 (24%)	29
2017–18	10 (29%)	11 (32%)	2 (6%)	1 (3%)	10 (29%)	34
2018–19	10 (34%)	6 (21%)	8 (28%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	32 (35%)	25 (27%)	10 (11%)	3 (3%)	22 (24%)	92

I feel my teaching experience during this year...
was a product of the high expectations for my clinical practice and field experiences held by my college/university supervisor during my preparation.
Year	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree	NA	Total
2016–17	14 (48%)	4 (14%)	3 (10%)	1 (3%)	7 (24%)	29
2017–18	17 (50%)	6 (18%)	1 (3%)	0 (0%)	10 (29%)	34
2018–19	16 (55%)	7 (24%)	1 (3%)	0 (0%)	5 (17%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	47 (51%)	17 (18%)	5 (5%)	1 (1%)	22 (24%)	92

Graduation rates

Traditional Pathways, AY 2016–17
	Elementary UG	Secondary UG	ELMAC	SecMAC
Total # of students	35	23	25	38
Total ON time (degree)	33	22	25	37
Grad Rate	94.2%	95.6%	100%	97.4%

Traditional Pathways, AY 2017–18
	Elementary UG	Secondary UG	ELMAC	SecMAC
Total # of students	30	16	22	37
Total ON time (degree)	29	15	22	37
Grad Rate	96.6%	93.75%	100%	100%

Traditional Pathways, AY 2018–19
	Elementary UG	Secondary UG	ELMAC	SecMAC
Total # of students	21	24	30	33
Total ON time (degree)	21	24	30	32
Grad Rate	100%	100%	100%	97%

Traditional Pathways, AY 2019–20
	Elementary UG	Secondary UG	ELMAC	SecMAC
Total # of students	29	36	28	41
Total ON time (degree)	28	36	28	40
Grad Rate	97%	100%	100%	98%

Traditional Pathways, AY 2020–21
	Elementary UG	Secondary UG	ELMAC	SecMAC
Total # of students	16	37	24	39
Total ON time (degree)	26	37	24	39
Grad Rate	100%	100%	100%	100%

Alternative Pathway (M-ARC) - TFA-Detroit Initial Certification Participants 5-Year Completion Rates among All Participants
	2012 Cohort	2013 Cohort	2014 Cohort	2015 Cohort	2016 Cohort	2017 Cohort*	2018 Cohort**
# enrolled in Year 1	79	135	80	45	22	16*	28**
# completing Standard Cert requirements w/in 5 years	29	32	41	19	12	10*	16**
5-Year Completion Rate per cohort	37%	24%	51%	42%	55%	63%*	57%**
* 2017 cohort: 5-year window ends in 2021-22 ** 2018 cohort: 5-year window ends in 2022-23

Alternative Pathway (M-ARC) - TFA-Detroit Initial Certification Participants Completion Rates for Participants Enrolled in Opt-in Standard Certification Year
	2012 Cohort	2013 Cohort	2014 Cohort	2015 Cohort	2016 Cohort	2017 Cohort	2018 Cohort
# enrolled in standard cert year w/in 5 years of initial enrollment	34	46	45	19	13	11	16
# of standard cert candidates completing requirements	25	32	41	19	12	10	16
Standard Cert Year Completion Rate	74%	70%	91%	100%	92%	91%	100%

Ability of completers to MEET licensING (CERTIFICATION) AND ANY ADDITIONAL STATE REQUIREMENTS

Certification Rates—Traditional Pathways, AY 2016–17
	Elementary UG	Secondary UG	Sec Cert Only	ELMAC	SecMAC
Total # of students	35	23	41	25	38
Total ON time (cert)	32	17	39	23	37
Cert Rate	91.4%	73.9%	95.1%	92%	97.3%

Certification Rates—Traditional Pathways, AY 2017–18
	Elementary UG	Secondary UG	Sec Cert Only	ELMAC	SecMAC
Total # of students	30	16	22	22	37
Total ON time (cert)	27	14	20	19	34
Cert Rate	90%	87.5%	90.9%	86.3%	91.8%

Certification Rates—Traditional Pathways, AY 2018–19
	Elementary UG	Secondary UG	Sec Cert Only	ELMAC	SecMAC
Total # of students	21	24	16	30	33
Total ON time (cert)	20	22	16	27	31
Cert Rate	95.2%	91.6%	100%	90%	94%

Certification Rates—Traditional Pathways, AY 2019–20
	Elementary UG	Secondary UG	Sec Cert Only	ELMAC	SecMAC
Total # of students	29	36	20	28	41
Total ON time (cert)	28	28	20	26	40
Cert Rate	97%	78%	100%	93%	98%

Certification Rates—Traditional Pathways, AY 2020–21
	Elementary UG	Secondary UG	Sec Cert Only	ELMAC	SecMAC
Total # of students	28	37	44	24	39
Total ON time (cert)	26	36	33	24	39
Cert Rate	93%	97%	75%	100%	100%

Certification Rates—Alternative Pathway (M-ARC)
Year	Total # of Completers	# of Completers Meeting Standard Cert Requirements	Rate of Completers Meeting Standard Cert Requirements
2016–17	44	44	100%
2017–18	17	17	100%
2018–19	13	13	100%
2019–20	10	10	100%
2020-21	17	17	100%

Title II Reports

In compliance with the provision of Title II of the Higher Education Act, the University of Michigan reports relevant data to the public. Please visit the governmental webpage housing Title II data for more information.

Ability of completers to be hired

Did you obtain employment in a school setting?
2017–18	2018–19	2019–20	2020-21	Overall
29 / 34 Yes (85%)	25 / 29 Yes (86%)	22 / 23 Yes (96%)	Data will be updated when provided by MDE (6/22)	76 / 86 Yes (88%)

Did you obtain or continue employment in the school district where you completed your internship?
2017–18	2018–19	2019–20	2020-21	Overall
4 / 34 Yes (12%)	3 / 29 Yes (10%)	7 / 23 Yes (30%)	Data will be updated when provided by MDE (6/22)	14 / 86 Yes (16%)

To what extent did your preparation program prepare you well for the teaching job market?
2017–18	2018–19	2019–20	2020-21	Overall
29 / 34 say "Prepared Me Well" (85%)	23 / 29 say "Prepared Me Well" (79%)	18 / 23 say "Prepared Me Well" (78%)	Data will be updated when provided by MDE (6/22)	70 / 86 say "Prepared Me Well" (81%)

To what extent did your preparation program support you in your job search?
2017–18	2018–19	2019–20	2020-21	Overall
23 / 34 say "Supported Me Well" (67%)	23 / 29 say "Supported Me Well" (79%))	15 / 23 say "Supported Me Well" (65%)	Data will be updated when provided by MDE (6/22)	61 / 86 say "Supported Me Well" (71%)

How many job applications did you complete?
Year	0	1–3	4–6	5–9	10–12	13–15	16 or more	Total
2016–17	1 (3%)	7 (24%)	7 (24%)	4 (14%)	3 (10%)	2 (7%)	5 (17%)	29
2017–18	1 (3%)	10 (29%)	6 (18%)	6 (18%)	3 (9%)	2 (7%)	6 (18%)	34
2018–19	0 (0%)	5 (17%)	5 (17%)	8 (28%)	2 (7%)	2 (7%)	8 (28%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	2 (2%)	22 (24%)	18 (19%)	18 (19%)	8 (9%)	6 (7%)	19 (21%)	92

How many interviews did you have?
Year	0	1–3	4–6	5–9	10–12	13–15	16 or more	Total
2016–17	1 (3%)	17 (59%)	5 (17%)	2 (7%)	2 (7%)	0 (0%)	2 (7%)	29
2017–18	1 (3%)	19 (56%)	8 (24%)	4 (12%)	1 (3%)	1 (3%)	0 (0%)	34
2018–19	0 (0%)	15 (52%)	10 (34%)	2 (7%)	2 (7%)	0 (0%)	0 (0%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	2 (2%)	51 (55%)	23 (25%)	8 (9%)	5 (5%)	1 (1%)	2 (2%)	92

How many job offers did you receive?
Year	0	1	2	3	4	5 or more	Total
2016–17	2 (7%)	15 (52%)	3 (10%)	6 (21%)	2 (7%)	1 (3%)	29
2017–18	3 (9%)	13 (38%)	10 (29%)	4 (12%)	3 (9%)	1 (3%)	34
2018–19	0 (0%)	12 (41%)	9 (31%)	6 (21%)	1 (3%)	1 (3%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	5 (5%)	40 (43%)	22 (24%)	16 (17%)	6 (7%)	3 (3%)	92

In your opinion, how difficult was it/is it, to find a job in your content area(s)?
Year	Very Easy	Somewhat Easy	Somewhat Difficult	Very Difficult	Total
2016–17	6 (21%)	4 (14%)	15 (52%)	4 (14%)	29
2017–18	5 (15%)	12 (35%)	12 (35%)	5 (15%)	34
2018–19	3 (10%)	13 (45%)	10 (34%)	3 (10%)	29
2019-20	No data due to COVID-19 pandemic
2020-21	Data will be updated when provided by MDE (6/22)
Aggregate	14 (15%)	29 (32%)	37 (40%)	12 (13%)	92

Student loan default rates

This three-year official cohort default rate data is for the University of Michigan as an institution.

University of Michigan Student Loan Default Rates
Fiscal Year	Default Rate	Number in Default	Number in Repayment
2015	1.5%	92	5,862
2016	1.1%	66	5,723
2017	1.2%	63	5,335
2018	1.3%	73	5,332
https://nces.ed.gov/collegenavigator/?q=University+of+Michigan-Ann+Arbor&s=all&id=170976#fedloans Note: These data are reported three years in arrears, so fiscal year 2018 will be reported by September 30, 2021.

Placement Rates

2021 (AY 2020–21)

2020 (AY 2019–20)

2019 (AY 2018–19)

2018 (AY 2017–18)

2017 (AY 2016–17)

2016 (AY 2015–16)

Educator Preparation Institution Performance Score

EPI Performance Scores

2018 Educator Preparation Institution Performance Score

Pursuant to Title II of the Higher Education Act, the Michigan Department of Education (MDE), in collaboration with educator preparation programs, has designed, developed and now administers a system for determining Educator Preparation Institution (EPI) Performance Scores. The purpose of the EPI Performance Score system is to identify, assist, and report teacher preparation programs which are not performing at a satisfactory level.

The EPI Performance Score observes and measures EPI performance relative to three goals aligned to the Michigan Interstate Teacher Assessment and Support Consortium Standards (MI-InTASC). These are: 1) Effective classroom teaching through demonstration of content knowledge and methods/pedagogy; 2) Continuous improvement pursuant to MDE priorities; and support of 3) Educator effectiveness ratings.

Please contact te.communications@umich.edu for more information.

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