The School of Education is accredited by the National Council for Accreditation of Teacher Education. To receive accreditation, the school has demonstrated capacity to meet the following standards:
- candidate knowledge, skills, and dispositions
- assessment system and unit evaluation
- field experience and clinical practice
- faculty qualifications, performance, and development
- unit governance and resources
The MSED in School Counseling
and MSED in Clinical Mental Health Counseling
programs are CACREP–accredited programs.
The School of Education is currently working toward accreditation by the Council for the Accreditation of Educator Preparation (CAEP). Accreditation by CAEP requires that the school meet the following standards:
- content and pedagogical knowledge
- clinical partnership and practice
- candidate quality, recruitment, and selectivity
- program Impact
- provider quality, continuous improvement, and capacity
The School of Education is currently accredited by NCATE. As part of that NCATE accreditation process, the following programs were nationally recognized by professional associations:
Current programs in the School of Education are undergoing program review processes required for CAEP accreditation.
|Adolescence Education (BSED and MSED)
|Childhood Education (BSED)
||CAEP and the Council for Exceptional Children
|Educational Leadership — school building and school district leadership (MSED and advanced certificate)
||Educational Leadership Constituency Council
|Inclusive Special Education (MSED)
||The Council for Exceptional Children
|Physical Education (BSED)
CAEP annual reporting measures
All students in the School of Education meet rigorous requirements. They are well-prepared and successful in their chosen fields. Below you will see information and data about students and graduates of the School of Education.
- Impact on P-12 Learning & Development
The edTPA is a required exam for teacher certification in New York state. This performance-based assessment requires candidates to demonstrate competencies in teaching by designing instruction and assessment, analyzing student work and providing feedback and establishing an environment that supports learning. See https://www.edtpa.com/PageView.aspx?f=GEN_AboutEdTPA.html
Task 3 on the edTPA evaluates candidates’ achievement in analyzing student work, providing feedback and using student earning outcomes to inform instructional decisions. Candidates in the initial certification programs in Elementary Education, Adolescence Education, and Physical Education score higher than the state and national averages on this task of the edTPA, indicating that they are well prepared to positively impact student learning.
- Indicators of teaching effectiveness
Teaching effectiveness is assessed throughout the education programs in the St. Bonaventure School of Education. The School uses the Interstate New Teacher Assessment and Support Consortium (INTASC) standards as one method of evaluating teaching effectiveness. The data in the linked file indicates that the overwhelming majority of St. Bonaventure University teacher candidates across initial certification programs score at sufficient or above sufficient levels on these standards when evaluated during student teaching.
- Satisfaction of employers and employment milestones
- Satisfaction of completers
Satisfaction of completers and employers is assessed through surveys that are disseminated to graduates of the School of Education in both initial and advanced certification programs and their employers. The files linked below display the results from these surveys and indicate that both employers and completers feel that St. Bonaventure University graduates are well prepared for their chosen careers in education.
- Graduation rates
Graduation rates of students in both the graduate and undergraduate programs are shown on the attached file. SBU School of Education students in the undergraduate programs have higher completion rates than the university overall (68%) and have much higher completion rates when compared to the overall U.S. completion rate (33% in four years and 57.6% in 6 years).
- Ability of completers to meet certification requirements
New York state certification requires candidates to take and pass a variety of certification exams in order to meet certification requirements. Descriptions of these exams may be found at http://www.nystce.nesinc.com/PageView.aspx?f=GEN_Tests.html and at http://www.edtpa.com/PageView.aspx?f=GEN_About.html. The tables linked here present pass rates for these certification exams.
- Ability of completers to be hired for educational positions
School of Education graduates have very high rates of employment in their chosen field. Recent graduates have been hired in many school districts and agencies in the Western New York area, including Buffalo, Rochester, Syracuse, and the surrounding suburbs. Our recent graduates have also been hired to work outside of the Western N.Y. region, including in New York City, Pennsylvania, Florida, South Carolina, and Virginia.
Our graduates are also accepted at many graduate schools, including:
- Bellarmine University
- Canisius College
- College of St. Rose
- Columbia University
- Damien College
- Gannon University
- George Mason University
- Hunter College
- Ithaca College
- Nazareth College
- Penn State University
- St. Bonaventure University
- University of Akron
- University of Pennsylvania
- University of Southern Alabama
- Student loan default rates
The student loan default rate for School of Education students was 4.7 for 2018 and 4.9 for 2019. The student loan default rate for the university is 7.8%. and the student loan default rate for the U.S. is 10.1%.