Assessment and Accreditation
Drexel University School of Education
The Drexel School of Education values its civic and academic commitments to preparing educational leaders who effect educational change in their classrooms, their schools, and their communities. Ongoing assessment of student learning outcomes in all of our programs provides data and evidence for continuously improving the preparation and success of our graduates in diverse settings.
Drexel School of Education is pursuing national accreditation in 2020-21 from the Council for Accreditation of Educator Preparation (CAEP). Drexel University is fully accredited by the Middle States Commission on Higher Education.
Call for Third Party Comments
The School of Education at Drexel University is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on February 28-March 2, 2021. Interested parties are invited to submit third-party comments to the site team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).
We invite you to submit written testimony by email to: email@example.com
Or, send your written testimony by mail to:
1140 19th Street NW, Suite 400
Washington, DC 20036
Such comments must be submitted by January 15, 2021 and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:
- In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, educator preparation programs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
- A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
- Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.