Accreditation

The Office of Teacher Preparation has developed and continues to refine a comprehensive and integrated assessment system that includes measures of candidate performance and evaluations of operations and programs. Systematic data collection, aggregation, and analyses support continuous improvement efforts.

CAEP Scope of Accreditation

CAEP’s scope of accreditation is the accreditation and pre-accreditation of educator preparation providers (EPPs) that offer bachelor’s, master’s, and/or doctoral degrees, post-baccalaureate or other programs leading to certification, licensure, or endorsement in the United States and/or internationally. 

Accreditation is the quality assurance through external peer review. When an institution or specialized program is accredited, it has demonstrated that it meets standards set by organizations representing the academic community, professionals, and other stakeholders. To maintain accreditation the institution or program must undergo a similar review on a regular basis. Typically reviews are conducted every 7 to 10 years.

Professional accreditors review departments, schools, and colleges within a higher education institution. An institution, especially a larger university, might simultaneously maintain accreditation from a regional accreditor as well as from several professional accreditors.

CAEP is a professional accreditor because it reviews departments, schools, and colleges which prepare teachers and other educators. After completing a program, teachers seek licensure or certification from the state in which they wish to teach.

Unit Accreditation

Fully Accredited through June 2026

• Council for the Accreditation of Educator Preparation (CAEP) Approval (pdf)
• CAEP Accountability Measures 2020 (pdf)
• VDOE Longwood Biennial Approval Letter-2019 (pdf)
• Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)(pdf)

View CAEP Reviewed Programs

All initial licensure programs were reviewed in the 2018 CAEP/State visit, all advanced-level programs were examined in the 2021 CAEP/State visit, and the new programs in Early Childhood Special Education and Early/Primary Education will be reviewed in 2025 when the next CAEP/State visit of all programs is scheduled.

Nationally Recognized Programs

• Educational Leadership – Administration and Supervision PreK-12 M.S. – National Educational Leadership Preparation (NELP)
• Elementary Education PreK-6 – Association for Childhood Education International (ACEI)
• English Secondary Education B.A. – National Council of Teachers of English (NCTE)
• History and Social Sciences Secondary B.A. – National Council for the Social Studies (NCSS)
• Mathematics Secondary B.S. – National Council of Teachers of Mathematics (NCTM)
• Music PreK-12 Education B.M. – National Association of Schools of Music (NASM)
• School Counseling/Counselor Education M.S. – Council for Accreditation of Counseling and Related Educational Programs (CACREP)
• School Librarianship M.Ed. – American Association of School Librarians a division of the American Library Association (ALA/AASL)
• Science Secondary B.S. – National Science Teaching Association (NSTA)
• Theatre PreK-12 Education B.F.A. – National Association of Schools of Theatre (NAST)

CAEP Accountability Measures

CAEP has a defined set of annual reporting measures which allow Education Preparation Programs (EPPs) to provide information publicly on program outcome and program impact as well as to demonstrate continuous improvement. Annually, Longwood University provides data pertaining to each of the Annual Reporting Measures below. Data reflect the Initial and Advanced Licensure Programs reviewed by CAEP.

Initial-Level Licensure Programs

Graduate Programs Leading to Advanced-Level Licensure

Measure 1 (Initial): Completer effectiveness (R4.1)

Data must address (a) completer impact in contributing to P-12 student-learning growth AND (b) completer effectiveness in applying professional knowledge, skills, and dispositions.

Longwood University participates in the Virginia Education Assessment Collaborative (VEAC) Completer Survey for Initial Licensure and Employer Survey for Initial Licensure and Advanced Licensure programs. The Virginia Education Assessment Collaborative utilizes a common, standardized survey of program completers and their employers using the language of the Commonwealth of Virginia’s Uniform Performance Standards.

• Initial Licensure Completer Survey 2019-2020  (pdf)
• Initial Licensure Completer Survey 2020-2021  (pdf)
• Initial Licensure Completer Survey 2021-2022 (pdf)

Measure 2 (Initial and Advanced): Satisfaction of employers and stakeholders involvement (R4.2, R5.3, RA4.1)

Data provided should be collected on employers' satisfaction with program completers.

Longwood University participates in the Virginia Education Assessment Collaborative (VEAC) Employer Survey for Initial Licensure and Advanced Licensure programs. The Virginia Education Assessment Collaborative utilizes a common, standardized survey of program completers and their employers using the language of the Commonwealth of Virginia’s Uniform Performance Standards.

Initial Licensure Employer Survey

• Initial Licensure Employer Survey 2019-2020 (pdf)
• Initial Licensure Employer Survey 2020-2021 (pdf)
• Initial Licensure Employer Survey 2021-2022 (pdf)

Advanced Employer Survey

• Advanced Licensure Employer Survey 2021-2022 (available 2023)

Measure 3: Candidate competency at completion (R3.3)

Data provided should relate to measures the EPP is using to determine if candidates are meeting program expectations and ready to be recommended for licensure. (E.g.: EPP's Title II report, data that reflect the ability of EPP candidates to meet licensing and state requirements or other measures the EPP uses to determine candidate competency at completion.)

Licensure Rate for Initial and Advanced Programs

The Virginia Department of Education Biennial Report Accountability Measure #1 includes the number of program completers and the number of program exiters for the current biennial period. Accountability Measure #1 also indicates pass rates for each required licensure examination.

• Virginia Biennial Standards Report 2017-2019 (pdf)
• Virginia Biennial Standards Report 2019-2021  (pdf)

All colleges and universities offering teacher preparation programs must annually report on a set of specific data, including program requirements, admissions and completion data, and assessment pass rates. On the Title II website linked below, requirements and data can be viewed by state and by provider.

Title II Institutional and Program Report Card

Measure 4: Ability of completers to be hired in the area of licensure

Data on Initial and Advanced programs completer employment within Virginia Public Schools (Employment Rate)

The Virginia Department of Education (VDOE) provides Annual Instructional Personnel (IPAL) and employment data with education preparation providers. Specifically, these data provide employment placement information for Initial and Advanced program completers employed in a Virginia public school at the time of reporting.

• Annual Enrollment & Completer Report 2019-2020 (excel)
• Annual Enrollment & Completer Report 2020-2021 (excel)
• Annual Enrollment & Completer Report 2021-2022 (excel)