Council for the Accreditation of Educator Preparation

Orlean Beeson School of Education is accredited by the Council for the Accreditation of Educator Preparation (CAEP). CAEP, the only recognized national accreditor for educator preparation, promotes excellence through quality assurance and continuous improvement. Our programs meet rigorous national standards for educator preparation set by CAEP and have earned national accreditation by demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact, and capacity for continuous improvement. Our next CAEP accreditation reaffirmation will be in the spring of 2027.

CAEP Reporting Measures

CAEP uses eight annual reporting measures to provide information to the public on both program outcome and program impact. The measures are:

  1. Impact on P-12 Learning and Development
  2. Indicators of Teaching Effectiveness
  3. Satisfaction of Employers and Employment Milestones (Initial Programs | Advanced Programs)
  4. Satisfaction of Program Completers (Initial Programs | Advanced Programs)
  5. Graduation Rates
  6. Ability of Completers to be Licensed
  7. Ability of Completers to be Hired
  8. Consumer Information

Impact on P-12 Learning and Development

As part of their graduate course requirements, five completers over three years conducted action research projects in the P-12 classrooms in which they were currently teaching. Completers in the study identified an area of focus applicable to their students and their setting and developed a research question to guide their inquiry and data collection plans.

Full Study

Indicators of Teaching Effectiveness

In the survey produced by the AACTE, employers were asked to rate their first-year teachers as Teacher Leader, Effective Teacher, Emerging Teacher, or Ineffective Teacher. Samford completers outperformed the state with regard to understanding and using a variety of instructional strategies and make learning accessible to all learners.

Full Study

Satisfaction of Employers and Employment Milestones

Employer Satisfaction: Learner Development

Upon review of the employer survey, EPP completers were ranked a little lower than the statewide average in the learner development category. However, EPP completers far exceeded the Statewide average in the effective category compared to the state. In learning differences and managing the learning environment, EPP completers performed well above the statewide average. A sample of the findings is below.

Learner Development Chart

Employer Satisfaction: Content Knowledge

On the employer survey, completers scored well above the statewide average in content knowledge and application of content. All the scores in content knowledge and application of content fell at or above the statewide average in the employer survey. A sample of the findings is below.

Content Knowledge Chart

Employer Satisfaction: Instructional Practice

Results for the first-year teacher employer survey indicate that completers scored above the statewide average in every area of assessment, planning for instruction, and instructional strategies. Completers scored highest in implementing assessments in an ethical manner and minimize bias to enable learners to display the full extent of their learning and the ability to plan instruction based on information from formative and summative assessments. Another area of strength was the ability to plan instruction by collaborating with colleagues, specialists, community resources, families, and learners to meet individual learning. Areas of relative weakness were possessing knowledge of Alabama’s state assessment system and uses assessment to engage learners in their own growth. A sample of the findings is below.

Instructional Practice Chart

Employer Satisfaction: Professionalism

Overall, on the employer survey, completers were scored above the statewide average when comparing EPP completers with the statewide scores. Areas of significant strength were noted in practice the profession in an ethical manner and collaborate with others to build a positive learning climate marked by respect, rigor. Employers noted that EPP completers were lower in the area of understands the expectations of the profession including the Alabama Educator Code of Ethics, the NASDTEC Model of Code of Ethics for Educators (MCEE), professional standards of practice, and relevant law and policy and seek appropriate leadership roles. Overall, EPP completers performed at or above the statewide average in professional learning and ethical practice and in leadership and collaboration. A sample of the findings is below.

Professionalism Chart

Satisfaction of Program Completers

Completer Satisfaction: Learner Development

According to the teacher and employer First-Year Teacher survey, completers were at or above the state average in their understanding of learner development and learning differences. Upon review of the completer surveys for the 2018-2019 completers, EPP completers rated themselves higher than completers statewide in most areas. A sample of the findings is below.

Learner Development Completer Perceptions
...understanding of how learners grow and develop
Response Samford State
Strongly Agree 47% 43%
Agree 43% 53%
Disagree - -
Strongly Disagree - -
Source: 2018-2019 ALSDE Employer Completer Survey

Completer Satisfaction: Content Knowledge

The completer survey indicated that completers felt confident in the area of content knowledge and application of content. The ability to engage learners in critical thinking skills was lower than the statewide average at strongly agree, but above the statewide average at agree. A sample of the findings is below.

Content Knowledge Completer Perceptions
...encourage learners to develop deep understanding of content areas, make connections across content, and applies content knowledge in meaningful ways
Response Samford State
Strongly Agree 52% 52%
Agree 48% 44%
Disagree - -
Strongly Disagree - -
Source: 2018-2019 ALSDE Employer Completer Survey

Completer Satisfaction: Instructional Practice

According to the completer survey, completers performed at or above the statewide average in assessment, planning for instruction, and instructional strategies. Completers rated themselves especially high in the ability to implement assessments in an ethical manner and minimize bias to enable learners to display the full extent of their learning and the ability to plan instruction based on information from formative and summative assessments, as well as, other sources and systematically adjust plans to meet each student’s learning needs. There were minimal areas of concern, but two areas that were lower than the others were encourage learners to develop deep understanding of content areas, make connections across content, and apply content knowledge in meaningful ways and plan instruction by collaborating with colleagues, specialists, community resources, families, and learners to meet individual learning needs. Overall, all completers rated their performance in the first year of teaching consistently at or above the statewide averages. A sample of the findings is below.

Instructional Practice Completer Perceptions
...plan instruction based on information from formative and summative assessments as well as other sources and systematically adjust plans to meet each student's learning needs
Response Samford State
Strongly Agree 52% 52%
Agree 43% 44%
Disagree - -
Strongly Disagree - -
Source: 2018-2019 ALSDE Employer Completer Survey

Completer Satisfaction: Professionalism

The completer survey mirrored the employer survey in that completers ranked themselves well above the statewide average in the Professional Responsibility domain. Completers ranked themselves highest in the professional learning and ethical practice standard, particularly in the practice the profession in an ethical manner and engage in continuous professional learning to more effectively meet the needs of each student. Overall, all areas were ranked above the statewide average in professional responsibility indicating a real strength in the program. A sample of the findings is below.

Professionalism Completer Perceptions
...practice the profession in an ethical manner
Response Samford State
Strongly Agree 86% 62%
Agree 14% 38%
Disagree - -
Strongly Disagree - -
Source: 2018-2019 ALSDE Employer Completer Survey

Graduation Rates

Graduation Rates Chart

Total Number of Students Chart

Ability of Completers to Be Licensed

To earn an Alabama educator certficate, based on completion of a traditional approach, an applicant must complete an approved program with a prescribed grade point average (GPA) and meet assessment requirements.

Full Report

Ability of Completers to Be Hired

Initial Completers (N=76)
Response Respondents Percentage
Employed in Position for Which Trained 42 55.26%
Employed in Any Other Education Position - -
Enrolled in Continuing Education 3 3.94%
Other Employment 7 9.23%
Not Employed - -
Status Unknown 24 31.57%
Initial Advanced (N=89)
Response Respondents Percentage
Employed in Position for Which Trained 52 58.43%
Employed in Any Other Education Position 6 6.74%
Enrolled in Continuing Education - -
Other Employment - -
Not Employed - -
Status Unknown 31 34.83%

Employment rates of completers of initial and advanced programs 12 months after program completion. Most employment occurs 2-3 months after completion but is documented at 12 months.

Advanced Program Employment Rates

May 2020 First Destination

Education First Destination Chart

University First Destination Chart

Consumer Information

Samford Student Loan Default Rates
Year Rate
2015 1.9%
2014 2.1%
2013 2.0%
2012 0.7%
Source: Samford Director of Student Financial Services; Data: 2018-19 Samford Rate Schedule

Annual Reports

ncfr logo

The human development and family science undergraduate degree program at Samford University has been reviewed by the National Council on Family Relations (NCFR). It has been recognized as an NCFR CFLE–approved program offering coursework covering the content required for the Certified Family Life Educator (CFLE) designation. Graduates of NCFR CFLE–approved programs qualify to apply for the CFLE designation via an abbreviated application process. Learn more about our Department of Human Development and Family Science.