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Assessment and Accreditation

The College of Education is assessed and accredited by the following organizations:

APA >
CACREP >
CAEP >

American Psychological Association

The American Psychological Association (APA) is the leading scientific and professional organization representing psychology in the United States, with more than 133,000 researchers, educators, clinicians, consultants and students as its members. 

According to their website >, APA's "mission is to promote the advancement, communication, and application of psychological science and knowledge to benefit society and improve lives. We do this by: utilizing psychology to make a positive impact on critical societal issues; elevating the public’s understanding of, regard for, and use of psychology; preparing the discipline and profession of psychology for the future; strengthening APA’s standing as an authoritative voice for psychology." Learn more at APA.org >.

The Council for Accreditation of Counseling and Related Educational Programs

The Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredits master’s and doctoral degree programs in counseling and its specialties that are offered by colleges and universities in the United States and throughout the world. According to its website >, "The mission of CACREP is to promote the professional competence of counseling and related practitioners through the development of preparation standards; the encouragement of excellence in program development; and the accreditation of professional preparation programs." Learn more at CACREP.org >.

Council for the Accreditation of Educator Preparation

The College of Education at the University of Memphis is accredited by the National Council for Accreditation of Teacher Education (NCATE), a national accrediting body for schools, colleges, and departments of education that was authorized by the U.S. Department of Education. This accreditation covers initial teacher preparation programs and advanced educator preparation programs at the main and Jackson Campuses.

In 2014, NCATE became the Council for the Accreditation of Educator Preparation (CAEP>), the single U.S. Department of Education accrediting body for schools, colleges, and departments of education. This body determines which schools, colleges, and departments of education provide extensive data meeting rigorous national standards in preparing teachers and other school specialists for the classroom. In this rigorous performance-based system, accreditation is based on evidence demonstrating that teacher candidates know the subject matter and can teach it effectively so that students learn. Educator Preparation Programs must demonstrate that candidates can connect theory to practice and be effective in an actual P-12 classroom.

A professional education unit that is accredited 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. Learn more on CAEPnet.org >

CAEP (Council for the Accreditation of Educator Preparation>) has eight annual reporting measures that provide information to the public on program impact and program outcome. The CAEP measures with links to supporting evidence for each measure are as follows:

Measures of Program Impact

  • Biology 7-12
  • Chemistry 7-12
  • Dance PreK-12
  • Early Childhood Education
  • Earth Science 7-12
  • Economics 7-12
  • Elementary Education K-6
  • English 7-12
  • English as a Second Language PreK-12
  • French 7-12
  • Geography 7-12
  • German 7-12
  • Government 7-12
  • History 7-12
  • Instrumental/General Music K-12
  • Latin 7-12
  • Library Information Specialist PreK-12
  • Mathematics 7-12
  • Other Foreign Language 7-12
  • Psychology 9-12
  • Physical Education K-12
  • Physics 7-12
  • Reading Specialist PreK-12
  • Russian 7-12
  • School Counselor PreK-12
  • School Psychologist PreK-12
  • School Social Worker
  • Sociology
  • Spanish 7-12
  • Special Education: Speech Pathologist PreK-12
  • Special Education: Comprehensive K-12
  • Special Education Modified: K-12
  • Special Education Preschool Early Childhood Education PreK-3
  • Visual Arts K-12
  • Vocal/ General Music K-12

Upcoming CAEP Visit

The COE CAEP Visit is scheduled for April 3-5, 2022.

CAEP Steering Committee

  • Kandi Hill-Clarke, Dean, College of Education
  • Sandra Nichols, Chair, ICL
  • Nichelle Robinson, Director, Office of Teacher Education and Clinical Practice
  • Alfred Hall, Assistant Dean, College of Education
  • Stephen Zanskas, Associate Dean, College of Education
  • Mary Ransdell, Clinical Professor, ICL

The College of Education at the University of Memphis is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on April 3-5, 2022. Interested parties are invited to submit third-party comments to the evaluation 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 before February 15, 2022 to:
CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org >

Such comments must be within the specified period 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, EPPs 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.