Outcome Measure #1: The Number of Program Completers

The number and percentage of program completers for the three most recent academic years.

Outcome Measure #2: The Program Completion Rate

The published timeframe for full-time candidates to complete this program is 2 years. However, most candidates begin and/or finish the program attending part-time because they begin as or become working professionals during the program.

This chart includes the percentage of full-time candidates completing the program within the program's published timeframe (100%), as well as 150%, and 300% time frame.

This information illustrates the actual completion time for all graduates.

The fall-to-fall retention rate in the program for each of the three most recently completed academic years:

Candidate Learning Objectives & Outcomes

The Program Student Learning Outcomes (PSLOs) use NAEYC’s Professional Standards & Competencies

Standard 1: Child Development & Learning 

• 1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains including bilingual/ multilingual development. 
• 1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices. 
• 1c: Understand the ways that child development and the learning process occur within multiple contexts, including family, culture, language, community, and early learning settings as well as within a larger societal context that includes structural inequities. 
• 1d: Use this multidimensional knowledge—that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts—to make evidence-based decisions that support each child. 

Standard 2: Family–Teacher Partnerships and Community Connections 

• 2a: Know about, understand and value the diversity of families. 
• 2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement. 
• 2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools and community organizations and agencies. 

Standard 3: Child Observation, Documentation, and Assessment 

• 3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings. 
• 3b: Know a wide range of types of assessments, their purposes and their associated methods and tools. 
• 3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child. 
• 3d: Build assessment partnerships with families and professional colleagues 

Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices

• 4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children. 
• 4b: Understand and use teaching skills that are responsive to the learning trajectory of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills is critical for young children. 
• 4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias and evidence-based teaching skills and strategies that reflect the principles of universal design for learning. 

Standard 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

• 5a: Understand content knowledge and resources—the central concepts, methods and tools of inquiry, and structure, - and resources for the academic disciplines in an early education curriculum. 
• 5b: Understand pedagogical content knowledge—how young children learn in each discipline—and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area. 
• 5c: Modify teaching practices by applying, expanding, integrating and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

Standard 6: Professionalism as an Early Childhood Educator 

• 6a: Identify and involve oneself with the early childhood field and serve as an informed advocate for young children, families and the profession. 
• 6b: Know about and uphold ethical and other early childhood professional guidelines. 
• 6c. Use professional communication skills, including technology mediated strategies, to effectively support young children’s learning and development and work with families and colleagues. 
• 6d: Engage in continuous, collaborative learning to inform practice. 
• 6e: Develop and sustain the habit of reflective and intentional practice in their daily practice with young children and as members of the early childhood profession. 

Term‑to‑Term Comparison (Fall 2022 – Spring 2025) 

Method: Scores of 2 (Meets) and 3 (Exceeds) count toward the success rate. Threshold for success is ≥80% Meet+Exceed.
 

Note: Percentages are term‑level Meet+Exceed rates from the “Overall Competency Summary” tables for each term. Empty cells indicate the competency did not appear in that term’s assessments.