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Master’s in Educational Leadership (MAEdL) Candidate Performance, Demographics and Student Data
CAEP Annual Reporting
Measures of Program Impact, Program Outcomes and Consumer Information
Measure 1: Completer Impact and Effectiveness (Initial programs only, does not apply to TESU)
Measure 2: Satisfaction of Employers and Stakeholder Involvement
- Measure 2 Evidence: Employer Survey - 2023 (satisfaction survey of supervisors of MAEDL completers)
Measure 3: Candidate Competency at Program Completion
- Measure 3 Evidence: Praxis Scores - 2023; Completer Survey - 2023 (indicators of satisfaction of meeting job requirements and ability to obtain or maintain a license); Employer Survey - 2023 (satisfaction survey of employers of MAEDL completers indicating satisfaction of completers to meet PSELS and apply standards)
Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared
- Measure 4 Evidence: Completer Survey - 2023 (satisfaction of meeting job requirements, advancing one’s career, finding a job and ability to obtain or maintain a license); Professional Positions Held by MAEDL Alumni (Indicators of employment by MAEDL alumni)
MAEDL Total Enrollment by Gender, Residency, Race/Ethnicity
| Total Enrollment | FY 2018 | FY 2019 | FY 2020 | FY 2021 | FY 2022 | FY 2023 | |
|---|---|---|---|---|---|---|---|
| Gender | |||||||
| Male | 17 | 19 | 30 | 33 | 27 | 19 | |
| Female | 43 | 47 | 46 | 44 | 41 | 26 | |
| Residency | |||||||
| New Jersey | 59 | 65 | 73 | 74 | 64 | 41 | |
| Out-of-State | 1 | 1 | 3 | 3 | 4 | 3 | |
| Unknow | 1 | ||||||
| Race/Ethnicity | |||||||
| Asian | 1 | 1 | |||||
| Black or African American | 3 | 5 | 8 | 6 | 7 | 2 | |
| Hispanic | 5 | 4 | 6 | 5 | 5 | 7 | |
| Native Hawaiian or Oher Pacific Islander | |||||||
| Two or More Races | 1 | 1 | |||||
| White | 45 | 52 | 54 | 58 | 50 | 32 | |
| Unknown | 7 | 5 | 7 | 6 | 6 | 4 | |
| Grand Total | 60 | 66 | 76 | 77 | 68 | 45 | |
MAEDL Degrees Awarded by Gender, Residency, Race/Ethnicity
| MAEDL Degrees Awarded | FY 2018 | FY 2019 | FY 2020 | FY 2021 | FY 2022 | FY 2023 | |
|---|---|---|---|---|---|---|---|
| Gender | |||||||
| Male | 5 | 2 | 4 | 12 | 6 | 6 | |
| Female | 10 | 15 | 15 | 11 | 12 | 9 | |
| Residency | |||||||
| New Jersey | 15 | 17 | 19 | 23 | 16 | 15 | |
| Out-of-State | 2 | ||||||
| Race/Ethnicity | |||||||
| Asian | 1 | ||||||
| Black or African American | 1 | 1 | 2 | 1 | 3 | 1 | |
| Hispanic | 2 | 1 | |||||
| Native Hawaiian or Other Pacific Islander | |||||||
| White | 13 | 14 | 13 | 19 | 14 | 10 | |
| Unknown | 1 | 2 | 2 | 2 | 1 | 3 | |
| Grand Total | 15 | 17 | 19 | 23 | 18 | 15 | |
Thomas Edison State University’s Master of Arts in Educational Leadership Program, which is designed to prepare educators for roles in school leadership, was awarded CAEP accreditation in May 2023. CAEP’s purpose is to advance excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. CAEP was formed in 2010 when NCATE and TEAC, two educational accrediting agencies, were consolidated. CAEP became formally recognized by CHEA (Council for Higher Education Accreditation) in 2014. Prior to receiving CAEP accreditation in 2023, the Masters in Educational Leadership program had been accredited by TEAC since 2015. The accreditation does not include individual education courses that the EPP offers to P-12 educators for professional development, licensure or other purposes. This accreditation certifies that the forenamed professional education program has provided evidence that the program adheres to CAEP’s standards and quality principles.
Toni M. Terry, BA
"I am 67 years old, soon to be 68, and to be able to say I did this at this day in my life is just gratification for my own self."