Making An Impact


At the UVA School of Education and Human Development, we don’t just train teachers. We aim to graduate effective and compassionate school leaders who are ready to make a difference in their students’ lives.

Rigorous, evidence-based coursework, carefully paired with practical experience in the field, prepares our future school leaders with the skills and experience they need to create enriching learning environments for their students.

Whether they’re developing their leadership abilities in Administration and Supervision, learning classroom management in Teacher Education, studying social-emotional development in Clinical and School Psychology, training to become compassionate advocates in Counselor Education, or nurturing young readers in Reading Education, our students go on to lead fulfilling and successful careers in education. We know this because we measure it. The School of Education and Human Development relies on data – compiling graduate surveys, tracking licensure, test scores and more – to gain the insight we need to make our programs even better. We believe that teachers and school leaders should be empowered to make a difference in their students’ lives from the first day they step foot in the classroom.

By The Numbers


  • 97 %

    of A&S grads agree the program prepared them to lead change efforts

  • 100 %

    of graduates obtain licensure

  • 4 th

    best Special Education program in the country - U.S. News & World Report

  • Vina Nguyen, Special Education '16


    "My professors influenced me to incorporate numerous evidence-based teaching practices and provided specific feedback as to how I could incorporate these practices in the classroom and how I could collaborate with my fellow teachers."

    Read Vina's Story
  • Stephen Geyer, Administration & Supervision '07


    "Having the opportunity to engage directly in the work every single day, while simultaneously continuing my program coursework during the evening and on weekends, created the richest, most well-rounded learning experience I can imagine."

    Read Stephen's Story
  • Deanna Isley, Elementary Education '06; Administration & Supervision '14


    "In both my degree programs at Curry, I found the professors to be so approachable and genuinely invested in my success and future. Curry feels like another family to me."

    Read Deanna's Story

More Information


  • Impact on P-12 Learning and Development (Component 4.1)

    AY19-20 presented a unique challenge for data collection in regards to completer impact and effectiveness. In March 2020, to reduce the spread of COVID, school divisions around the Commonwealth switched from face-to-face to virtual classrooms. This dramatic switch required flexibility and responsiveness, and raised new pedagogical and technological challenges. In the past, the EPP had reached out to local school divisions to collect anonymized and aggregated Teacher Performance Evaluation data on EPP completers. The EPP did not feel it was appropriate to request additional actions of the school divisions during this time.

    On the Virginia Department of Education website, an FAQ page was created (VDOE :: School Closure FAQ (virginia.gov) ) to provide guidance on the many challenges that COVID created. In regards to the Teacher Performance Evaluation, “Pursuant to the Code of Virginia, evaluation of instructional personnel is the responsibility of the local school division.” The EPP reached out to local school divisions to inquire about the status of AY19-20 Teacher Performance Evaluations. In the context of this pandemic, evaluations were conducted with additional supports and modifications. School divisions provided coaching opportunities and used reflective documentation to enhance the AY19-20 review. The EPP expects to re-establish the data sharing in the future, with the hope that its collaborative work within VEAC will streamline the request and sharing for all Virginia EPPs and their partner school divisions.

  • Indicators of Teaching Effectiveness (Component 4.2)

    AY19-20 presented a unique challenge for data collection in regards to completer impact and effectiveness. In March 2020, to reduce the spread of COVID, school divisions around the Commonwealth switched from face-to-face to virtual classrooms. This dramatic switch required flexibility and responsiveness, and raised new pedagogical and technological challenges. In the past, the EPP had reached out to local school divisions to collect anonymized and aggregated Teacher Performance Evaluation data on EPP completers. The EPP did not feel it was appropriate to request additional actions of the school divisions during this time.

    On the Virginia Department of Education website, an FAQ page was created (VDOE :: School Closure FAQ (virginia.gov) ) to provide guidance on the many challenges that COVID created. In regards to the Teacher Performance Evaluation, “Pursuant to the Code of Virginia, evaluation of instructional personnel is the responsibility of the local school division.” The EPP reached out to local school divisions to inquire about the status of AY19-20 Teacher Performance Evaluations. In the context of this pandemic, evaluations were conducted with additional supports and modifications. School divisions provided coaching opportunities and used reflective documentation to enhance the AY19-20 review. The EPP expects to re-establish the data sharing in the future, with the hope that its collaborative work within VEAC will streamline the request and sharing for all Virginia EPPs and their partner school divisions.

  • Satisfaction of Employers and Employment Milestones (Component 4.3 / A.4.1)

    Programs across the School of Education and Human Development administer annual surveys of employers of their program graduates to elicit feedback regarding perceptions of completers’ preparation. The Counselor Education and Teacher Education programs have administered an employer survey for a number of years, while the Administration and Supervision and Reading Specialist programs have recently developed and piloted an employer survey. The Clinical and School Psychology Program began conducting interviews of employers in winter 2019 and will continue to conduct such interviews on an annual basis. In addition, as part of their APA Self-Study Report, submitted fall 2020, the program administered an alumni survey to alumni who had graduated from the program within the past five years, as required by APA. Information about each program’s data collection on this annual metric is included in the sections that follow.


    Teacher Education

    The Employer Survey is distributed annually to principals in all schools in which graduates from the previous three years are currently teaching. The survey measures employers’ satisfaction with the preparation of School of Education and Human Development graduates for their assigned responsibilities in working with P-12 students. UVA participates in the Virginia Education Assessment Collaborative Employer Survey for Initial Licensure programs. The Virginia Education Assessment Collaborative utilizes a common, standardized survey of program completers and their employers using the language and concepts of the Commonwealth of Virginia’s Uniform Performance Standards. There are 36 Educator Preparation Programs in the Commonwealth of Virginia surveying program completers and their employers each year seeking to improve their programs and meet requirements of the Virginia Department of Education and the Council for the Accreditation of Educator Preparation. By standardizing survey recruitment, timelines, and process, VEAC hopes to reduce the complexity of surveys that principals and administrators complete each year to support EPPs. By benchmarking with the other VEAC participants, EPPs can better understand their strengths and areas for improvement. Additionally, VEAC provides a common language and prompts discussion for program improvement.

    202020192018 | 2017

    Title I, Part A of the Elementary and Secondary Education Act provides supplemental funding to schools with a high ratio of economically disadvantaged students in an effort to provide the support needed for students in these schools to meet academic proficiency. Many teacher education graduates are currently employed in schools identified as Title I schools.

    202020192018


    Administration and Supervision

    The Employer Survey is distributed to superintendents in all school divisions in which graduates from the previous three years are currently working. The survey measures employers’ satisfaction with the preparation of UVA’s School of Education and Human Development Administration and Supervision graduates for their assigned responsibilities in working with P-12 students and teachers. Data from this year’s administration indicate that employers of UVA’s Administration and Supervision program graduates agree or strongly agree that our completers are prepared for the positions they enter upon program completion.

    20202017 | 2016


    Reading

    The Employer Survey is distributed to division and school leaders in schools in which graduates from the previous three years are currently working. The survey measures employers’ satisfaction with the preparation of UVA’s  School of Education and Human Development Reading Specialist program graduates for their assigned responsibilities in working with P-12 students and teachers as Reading Specialists.

    Data from the 2020-2021 survey administration indicate that, on the whole, employers are satisfied with preparation of our Reading Specialist graduates.

    2020


    Counselor Education

    As part of their ongoing CACREP accreditation, the Counselor Education Employer Survey is administered annually. Results demonstrate that, in general, employers of program graduates perceive these graduates as well-prepared for the positions they secure following program completion.

    2020


    School and Clinical Psychology

    The School and Clinical Psychology program has developed strong and ongoing relationships with employers across the Commonwealth in a variety of settings, including hospitals and acute-care clinics in the state. To gather information and feedback on the quality of preparation provided by the program for its graduates as they enter the field, the program has begun conducting interviews of employers who regularly hire program graduates. The feedback garnered from these interviews has been overwhelmingly positive. Summary remarks are shared below:

    "They all come in with strong research backgrounds and clinical skills informed by current research and also are in the habit of consulting recent research to make treatment decisions and plans and are skillful at knowing how to do that."

    "Overall I tend to be very, very pleased with their [graduates]...they’re really well-prepared, responsible, ethnically diverse which is wonderful."

    "...the students from Curry are poised, professionally mature, have had a nice stance in terms of not knowing a lot about the job [yet] but comporting themselves in a way that positions them to be recognized as one of the doctors and that’s a tribute to the selection and the maturity of Curry students."

    In addition, and as part of their ongoing APA accreditation activities, the School Psychology program tracks graduate employment milestones at five years post-graduation and two years post-graduation. All 7 alumni who graduated five years ago are employed in professional settings (n=1 at School District, n=1 at Correctional Facility, n=1 in Independent Practice, n=3 at Hospital/Medical Center, and n=1 in Other: Project Manager). The 5 alumni who graduated two years ago are also all fully employed (n=2 in Independent Practice; n=2 in Hospital/Medical Center, and n=1 in a mix of Independent Practice, Psychiatric Facility, and School District).


    Retention in Virginia Public Schools: All Programs

    Baseline data for tracking UVA completers derives from the Virginia Department of Education (VDOE) Teacher Licensure Application and Annual Instructional Personnel (IPAL) Data Collection. Beginning in 2017, the VDOE started providing each EPP employment information for recent completers (3-5 years out of the program) employed in a Virginia public school as of October 1st of the school year prior. Although there is a one-year lag in the reporting of data, year-over-year data can be used to monitor longitudinal trends in the in-state employment for UVA program completers. Access the 2020 data here.

  • Satisfaction of Completers (Component 4.4 / A.4.2)

    As with employer satisfaction, programs across the School of Education and Human Development collect data on completer satisfaction through surveys of program graduates. The Reading program at UVA developed and piloted a graduate survey in the fall of 2017, while Teacher Education, Counselor Education, and Administration and Supervision have collected data from program graduates for multiple cycles. Clinical and School Psychology is currently developing a survey of program graduates and will pilot in the summer of 2018. In general, results from surveys of program graduates are used to inform program improvement, as described in the sections that follow.


    Teacher Education

    Two sets of surveys are distributed annually to program completers.

    End-of-program surveys capture graduations’ perspectives at the completion of the degree program.

    End-of-Program Survey: 2020201920182017 | 2016 | 2015

    Completer surveys are sent to the most recent three years of graduates (teachers in the 1st, 2nd, and 3rd year of teaching). The survey measures graduates’ perspectives on the degree to which the UVA Teacher Education program prepared them for their assigned responsibilities working with P-12 students. UVA participates in the Virginia Education Assessment Collaborative Completer Survey for Initial Licensure programs. The Virginia Education Assessment Collaborative utilizes a common, standardized survey of program completers and their employers using the language and concepts of the Commonwealth of Virginia’s Uniform Performance Standards. In 2020, approximately half of the Educator Preparation Programs in the Commonwealth of Virginia participate in VEAC to survey program completers and their employers each year seeking to improve their programs and meet requirements of the Virginia Department of Education and the Council for the Accreditation of Educator Preparation. By standardizing survey recruitment, timelines, and process, VEAC hopes to reduce the complexity of surveys that principals and administrators complete each year to support EPPs. By benchmarking with the other VEAC participants, EPPs can better understand their strengths and areas for improvement. Additionally, VEAC provides a common language and prompts discussion for program improvement.

    Completer Survey: 2020201920182017 | 2016


    Administration and Supervision

    The Administration and Supervision program at UVA administers the INSPIRE-G survey to elicit feedback from program completers. The INSPIRE-G survey is a proprietary survey developed by the University Council for Educational Administration. It is intended to aid educational leadership preparation programs in program accountability (e.g. program reviews and accreditation) and program improvement efforts. Using INSPIRE allows the Administration and Supervision program to investigate the elements of program delivery, curriculum, and learning experiences that contribute to the strong leadership development of students through mutual self–study of program features and program outcomes. The survey includes three broad components: (1) program quality and experiences, (2) learning outcomes and preparation for leadership practices, and (3) beliefs about the principalship. Data collected also include candidate demographics and candidate professional background and aspirations.

    2017 | 2016


    Reading

    Data are not presented because N < 10. In future years, data will be compiled across survey administrations in order to meet or exceed a minimum N threshold of 10.


    Counselor Education

    Counselor Education surveys program completers annually as part of ongoing CACREP accreditation. 

    2020


    School and Clinical Psychology

    Every 7 years, APA requires the School Psychology program to gather distal evidence for meeting program goals via an alumni survey, covering graduates from across 7 years. As documented in the data table below, our alumni overall felt that the CPS program was effective in preparing in its preparation. The data are aggregated in three ways: a) alumni 2 years after graduating (n=5); b) alumni 5 years after graduating (n=7); c) all alumni surveyed from the past 10 years (n=41). Overall, we interpret these data as supporting evidence that our alumni feel they received good preparation to achieve profession-wide competencies and learn discipline-specific knowledge.

    2020

  • Graduation Rates

    The following tables provide retention and attrition data. Per the Regulations Governing the Review and Approval of Education Programs in Virginia, 8VAC20-542-10:

    • “Candidates completing a program” are defined as individuals who have successfully completed all coursework, required assessments, including those prescribed by the Board of Education, and supervised student teaching or required internship.
    • “Candidates exiting a program” means individuals who have successfully completed all coursework, regardless of whether the individuals attempted, passed, or failed required assessments, including those prescribed by the Board of Education, and/or who may not have completed supervised student teaching or required internship

    2020201920182017 | 2016 | 2015

  • Ability of Completers to Meet Licensing Requirements and Additional State Requirements

    Licensure Exam Results

    Program completers at the School of Education and Human Development must take the professional teacher assessments required by the Virginia Department of Education (VDOE). Per the Regulations Governing the Review and Approval of Education Programs in Virginia, VDOE defines program completers as individuals who have successfully completed all coursework, required assessments, including those prescribed by the Board of Education, and supervised student teaching or required internship.

    As reported on the three most recent VDOE biennial reports, 100% of program completers (2013 – 2019) passed the Board of Education’s required licensure exams.

    Recommended for Licensure

    The Curry School of Education recommends program completers for licensure if they have met VDOE requirements, including coursework, professional assessments, and other requirements. As reported on the three most recent VDOE biennial reports, 100% of program completers (2013 – 2019) were recommended for licensure upon completion of the program.

  • Ability of Completers to Be Hired in Education Positions for Which They Have Prepared

    Teacher Education

    The School of Education and Human Development collects initial employment data of its program completers in various ways, including an employment survey distributed upon program completion, email communication between program completers and the Office of Student Services & Credentialing, an alumni survey, and web-based searches. The table below provides the percentage of programs completers who were employed as a classroom teacher, employed in an education position other than that of a classroom teacher, employed outside of the education field, enrolled in higher education, or their employment status is unknown.

    20202019 | 2018 | 2017


    Administration and Supervision

    Data from the INSPIRE Graduate Survey provide an indication of the types of positions program graduates take.

    2017 | 2016


    Reading

    The Reading program administers a survey to program graduates to elicit feedback on the program. As part of this survey, graduates are asked whether the degree and/or additional certification earned as part of the Curry program enabled them to move into a new position. Data from the fall 2017 survey are not presented here, as N < 10. In future years, data will be compiled across administrations to meet or exceed a minimum N of 10.


    Counselor Education

    The Counselor Education program surveys graduates at exit and annually to determine job placement and position type. Job placement rates for Curry’s Counselor Education program are consistently 100% and can be found here


    School and Clinical Psychology

    As part of accreditation requirements for APA , the School and Clinical Psychology program at UVA collects data on employment of its graduates. Please note that this program prepares both clinical and school psychologists, and the majority of program graduates enter the clinical psychology field. All 7 alumni who graduated five years ago are employed in professional settings (n=1 at School District, n=1 at Correctional Facility, n=1 in Independent Practice, n=3 at Hospital/Medical Center, and n=1 in Other: Project Manager). The 5 alumni who graduated two years ago are also all fully employed (n=2 in Independent Practice; n=2 in Hospital/Medical Center, and n=1 in a mix of Independent Practice, Psychiatric Facility, and School District). 

  • Student Loan Default Rates and Other Consumer Information
    Integrated Postsecondary Education Data System (IPEDS) Virginia Commonwealth University Institution Profile

    The IPEDS Institution Profile report provides annual data on multiple institutional data indicators (e.g., Student Charges, Student Financial Aid, Net Price, Enrollment, Completions, Retention and Graduation, and Outcomes Measures) relevant to UVA stakeholders. These data can be reviewed for UVA and in comparison with other institutions. Data are updated annually and can be accessed here.

    Student Loan Default Rates

    Consumer information for the University of Virginia, including student loan default rates, can be accessed here.

    U.S. Department of Education Federal Student Aid: Official Cohort Default Rates for Schools, Master’s or Doctor’s Degree

    A cohort default rate is the percentage of a school's borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or William D. Ford Federal Direct Loan (Direct Loan) Program loans during a particular federal fiscal year (FY), October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year. The U.S. Department of Education releases official cohort default rates once per year. The FY 2017 (most recent data set) national cohort default rate is 9.7 percent.

    Cost of Attendance

    UVA's Student Financial Services offers lists the cost of attendance, tuition, and fees here.

    Scholarships

    The School of Education and Human Development offers numerous scholarship, fellowships, and awards opportunities to students.  A list of available scholarships can be found here. Teacher Education students may be eligibility for additional funding opportunities.

    Teacher Salaries

    The Virginia Department of Education provides teacher, principal, and assistant principal salaries by school division in Virginia. The annual report provides the starting salary based on education level (bachelors, masters, or doctorate), as well as the average salary by division.