Howard University School of Education
HUSOE is a CAEP-accredited educator provider that has had a long history of accreditation from NCATE
to CAEP accreditation that prepares dynamic teachers, educational leaders and human service
professionals committed to improve teaching, learning and research in urban and other diverse settings.
Significant features of our academic programs include opportunity to travel abroad for global education
experiences, engagement with our Urban Superintendents Academy and the Ph.D. program in Higher
Education Leadership and Policy Studies. This year we celebrate our first graduate of the Ph.D. in Higher
Education.
HUSEOE has three departments Curriculum and Instruction, Educational Leadership and Policy Studies,
and Human Development and Psychoeducational Studies. The chart below shows the degree offerings
per department.
Curriculum and Instruction
Educational Leadership and
Policy Studies
Human Development &
Psychoeducational Studies
B.S. Elementary Education
M.Ed. Educational
Administration
B.S. Human Development
M.Ed. Elementary Education,
Secondary Education, and
Special Education
CAGS-Educational
Administration
M.Ed.-School Psychology and
Counseling Services
Secondary Education Minors:
English Education,
Mathematics Education,
Physics Education, Social
Studies Education, and
Foreign Language Education
(French and Spanish)
Ed.D. Major: Educational
Leadership, Administration,
and Policy / Ph.D. Major:
Higher Education Leadership
and Policy Studies
Ph.D. Majors: Counseling
Psychology, Educational
Psychology, School
Psychology
The following degrees fall under CAEP’s scope of accreditation and some of the programs lead to
license/certification from the Office of State Superintendent of Education (OSSE). The chart below
provides an overall of all our relevant programs for CAEP.
See: (https://osse.dc.gov/service/educator-preparation-providers-and-subject-area-programs-district-
columbia) Directory of Approved Educator Preparation Providers.
Academic Programs
Undergraduate
Degree/Minors
Graduate Degree
Educational Administration
N
Y
Elementary Education
Y
N
Foreign Language (French and Spanish)
Minor
N
Music Education (Instrumental & Vocal)
Minor
N
School Psychology
N
Y
Secondary English Education
Minor
N
Secondary Mathematics Education
Minor
N
Secondary Physics Education
Minor
N
Secondary Social Studies Education
Minor
N
Special Education (non-categorical)
N
Y
Theatre Arts Education
Minor
N
U.S. News & World Report (USNWR)
As demonstrated by the latest U.S. News & World Report (USNWR) ranking among the best graduate
schools of education, we continuously move forward to become a premier leader in educator
preparation. Here are the latest data for 2022 Best Graduate School of Education for Howard University.
(https://www.usnews.com/best-graduate-schools/top-education-schools/edu-
rankings?name=howard%20university)
We are:
• #91 among Graduates Schools of Education
• Second time in the top 100 and highest ranking ever
• #19 among Private Graduate Schools of Education
• #2 among DC Graduate Schools of Education
• #1 among HBCU Graduate Schools of Education
USNWR methodology for Howard University are:
Quality Assessment (40%)
*Peer assessment score (3.5)
*Educational professionals/school superintendents assessment score (4)
Research activity (30%)
Total research expenditures
Average expenditures per faculty member
Student selectivity (18%)
*Acceptance rate
Mean GRE quantitative scores
Mean GRE verbal scores
Faculty resources (12%)
Doctoral degrees granted
Student-faculty ratio
Percentage of faculty with awards
PROGRAM & IMPACT OUTCOMES
Impact on P-12 Learning and Development
All candidates receiving training in teacher education are evaluated based on the Association of
Childhood Education International Standards (ACEI). Two key check points are used to evaluate our
candidates on ACEI standards, EDUC 450 which is an undergraduate internship and 699- the student
teaching internship and the student teaching internship is a full-time intensive preparation experience
scheduled near the end of the candidate’s academic program of study. The 12-week internship in
elementary education provides a placement for teacher candidates to demonstrate many competencies
covering the ACEI standards, including knowledge of content across the disciplines, effective instruction,
and collaboration with families and colleagues. Candidates are formally assessed twice during the
internship, once by the University Supervisor and once by the Cooperating Teacher. Evaluation ratings
are 5-Excellent, 4-Good, 3-Fair, 2-Needs Improvement and 1-Unacceptable. For AY 2019-20 a teacher
education candidate was evaluated (N=1; 100%) received at least a rating of Good (4.0) and 7 standards
of excellence over the past year. The target benchmark for the HUSOE program is 80%. Mean scores
ranged from 4 to 5.00. AY 2019-2020 candidate demonstrated the strongest abilities in adaptation to
diverse students, integration and applying knowledge for instruction, development of critical thinking
and problem solving, and active engagement in learning.
Teacher Candidate Assessment Instrument
EDUC 699 Internship and Classroom Management
Graduate Elementary Education
HU Teacher Education Candidate Fall 2019
N=1
Excellent
(5)
Good (4)
Fair
(3)
Needs
Improvement
(2)
Unacceptable
(1)
Standard
Mean
1(100%)
4
1(100%)
4
1(100%)
4
1(100%)
5
1(100%)
4
1(100%)
4
1(100%)
5
1(100%)
5
1(100%)
5
1(100%)
5
1(100%)
5
1(100%)
5
1(100%)
4
1(100%)
4
The following results represent data on seven teacher education candidates who took EDUC 450 in AY
2019-2020. The means ranges from 3.71 to 4.14. Of note are the following highest candidate scores
ranked 4.14 on ACEI standards: Communication and adaption to diverse students. Followed by mean
score of 4 on the following ACEI standards Learning and motivation, integration and application of
knowledge, critical thinking and assessment.
Data from Fall 2019
Teacher Candidate Assessment Instrument
EDUC 450 Internship and Classroom Management
HU Teacher Candidates
N=7
Standards
Excellent (5)
Good
(4)
Fair (3)
Needs
Improvement (2)
Unacceptable
(1)
Row
Mean
ACEI 1.0 Learning
and Motivation
3(43%)
2(29%)
1(14%)
1(14%)
4.00
ACEI 2.1 Reading
2(29%)
3(43%)
1(14%)
1(14%)
3.71
ACEI 2.2 Science
2(29%)
2(29%)
1(14%)
2(14%)
3.28
ACEI 2.3
Mathematics
2(29%)
2(29%)
1(14%)
1(14%)
3.14
ACEI 2.4 Social
Studies
4(57%)
1(14%)
1(14%)
1(14%)
4.00
ACEI 2.5
The arts
4(57%)
1(14%)
2(29%)
3.71
ACEI 2.6
Health Education
3(43%)
1(14%)
3(43%)
3.14
ACEI 2.7
Physical Education
4(57%)
3(43%)
3.29
ACEI 3.1
Integration and
Application of
Knowledge
3(43%)
3(43%)
1(14%)
4.14
ACEI 3.2
Adaptation to
diverse students
3(43%)
3(43%)
1(14%)
4.14
ACEI 3.3
Critical Thinking
3(43%)
2(29%)
1(14%)
1(14%)
4.00
ACEI 3.4
Active
Engagement
4(57%)
1(14%)
1(14%)
1(14%)
4.14
ACEI 3.5
Communication
3(43%)
2(29%)
2(29%)
4.14
ACEI 4.0
Assessment
3(43%)
1(14%)
3(43%)
4.00
Indicators of Teaching Effectiveness
The Principles of Learning and Teaching praxis tests measure general pedagogical knowledge. The
overall pass rate across all grade levels for our teacher candidates is 90%. The HUSOE target pass rate is
80%. The target pass rate has been exceeded for the last three years. For each grade level, our
candidates highly exceed the required score as such indicates a high degree of teaching effectiveness.
Principles of Learning and
Teaching Grade Level
Number of Test
Takers
Number
Passed
% Pass
Rate
Required
Score
Mean
Score
Grades k-6
11
10
90.91
160
179
Grades 5-9
1
160
Grades 7-12
8
8
100
157
179
Overall
20
18
90%
Source: 1-yr. Pass Rate: Attending Institution Data DC Office of the State Superintendent of Education
Licensing Rates
The HUSOE target pass rate for Title II (initial and advanced level) exams is 80%. For AY 2019-2020, the
number of test takers were below 10. For AY 2018-2019, candidates experienced a pass rate below the
target, however, the state overall average rate was 77%, both below 80% pass rates. Candidates who do
not meet the state cutoff score for Praxis Core or ACT/SAT are not admitted into the HUSOE program.
Praxis II Content Knowledge exam pass rates for HUSOE completers ranged from 62% to 85% in AY 2019-
2020.
Source: U.S. Department of Education, Higher Education Act Title II State Report Card System. Note: Cohort for 2019-2020 had less than 10
reported test takers, therefore the results are not reported.
Academic Year
Number of test
Takers
Number Passed
HUSOE Pass Rates
Statewide Pass Rate
2019-2020
7
79%
2018-2019
23
16
70%
77%
2017-2018
13
12
92%
81%
Annual Reporting Measures
The following measures are related to programs that lead to teacher preparation and fall of under
CAEP’s scope of accreditation
Enrollment Rates:
School of Education
The following enrollment trend data is for the School of Education for all programs. Enrollment
data for Fall 2019 indicates on-time matriculation rate of 95.7%.
The following Enrollment data represents teacher education enrollment at the bachelor’s level in
Elementary Education.
The enrollment data represents cohorts of initial and advanced levels over several years. Enrollment at
the undergraduate levels in Elementary Education is consistently increasing over the years. At the
master’s level, enrollment trends have declined due to interest in other graduate programs.
Graduation Rates
Graduation rates represents initial and advanced cohorts in teacher preparation. For initial 2013 cohort
the 6-yr graduation rate is 17% and fall 2014 cohort 4-yr graduation rate is 33% and 5-yr is 50%. For
advanced level, Fall 2013 cohort graduation rate is 100% and for fall 2014 5-yr graduation rate is 92%.
Retention Rates
For initial undergraduate Fall 2017 and Fall 2018 1-yr retention rates are 53% and 90% respectively. For
advanced cohorts for Fall 2014 and Fall 2018 1-yr retention rates are 100% and 50% respectively. For the
advanced programs sample sizes for the corresponding years are N=1 and N=2, therefore the data
represents small sample sizes.
Satisfaction Rates
We conducted several levels of satisfaction rates that examined employer satisfaction with our
candidates and completer or alumni satisfaction with their current employment status and careers
aspirations. We also asked completers to report on their professional milestones.
Employer Satisfaction
HUSOE has had a long history as one of the top ten educator preparation programs that prepare
teachers for several local school districts and on a national level. We asked several members of our
teacher education council comprised of principals, superintendents and directors. The following results
indicate our completers continue to do well according to our employers who indicate they are “very
satisfied” with their performance.
Completer Satisfaction
Reflective practitioners believe all children can learn and all individuals can thrive.
• They demonstrate ethical and professional behaviors with students and clients.
• They continuously engage in self-reflection.
• They work to improve the content and/or processes of their instruction or service delivery in
response to their reflections.
• They develop/implement assessment, instructional, and/or intervention plans that are data
driven, culturally responsive and linked to sound theory.
On average Seventy percent (70%) of HUSOE completers agree their training prepared them to engage
in reflective practice. Completers are most satisfied with their marketability and preparation for the job
market in their area of study.
Description
Total
Number admitted in teacher
education cohorts
58
Number of teacher education
on-time completers
40
On-time completion rate
70%
National student Clearinghouse
6 yr completion rate for
students who completed their
studies at a four-year private
nonprofit institution
76.5%
Note: ELEM BS 2019 Cohort. Source: National Clearing House Cohort 2013.
According to the National Clearing House the 6-year completion rate is 76.5% for AY 2019-2020.
Similarly, HU’s on-time completion rate is 70% for Elementary Education bachelor’s level students.
The following two questions asked our Alumni in teacher education what is their current status and their
employment status? Those who responded stated that they are fully employed or continuing their
education.
The major of our HU Candidates or 48.6% indicate they have given service back to the
university in some form and or attended one of the School’s events. Twenty-four percent of our
completers joined the HU Alumni Association.
When asked about the current positions related to their School of Education degree, 62.2% report
they are working in their field or a closely related field aligned to their degree.
Close to half of our students report they are working in a P-12 school setting. The second largest
group reported working at the county, state or federal government. Others (16.2%) report
working in a four-year college or university.
Milestones:
• Masters in early childhood leadership and working on getting my second masters
• New Career Opportunities
• M.Ed. from Johns Hopkins University
• Graduating with my master’s this Summer from Walden University
• Research Association of Minority Professors (RAMP) Vice President; Pacific Northwest
UNCF Executive Leadership Council; Washington Math, Engineering, Science Achievement
(MESA) Board Member; National Council of Instructional Administrators (NCIA) Rising
Star; Washington Perinatal Support Board Member; United Way Project Lead Cohort 2020;
University of Washington College of Engineering Advisory Council; Washington State
Board of Community & Technical Colleges Articulation Transfer Council; Greater Seattle
(WA) Chapter of The Links, Inc.; Greater Seattle Howard University Alumni Club Vice
President
• Currently a Sr. Program Manager, Inclusion, Diversity and Equity at Amazon Web Services
• School Psychologist of the Year, Co-Lead School Psychologist, Tenured track Assistant
Professor, Internship Supervisor
• School psychologist to assistant principal, assistant principal to principal. Awarded highly
effective principal status 2016 and 2020 (Award of $25,000) Awarded a full scholarship
for an Executive Master’s in Leadership to Georgetown University (2013) Served on the
Chancellor's cabinet (DCPS) in 2018
• Promotions, Podcast interviews, Contributing author, newspaper write ups
• Promotions (Team Lead)
• Promoted twice; 2021 award for outstanding service
• Appointed to Governor’s Council, appointed to State Parent and Family Engagement
Coordinator
• Acting Director, Quality Assurance, Tangaza University College; previously was Acting
Dean School of Education, Tangaza University College; I serve in various education policy
related advisory groups.
• Completed Principal Training Program
• Received Awards
• Full Professor, Judicial Commission Board, National TRIO Achiever Award,
• I recently accepted a 2-year clinical and research postdoctoral fellowship with St. Jude
Children's Research Hospital
• Will be taking on a new position in Montgomery County Public Schools as a School
Psychologist in July 2021
• I have been promoted from an Institutional Review Specialist position to an Education
Research Analyst in 2020. I am currently looking for additional opportunities.
OTHER DATA & INFORMATION: Howard University-4-Year Private
Non-Profit Institution
• There are 6430 undergraduate students.
• 1925 Freshman students
• 99% of freshman are from outside the DC area
• 98% of freshman live on campus
• Fall 2019 Incoming Freshman ACT --> 27
• Composite SAT--> 1260
• GPA 3.59 on a 4.0 scale
The HU Campus:
• Campus setting: Large urban city
• School Size: 89 buildings on 257 acres (149 acres in DC and 108 in Maryland)
• Diversity: Students from more than 62 countries
Primary Placement Locations:
• District of Columbia
• Howard County, MD
• Montgomery County, MD
• Prince George's County, MD
Average cost of attendance: $43,471
Average scholarship/grant: $22,738
Average student loan debt: $20,299 (default rate = 8.0%)
Source for Nationality is from the AY 2019-20 Official Census Enrollment file.
AY 2019-20 Census File
Row Labels
Count of
ID
Count of
GEN
Females
6729
68%
Males
3102
32%
Grand Total
9831
100%
The ratio for females to males approximately two-thirds females. This is a similar national trend
at Universities.
AY 2019-20 Census file
Row Labels
Count of
ID
9210
Afghanistan
2
Angola
3
Antigua and Barbuda
2
Austria
1
Bahamas
6
Bangladesh
13
Barbados
11
Bermuda
5
Brazil
1
Burkina Faso
2
Burma (Myanmar)
3
Cameroon
9
Canada
26
China
2
Colombia
1
Egypt
2
Ethiopia
9
France
5
Germany
1
Ghana
10
Greece
1
Grenada
4
Guinea
1
Guyana
6
India
12
Indonesia
1
Iran
5
Iraq
1
Ivory Coast (Cote d'Ivoire)
1
Jamaica
94
Jordan
2
Kenya
2
Mali
2
Mexico
1
Morocco
1
Nepal
29
Netherlands
1
Nigeria
131
Pakistan
2
Philippines
1
Poland
1
Rwanda
1
Saint Kitts and Nevis
3
Saint Lucia
4
Saint Vincent/Grenadines
2
Saudi Arabia
99
Senegal
2
South Korea
1
Spain
1
Sri Lanka
2
Sudan
1
Taiwan
1
Togo
1
Trinidad and Tobago
39
Tunisia
1
Turkey
1
United Arab Emirates
1
United Kingdom/Great
Britain
6
United States Virgin Islands
2
Vietnam
5
Zaire
1
Zimbabwe
2
(blank)
Grand Total
9831
Note: minus 32 students from the US.
Total enrollment in AY 2019-2020 was 9210
The university has 62 countries related across the globe. The largest international represent is
Nigeria and Saudi Arabia. The university is pleased with our international student interest and
believes it adds to a rich diverse college experience.