CAEP Accountability Measures

The Ruth S. Ammon College of Education and Health Sciences is engaged in ongoing assessment and continuous improvement.

Adelphi University is proud to publicly share impact and outcome measures identified by the Council for the Accreditation of Educator Preparation (CAEP) which demonstrate that our graduates are effective teachers and teacher leaders who contribute to student learning.

CAEP Measures

The following is the list of CAEP measures and corresponding data tables that provide supporting evidence for each measure.

Measure 1: Completer Impact and Effectiveness

Initial Programs: Impact on P-12 Student Learning Growth

The New York State Education Department (NYSED) no longer provides up-to-date data on Student Achievement Growth ratings for teachers. We reached out multiple times to the state education department for data on recent graduates as well as to the NYC Public Schools; however, neither organization has indicated that they will provide any updated findings. Alternatively, the EPP conducted case studies with recent graduates to examine their impact on P-12 students.

For Academic Year 2024–2025, we completed five case study observations across the Art Education (Graduate), STEP Childhood, Physical Education (Undergraduate), STEP Adolescent Social Studies, and TESOL programs. All five completers performed at the Distinguished level on the Danielson Framework for Teaching, with an aggregate mean score of 3.8 out of 4.0.

  1. Documented Academic Progress: The STEP Childhood completer moved ELL students from Reading Recovery level (RR — no independent reading ability) to early independent reading levels by year’s end. The TESOL completer’s students saw English Regents pass rates rise from approximately 20% in January to 92% by year’s end. The STEP Adolescent Social Studies completer teaches at a school that achieved 96% proficiency on the Global History Regents and 92% on the U.S. History Regents (2024–25 NYS Report Card). The Physical Education completer achieved a 75% success rate on his hockey unit assessment and transformed a previously non-competitive athletics program over four years.
  2. Differentiated and Culturally Responsive Instruction: Completers adapted instruction to meet the needs of diverse learners — including ELLs, students with IEPs, and students from varied cultural backgrounds — through center rotations, scaffolded supports, and identity-affirming projects. Students across all five classrooms demonstrated engagement, persistence, and willingness to take academic risks.
  3. NYCPS New Teacher Survey: In the 2025–2026 hiring season, 110 Adelphi graduates were hired by NYC Public Schools — a 28% increase from the prior year. Of those hired, 83% were placed in priority districts and 25% in shortage subject areas.

Initial Programs: Teacher Effectiveness

The New York State Education Department has not provided data on overall Teacher Effectiveness since 2016. For Academic Year 2024–2025, the EPP collected evidence from five case study observations using the Danielson Framework for Teaching and the NYCPS New Teacher Survey. Additional evidence is drawn from Employer Survey data collected across three cycles (Spring 2023–Spring 2025). Findings demonstrate program completers’ effectiveness through:

  1. Danielson Framework Assessment: All five completers scored at the Distinguished level (aggregate mean 3.8/4.0) and earned perfect Distinguished ratings (4.0) in Domain 4: Professional Responsibilities. Completers demonstrated particular strength in Instruction (mean 3.92) and Professional Responsibilities (mean 4.0). All five earned Distinguished ratings in Creating an Environment of Respect and Rapport, reflecting highly effective application of professional knowledge and skills.
  2. Classroom Environment and Instructional Flexibility: Completers created supportive environments where students felt safe to take risks, and adapted instruction in real time based on student needs across all five classrooms.
  3. Professional Growth: Completers credited Adelphi preparation as foundational to their effectiveness. The STEP Childhood completer cited the Residency experience as giving her “the courage to think outside the box.” The Physical Education completer credited Adelphi mentorship as “formative” to his teaching philosophy. The TESOL completer credited coursework in cultural responsiveness and second language acquisition as critical to her practice.
  4. NYCPS New Teacher Survey: The NYCPS New Teacher Survey indicates that 68% of NYCPS first-year teachers rated Adelphi’s preparation “Effective” or “Very Effective.” 93% agreed student teaching prepared them for their first year, and 79% agreed coursework prepared them for the classroom. Graduates reported strong preparation in building relationships with students (98.1%), creating inclusive classroom structures (96.2%), giving meaningful feedback (96.2%), reflecting on their practice (94.3%), identifying appropriate instructional strategies (94.3%), and designing standards-aligned lessons (92.5%).
  5. Employer Survey (Spring 2023–2025): In Spring 2023, 100% of respondents strongly agreed or agreed that Adelphi alumni compare favorably to other first hires across all four Danielson domains. In Spring 2024, 100% agreed on Planning and Preparation and Professional Responsibility, and 86% agreed on Classroom Environment and Instruction. In Spring 2025, 75% of respondents agreed across all four CAEP standards (R1.1–R1.4), with no disagreement recorded on any item. Administrator comments across cycles consistently highlighted alumni strengths in differentiated instruction, technology integration, classroom community-building, and professional collaboration. The consistent pattern of positive ratings across all three cycles and all four domains reinforces findings from case studies, principal evaluations, and student work analysis that Adelphi completers are well-prepared and effective in the classroom.

The report also identifies areas for program improvement — lesson planning, assessment design, family engagement with ELL households, and Regents preparation for secondary candidates — which are informing targeted updates to coursework and clinical experiences.

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Measure 2: Satisfaction of Employers and Stakeholder Involvement

Initial Programs: Employer Survey

The EPP has established multiple cycles of employer feedback data collection, utilizing both formal surveys and structured feedback from clinical partnerships:

Cycle 1- Spring 2023 Formal Survey: A survey was administered to 10 employers, with a 20% response rate (2 responses): one from early childhood special education and one from childhood education. When asked whether Adelphi alumni teachers compare favorably to other first hires and/or recently tenured faculty, 100% strongly agreed or agreed with planning and preparation, classroom management, instruction, and professional responsibility. Three comments from school administrators detail our alumni’s strengths, drawn from the survey results: “AU students demonstrate strong, differentiated planning skills and proficiency with technology in both classroom and virtual settings. They excel at building student connections, maintaining engaging learning communities, and collaborating with colleagues. They align instruction with standards and are recognized as teacher-leaders.”

Cycle 2 – Spring 2024 Formal Survey: A revised survey incorporating the Danielson Framework for Teaching domains, which explicitly addresses preparation for working with diverse P-12 students and their families through Domain 4 (Professional Responsibilities), including indicators for communicating with families and demonstrating knowledge of students’ backgrounds, was administered to 29 employers, with a 24% return rate (7 responses): 3 from early childhood special education, 1 from childhood education, 1 from STEP childhood, 1 from physical education, and 1 from combined science and math. When asked whether Adelphi alumni teachers compare favorably to other first hires and/or recently tenured faculty, 100% strongly agreed or agreed with planning and preparation, and professional responsibility. 86% strongly agreed or agreed with classroom management, and instruction. Three comments from school administrators detail our alumni’s strengths, drawn from the survey results: “AU students have strong foundational knowledge of best practices,” “AU students understand the importance of creating safe and supportive classroom environments,” and “Students have strong knowledge of differentiated instruction.”

Cycle 3 – Spring 2025 Formal Survey: The Assessment Committee developed a revised employer survey in March 2025, aligned with CAEP Standard R1 and organized into four sections corresponding directly to R1.1–R1.4 indicators. The EPP administered this final survey in Spring 2025. Each section addresses specific knowledge domains and includes diversity, equity, and inclusion indicators.

The survey was administered to 10 employers, with a 40% return rate (4 responses): 1 from art education, 1 from STEP childhood education, 1 from physical education undergraduate, and 1 from physical education graduate. When asked whether Adelphi alumni teachers compare favorably to other first hires and/or recently tenured faculty, 75% agreed with all statements across all four areas: The Learner and Learning, Content, Instructional Practice, and Professional Responsibility. Overall, results indicate that employers view Adelphi teacher education alumni positively, suggesting graduates are well-prepared for the profession.

Data collection of this survey is currently in progress; complete response rate data and findings from this cycle will be publicly available by Fall 2026.

Initial Programs: New York City Public School Opening Hiring Report

NYCPS Hiring Data: The sustained and increasing demand for Adelphi graduates by New York City Public Schools—the largest school district in the nation—provides additional behavioral evidence of employer satisfaction. In the 2025-2026 hiring season, NYCPS hired 110 Adelphi graduates through traditional pathways, representing a 28% increase from the prior year (86 hires in 2024-2025). This growth in hiring suggests that school administrators and hiring officials value the preparation Adelphi completers receive. Additionally, 83% of Adelphi new hires were placed in NYCPS priority districts, demonstrating that completers are meeting critical staffing needs in high-demand schools serving diverse student populations. The NYCPS New Teacher Survey further validates preparation quality: 68% of Adelphi completers rated their overall preparation as “Effective” or “Very Effective,” with 93% agreeing that their student teaching experience prepared them for their first year of teaching. Completers reported particularly strong preparation in building meaningful relationships with students (98%), creating inclusive classroom environments (96%), and identifying appropriate instructional strategies (94%)—competencies directly aligned with InTASC Standards addressing diverse learners and instructional practice.

The Advisory Board and faculty review and analyze data during regular meetings, identify patterns and trends across programs, recommend program modifications based on employer feedback, and monitor implementation of data-driven changes.

Initial Programs: Advisory Board Updates

District representative feedback across five advisory board meetings from 2023 to 2025 reflects an evolving picture of candidate preparation. Early feedback highlighted both strengths — particularly in math and science at the secondary level — and gaps in elementary literacy preparation. By late 2023, representatives noted that graduates were strong in content knowledge but inconsistent in applying equity-based practices with diverse learners. In 2024, the consensus shifted more positively, with stakeholders observing that graduates show greater grit and openness to feedback, and are generally well-prepared for student teaching and employment. Feedback in 2025 focused on programmatic improvements: representatives recommended using an SEL rubric to identify struggling candidates early, renaming social-emotional learning to “habits of mind,” and teaching SEL explicitly. The most recent meeting emphasized future readiness, calling for candidates who are adaptable, tech-savvy, knowledgeable of district strategic plans, and skilled at integrating content with classroom management across diverse student populations.

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Advanced Programs: Employer Survey

The EPP has established multiple cycles of employer feedback data collection, utilizing both formal surveys and structured feedback from advisory board members from districts who have hired program completers:

Cycle 1 – Spring 2023 Survey: In Spring 2023, a survey was administered to 7 employers, with 1 response from early childhood special education. The respondent demonstrated 100% agreement (agreed or strongly agreed) across all four survey criteria: licensure preparation, employment milestone eligibility, coursework relevance to job responsibilities, and overall program effectiveness.

Cycle 2 – Spring 2024 Survey: A survey was administered to 6 employers of advanced program graduates, achieving a 33% response rate (N=2 complete responses). Results indicated strong employer satisfaction, with 100% of respondents either strongly agreeing or agreeing that AU alumni teachers were well prepared for their professional responsibilities.

Cycle 3 – Spring 2025 Survey: The EPP administered the revised employer survey aligned with CAEP Standard RA1.1 in Spring 2025. This survey incorporates explicit RA1.1 indicators and was developed by the Assessment Committee in March 2025. To date, there have been no responses. Data collection of this survey is currently in progress; complete response rate data and findings from this cycle will be publicly available by Fall 2026.

Advanced Programs: New York City Public School Opening Hiring Report and Analysis

External Validation – NYC Public Schools Hiring Report: The NYC Public Schools 2025 Hiring Report provides third-party validation of employer satisfaction with advanced program completers. Of the 110 Adelphi graduates hired in 2025-2026 (a 28% increase from prior year), 65 were in advanced program areas including Early Childhood (24), Physical Education (23), and Special Education (18). The New Teacher Survey (N=53) found 68% rated their preparation as “Effective” or “Very Effective,” with 88.7% reporting sufficient preparation to engage students with disabilities and multi-language learners, and 79.2% prepared to communicate effectively with families of diverse backgrounds—directly addressing CAEP’s requirement for evidence of preparation to work with diverse P-12 students and families

Note: NYC did not provide disaggregated data by initial vs. advanced for two program sets: Childhood (initial)/Early Childhood (advanced) and Physical Education (initial and advanced).

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Measure 3: Candidate Competency at Program Completion

Initial Programs: State Licensure Exams

Teacher candidates seeking initial licensure in New York State are required to take two certification exams: Educating All Students (EAS) and Content Specialty Test (CST).

In addition, New York State-registered teacher preparation programs are required to integrate a teacher performance assessment (TPA) into the candidates’ student teaching, practicum, or similar clinical experience (e.g., residency, mentored in-service component). The EPP chose to create a TPA by using the Renaissance Group’s Teacher Work Sample as the base and creating an Addendum to assess candidates’ ability to plan and enact culturally responsive and sustaining practices as well as technology into their planning, teaching and assessment.

The EAS pass rate for Adelphi candidates seeking initial certification during the 2022-2023, 2023-2024, and 2024-2025 academic years was 99%, 96%, and 98%, respectively. The pass rate was higher than the minimum threshold of 80% across all programs.

The percentage of white test takers decreased from 79% (2022-2023) to 71% (2024-2025), while people of color increased from 14% to 23% over the same period, indicating growing diversity among candidates. The “not reported” category remained stable at approximately 6-8% across all years.

The CST pass rate for Adelphi candidates seeking initial certification during the 2022-2023, 2023-2024, and 2024-2025 academic years was 95%, 97%, and 94%, respectively. Most subject areas maintained pass rates well above the 80% minimum across all years. However, four instances fell below the 80% threshold: Multi-Subject B-2 Part 2 (2022-2023), Multi-Subject 7-12 Part 1 and Multi-Subject B-2 Part 1 (2023-2024), and Health Education (2022-2023). These lower pass rates occurred in small testing groups of just one to two candidates, where a single result can dramatically affect the overall percentage.

White test takers decreased from 81% (2022-2023) to 71% (2024-2025), while people of color more than doubled from 11% to 25%. This indicates growing diversity among candidates over the three-year period. The “not reported” category remained stable at approximately 5-8% across all years.

The EPP collected TPA data on 205 candidates across three locations during the 2024-2025 academic year.

  1. Garden City campus: 153 students (72% white, 26% people of color, 2% not reported)
  2. New York City – Brooklyn Center: 7 students (43% white, 29% people of color, 29% not reported)
  3. Online: 45 students (71% white, 9% people of color, 20% not reported)

At the Garden City Campus (153 students), Sound professional practice scored highest (2.97), showing these teachers excel at connecting their instruction directly to their objectives.

At the Brooklyn campus (7 students), multiple criteria received perfect scores of 3.00, including Welcoming & affirming environment, High expectations and rigorous instruction, Inclusive curriculum and assessment, Ongoing professional learning. The small sample size may contribute to these perfect scores.

In the Online program (45 students), four areas stood out with perfect scores (3.00): Knowledge of Community, Alignment w/National, State or Local Standards, Welcoming & affirming environment, and Why would you change which technologies you used and/or how you used those technologies if you taught the unit again? This highlights the program’s strengths in cultural responsiveness and technology integration.

In the 2023-2024 AY, the EPP collected TPA data on 211 candidates across three locations:

  1. Garden City campus: 163 students (74% white, 23% people of color, 3% not reported)
  2. New York City – Brooklyn Center: 8 students (62% white, 25% people of color, 13% not reported)
  3. Online: 40 students (78% white, 12% people of color, 10% not reported)

At the Garden City Campus (163 students), Alignment with Learning Goals scored highest (2.97), showing these teachers excel at connecting their instruction directly to their objectives.

At the Brooklyn campus (8 students), multiple criteria received perfect scores of 3.00, including Knowledge of Context, Learning Goals, Assessment Planning, and Instructional Design. The small sample size may contribute to these perfect scores.

In the Online program (40 students), three areas stood out with perfect scores (3.00): Welcoming & Affirming Environment, Inclusive Curriculum and Assessment, and Technology Alignment with Standards. This highlights the program’s strengths in cultural responsiveness and technology integration.

In the 2022-2023 AY, the EPP collected TPA data on 124 candidates (78% white, 12% people of color, 10% not reported). Overall, candidates scored above a 2.6 in all items, with the highest scores (2.98) in Alignment w/National, State or Local Standards, (2.94) Lesson and Unit Structure, and (2.93) Appropriateness for Students.

This data is shared regularly with faculty at teacher education retreats and during individual program meetings, so that faculty can review data and discuss potential factors which contributed to this change.

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Initial Programs: Danielson Framework for Teaching

The Danielson Framework for Teaching was developed by Charlotte Danielson as a tool to identify the aspects of a teacher’s responsibilities that have been documented through research as promoting improved student learning. Danielson divides the complex activity of teaching into twenty-two components clustered into four domains of teaching responsibility: (1) planning and preparation, (2) the classroom environment, (3) instruction, and (4) professional responsibilities.

In the 2024-2025 AY, the EPP collected Danielson data on 205 candidates across three locations:

  1. Garden City campus: 153 students (72% white, 26% people of color, 2% not reported)
  2. New York City – Brooklyn Center: 7 students (43% white, 29% people of color, 29% not reported)
  3. Online: 45 students (71% white, 9% people of color, 20% not reported)

In the 2023-2024 AY, the EPP collected Danielson data on 220 candidates across three locations:

  1. Garden City campus: 171 students (75% white, 22% people of color, 3% not reported)
  2. New York City – Brooklyn Center: 9 students (56% white, 22% people of color, 22% not reported)
  3. Online: 40 students (78% white, 10% people of color, 12% not reported)

Overall, candidates scored above a 3.00 at all locations and maintained average scores above the 3.0 threshold. On the Garden City campus, Creating an environment of respect and rapport scored highest (3.51). In the Brooklyn Center, multiple domains tied 3.78 (Communicating with students, Reflecting on teaching, Growing and developing professionally, and Showing Professionalism). In the Online program, Demonstrating knowledge of resources scored the highest (3.48).

Across all locations, creating respectful environments and professionalism consistently score high, while assessment techniques and questioning/discussion strategies typically score lower.

In the 2022-2023 AY, the EPP collected Danielson data on 169 candidates (79% white; 12% people of color; 9% not reported). Overall, candidates scored above a 3.0 in all four domains, with the highest score (M=3.5) in Creating an environment of respect and rapport. The lowest scores (M=3.1) were in Using questioning and discussion techniques, and Using assessment in instruction.

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Advanced Programs: State Licensure Exams

Teacher candidates seeking advanced certification are required to take the Content Specialty Test (CST) in the additional certification area. The CST pass rate for Adelphi candidates seeking advanced certification during the 2022-2023, 2023-2024, and 2024-2025 academic years was 93%, 100%, and 94%, respectively. The pass rate was higher than the minimum threshold of 80% across all programs.

Educational Leadership is the only advanced program required to take the Educating All Students (EAS). The pass rate for Adelphi candidates seeking advanced certification was 100% across all three academic years (2022-2025).

Educational Leadership candidates also take the School Leadership Assessments (SLA). The pass rate for these exams was 100% for the 2022-2023, 2023-2024, and 2024-2025 academic years.

This data is shared regularly with faculty at teacher education retreats and during individual program meetings so that faculty can review the data and discuss potential factors that may have contributed to these results.

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Advanced Programs: Academic Competency

The Advanced Programs identified the courses where each of the 6 sub-components in RA1.1 Candidate Knowledge, Skills, and Professional Dispositions are addressed, and three of the six are assessed.

2024 – 2025 Academic Year Data Analysis

Overall, candidates are generally meeting or exceeding expectations across the programs. Mean scores consistently fall in the upper portion of their respective rating scales (either 1-3 or 1-4).

  1. Most mean scores are at or above the midpoint of their respective rating scales (either 1-3 or 1-4 scales).
  2. Programs using a 1-3 scale show mean scores predominantly in the 2.5-3.0 range.
  3. Programs using a 1-4 scale show mean scores predominantly in the 3.0-3.5 range.
  4. Health Education continues to show strong performance with mean scores ranging from 2.31 to 3.31 on a 1-4 scale, with the highest score in the Rationale element (3.31).
  5. The Literacy program demonstrates strong performance with mean scores of 2.89-3.00 on a 1-3 scale, showing improvement from the prior year.
  6. Educational Leadership (SBL) shows consistent performance with mean scores ranging from 2.00 to 3.00 on a 1-3 scale.
  7. Several programs reported no data for 2024-2025, including Early Childhood Special Education, Childhood Special Education, Adolescent Special Education, and Educational Leadership (SDL), due to either no enrolled candidates or data collection limitations.
  8. Physical Education shows mean scores of 2.22 to 2.83 on a 1-3 scale, with a data gap noted in the Research Methods component due to an incorrect course number being provided.

2023 – 2024 Academic Year Data Analysis

Overall, candidates are meeting and/or exceeding expectations across the programs. Mean scores consistently fall in the upper portion of their respective rating scales (either 1-3 or 1-4).

  1. Almost all mean scores are at or above the midpoint of their respective rating scales (either 1-3 or 1-4 scales).
  2. Programs using a 1-3 scale show mean scores predominantly in the 2.5-3.0 range.
  3. Programs using a 1-4 scale show mean scores predominantly in the 3.0-3.5 range.
  4. Health Education shows particularly strong performance with an average score of 3.40 across its assessed standards.
  5. The literacy program shows consistently strong performance with means of 2.93-2.96 on a 1-3 scale.
  6. The lowest-scoring program (Early Childhood Special Education at 2.33 average) still shows performance well above the minimum expectations on its 1-3 scale.

2022 – 2023 Academic Year Data Analysis

Overall, candidates are generally meeting or exceeding expectations across the programs. Mean scores predominantly fall in the upper portion of their respective rating scales (either 1-3 or 1-4).

  1. Almost all mean scores are at or above the midpoint of their respective rating scales (either 1-3 or 1-4 scales).
  2. Programs using a 1-3 scale show mean scores generally in the 2.0-3.0 range.
  3. Programs using a 1-4 scale show mean scores generally in the 3.0-3.5 range.
  4. Educational Leadership demonstrates strong performance with mean scores ranging from 3.11 to 3.56.
  5. Several programs demonstrate strong performance in specific areas, with Adolescent Special Education, Childhood Special Education, and Educational Leadership all achieving a mean of 3.0 or higher in Applications of Data Literacy.
  6. The Early Childhood Special Education program shows the lowest mean score in the area of “Employment of data analysis and evidence to develop supportive, diverse, equitable, and inclusive school environment” at 2.0; however, this is still above the minimum expectation on the 1-3 scale.

Trend Analysis: CAEP Advanced Professional Skills Assessment (2022-2025)

Across all three years, candidates generally meet or exceed expectations in programs with available data.

  1. Most mean scores are at or above the midpoint of their respective rating scales.
  2. Programs using a 1-3 rating scale typically show mean scores in the 2.5-3.0 range, while those using a 1-4 scale show scores predominantly in the 3.0-3.5 range.
  3. Overall performance remains stable with an average score of approximately 2.9 across all three years, indicating consistent program quality while assessment methods continue to develop.
  4. A recurring data limitation across all three years is the small sample sizes in several programs, which affects the reliability of mean scores and makes year-to-year comparisons difficult.
  5. Health Education consistently demonstrates the strongest performance across all three years, maintaining mean scores well above the midpoint on its 1-4 scale.

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Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

Initial Programs: Employment Follow-Up Survey

The Employment Follow-Up Survey provides an important source of data regarding employment in teaching positions.

Employment follow-up data collected across three consecutive cycles (2022–2025) consistently demonstrate that Adelphi University EPP completers are successfully hired in positions aligned with their certification preparation. Across all three cycles, 100% of graduates who responded to the employment question confirmed current employment in the education field, with the majority employed full time in teaching roles. Placements span elementary, middle, and high school settings across New York, the broader region, and beyond.

The majority of zero to two years of experience among respondents confirms that graduates are entering the workforce promptly following program completion. The diversity of placements — across subject areas, grade levels, school types, and geographic locations — reflects the breadth and quality of Adelphi’s initial certification programs in preparing candidates for the full range of P–12 educational settings.

The EPP is actively implementing strategies to improve survey participation in future cycles, including targeted outreach through alumni networks and partnerships with employing districts.

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Initial Programs: New York City Public School Opening Hiring Report

The New York City Public Schools Department provided Adelphi University with the 2025 NYCPS School Opening Hiring Report in February 2026, following the 2024 report received in February 2025. Taken together, these two reports provide a two-year trend analysis demonstrating consistent and growing employer demand for Adelphi program completers in NYC Public Schools — the largest school district in the nation.

Overall hiring trends show steady growth across three consecutive hiring seasons. Adelphi graduates hired through traditional pathways increased from 83 hires in 2023–2024, to 86 hires in 2024–2025 (a 4% increase), to 110 hires in 2025–2026 (a 28% increase). This upward trajectory — particularly the sharp 28% jump in 2025–2026 — reflects increasing and sustained employer confidence in Adelphi’s preparation programs.

The proportion of Adelphi graduates hired in shortage subject areas also grew year over year, rising from 16% of hires in 2024–2025 to 25% in 2025–2026. This growth indicates that Adelphi’s programs are increasingly meeting NYCPS’s most critical staffing needs in high-demand disciplines.

Certification readiness among Adelphi graduates applying to NYCPS improved significantly as well. The eligibility rate rose from 77.4% of applicants in 2024–2025 (out of 137 applicants) to 81.9% in 2025–2026 (out of 149 applicants). Both the total applicant pool and the eligibility rate increased, suggesting that more graduates are pursuing NYCPS positions and that program completers are better at meeting certification requirements year over year.

Placement in NYCPS priority districts — schools identified for prioritized support based on hiring needs and vacancy rates — remained consistently high, with 83% of Adelphi new hires placed in priority districts in 2025–2026. This sustained commitment to high-need schools demonstrates that Adelphi completers are not only being hired, but are being hired where they are needed most, serving diverse student populations in underserved communities.

Across both report cycles, the trend data from NYCPS provides compelling third-party evidence that Adelphi University program completers are successfully and increasingly obtaining teaching positions aligned with their preparation, meeting employer demand, and contributing meaningfully to the NYC teacher pipeline.

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Advanced Programs: Employment Follow-Up Survey

Employment follow-up data collected across three consecutive cycles (November 2023, 2024, and 2025) consistently demonstrate that Adelphi University advanced program completers are successfully hired in positions aligned with their certification preparation. Across all three cycles, 100% of graduates who responded to the employment question confirmed current employment in the education field, with all respondents employed full time in teaching or instructional roles.

The majority of employed graduates report zero to two years of experience, confirming that completers are entering the workforce promptly following program completion. Placements span elementary, middle, and high school settings across Long Island and the broader region, reflecting the breadth of Adelphi’s advanced certification programs in preparing candidates for diverse P–12 educational settings. The consistency of full-time, certification-aligned employment across all three cycles provides strong evidence of the advanced programs’ effectiveness in preparing graduates who are sought after by employers and ready to contribute meaningfully to their school communities.

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Advanced Programs: New York City Public School Hiring Report Analysis

The NYC Public Schools 2025 Hiring Report provides compelling third-party evidence that Adelphi University program completers are successfully hired in positions directly aligned with their certification preparation. As the largest school district in the nation, NYCPS represents a rigorous, external standard for evaluating graduate employability.

The hiring data demonstrates clear and growing demand for Adelphi completers across certification areas. In the 2025–2026 hiring season, 110 Adelphi graduates were hired through traditional pathways — a 28% increase from the prior year — with 68 of those hires in advanced program certification areas including Early Childhood, Physical Education, Special Education, and ESL. Critically, 31% of advanced program hires were placed in shortage subject areas, confirming that Adelphi graduates are being hired in the most high-demand certification fields.

Eligibility data further strengthens this evidence. Of the 149 Adelphi graduates who applied to NYCPS positions, 81.9% were deemed eligible for hire — up from 77.4% the prior year. This increasing eligibility rate directly demonstrates that a growing proportion of completers are meeting the certification requirements necessary to be hired in their prepared areas.

Placement data reinforces that graduates are hired where they are most needed. 83% of Adelphi new hires were placed in priority districts — high-need schools serving diverse student populations — indicating that completers are not only employable but actively sought after for the most critical teaching positions in the city.

Taken together, the growth in total hires, the rise in eligibility rates, the concentration in shortage subject areas, and the priority district placements collectively provide strong, quantifiable evidence that Adelphi program completers are consistently and increasingly able to be hired in positions for which they were prepared.

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