Updated 1-28-15
American University – School of Education, Teaching, and Health
Rationale for Excluding M.Ed.
Program from NCATE Program Review
Summary
American University’s School of Education, Teaching & Health (SETH) recommends that its M.Ed.
program be excluded from the NCATE review process because the program’s tracks
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are intended to provide policy and leadership training for positions outside of schools;
are not intended to be aligned to any state-approved program standards, to prepare
completers for a license, or to provide advanced training for classroom teachers;
are undergoing major program redesigns.
In addition, the M.Ed.’s Education Technology track is dormant as no candidates are in the pipeline and
no one has graduated from the program in the past three years.
Program Overview and Exclusion Rationale
In 2010 American University approved changes to SETH’s M.Ed. program that resulted in tracks in
Policy & Leadership, Literacy, and Education Technology. The Policy & Leadership track, which enrolls
the majority of students, focuses on policy, law, research, leadership, and finance knowledge/skills
necessary for professionals to serve in non-school organizational settings. Many students apply to this
track with the hope of working in non-school education settings often found in the D.C. area, like
education advocacy groups, education think thanks, and the federal government. The Policy &
Leadership track’s standards are not intended to be aligned with standards for state-approved school
administrator programs or any other state-approved programs. The state does not have standards for
programs that train professionals to serve as policy/program analysts or other policy-oriented leaders
in these types of organizations. In the 2014-2015 school year, 86% (48 of 56) of M.Ed. students are
enrolled in the Policy & Leadership track.
The Literacy Track, which enrolls far fewer students than does the Policy & Leadership track, similarly
was not intended to be a licensure program or have standards aligned to state-approved programs.
The coursework focuses on providing teachers and other professionals with the knowledge/skills to be
become literacy experts with a focus on the policy around developing literacy programs and literacy
program implementation, with a particular emphasis on the critical literacy perspective. It should be
noted that the track includes some coursework on teaching reading. In the 2014-2015 school year,
14% (8 of 56) of M.Ed. students are enrolled in the Literacy track.
The Literacy Track, along with the entire M.Ed. program, is undergoing a redesign process that will
likely require major changes. The redesign process began in Fall 2014 when a new program director
was appointed, and the process will likely continue through Spring 2015. Through the redesign process,
SETH is conducting interviews with internal and external stakeholders, administering a survey to
Updated 1-28-15
current students, and collecting various quantitative data on candidate quality, student performance,
course evaluations, etc. While the process is still ongoing, the current prediction is that it will result in
two (very different) program tracks focusing on policy implementation and teacher leadership. The
teacher-leader track may include a literacy focus among others. It is possible that the teacher-leader
track’s standards will align with potential state standards for teacher leaders, based in part on the 2011
Teacher Leader Model Standards.
The Educational Technology track will likely not be included in the M.Ed. after the redesign process is
complete. Moreover, it has been dormant track, as there are no candidates in the pipeline, no one has
graduated from the program in the past three years, and SETH is not actively recruiting for this track.
When the American University NCATE consultant noticed the M.Ed. program in our catalog, she
recommended that we include it in our Institutional Report (IR) and in our Annual Report (AR)
submitted through AIMS. For the reasons listed above, we petition that our program described in our
IR does not constitute an advanced program and that the completers listed in our AR did not complete
an advanced program.
Overview of Rationales for Exclusion
M.Ed.
Program
Tracks
Policy &
Leadership
Literacy
Ed Tech
Program Purpose
Provide professionals with
policy, law, research,
leadership, and finance
skills/ knowledge necessary
to serve in non-school
organizations.
Provide professionals with
skills/knowledge to be
become literacy experts,
with a particular emphasis
on the critical literacy
perspective
NA
# of students
enrolled (E) or
completed (C)
in the last 5
years
Not intended
to be aligned
to stateapproved
program
standards
Undergoing
Redesign
Requiring
Major
Changes
14-15: 48 (E)
13-14: 72 (E)
12-13: 105 (C)
11-12: 25 (C)
10-11: 34 (C)
X
X
14-15: 8 (E)
13-14: 20 (E)
12-13: 31 (C)
11-12: 0
10-11: 0
X*
X
14-15: 0
13-14: 0
12-13: 0
11-12: 0
10-11: 0
X
X
Dormant
X
*This track could, after redesign, be considered a program for “Other School Personnel” and may be aligned
with a state-approved process.