Capella Learning and Career Outcomes

Outcome goals and graduates' proficiency levels

We have not yet collected enough information to publish learning outcome data for this program.

Doctor of Education (EdD)¹ specializations

• Educational Leadership and Management
• Reading and Literacy^{2 3}
• Reading and Literacy Bridge^{2 4}

Quality and Professional Relevance

• Capella's School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE). NCATE-accredited programs are recognized by the U.S. Department of Education and the Council for Higher Education Accreditation for the preparation of P-12 teachers and other professional school personnel. Graduates of these programs are highly regarded by many school districts, licensing authorities, and teaching professionals.
• The Educational Leadership and Management specialization is designed around the standards of a number of respected P–12 organizations.
• This Educational Leadership and Management specialization is aligned with the Competencies for Community College Leaders developed by the American Association of Community Colleges.
• The Reading and Literacy curriculum is designed around national reading and literacy education standards.
• Capella is one of very few universities to offer an online EdD specialization in Reading and Literacy.

Expected Program Outcomes

1. CONTENT KNOWLEDGE: Has content expertise in the subject matter or discipline of one's profession as a teacher, administrator, counselor, or school psychologist.
2. PEDAGOGICAL CONTENT KNOWLEDGE: Understands concepts, theories, and research about effective teaching and learning and the interaction of subject matter and pedagogy; uses multiple strategies to help students learn subject matter.
3. PROFESSIONAL KNOWLEDGE AND SKILLS: Understands the context of schools, education, and learning; designs and delivers assessment-driven standards-based curriculum, instruction, training, or administrative practices.
4. DATA-INFORMED PLANNING: Uses data, especially about learners, to plan instructional, administrative, counseling, or consultative strategies and activities.
5. INFORMATION TECHNOLOGY: Uses information technology effectively to improve learning, productivity, and professional practice.
6. DIVERSITY: Has the knowledge, skills, and dispositions to work successfully with diverse learners, their families, and professionals who differ in ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geography
7. IMPACT ON P-12 LEARNERS: Assesses and documents that one's professional activities as a teacher, administrator, counselor, or school psychologist have a positive impact on P-12 learners.
8. USE OF CURRENT KNOWLEDGE: As a practitioner-scholar, applies current theory, research, and best practice to improve one's professional practice as a teacher, administrator, counselor, or school psychologist.
9. GENERATION OF NEW KNOWLEDGE: As a scholar-practitioner, conducts field-based research to advance and improve one's professional practice as a teacher, administrator, counselor, or school psychologist.
10. COMMUNICATION SKILLS: Writes and speaks clearly; communicates effectively with learners, their families, and other professionals in ways appropriate to purpose and content.
11. CRITICAL THINKING: Engages in critical thinking, analysis, and problem solving that reflect scholarly intellectual standards and incorporate sound reasoning.
12. REFLECTIVE PRACTICE: Engages in reflective practice that leads to continuous professional growth and improvement.
13. COLLABORATION: Collaborates successfully with families, other professionals, and community members to mobilize resources for both learners and one's own professional growth.
14. PROFESSIONAL DISPOSITIONS: Has professional attitudes, values, and beliefs that support student learning and development.
15. VISION AND LEADERSHIP: Demonstrates the vision and skills necessary to lead and manage classrooms and schools as complex, adaptive systems in a changing world.

¹This degree program does not satisfy licensure requirements for P–12 public school teachers or administrators.
²North Carolina residents are currently not eligible to enroll in this specialization.
³Review of this specialization is pending in ND and TN.
⁴Review of this specialization is pending in KS, KY, ND, SC, and TN.

School of Education Doctoral Degree Graduates

Data from graduates across all Education doctoral programs have been combined for these Career Outcomes results.

Capella's School of Education doctoral graduates report satisfaction with tasks and responsibilities and salary and benefits. Over 50% of graduates work in higher education; an additional 25% work in P-12 environments.

Percentage of respondents who answered "satisfied" or "very satisfied"
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q4 2009 - Q3 2010.

Our School of Education doctoral graduates report receiving salary increases and getting recognition from employers for their Capella degrees. Just over half have presented at a conference or published an article, book or monograph. Over 40% of those surveyed have advanced in their careers.

Percentage of respondents who indicated they had accomplished each item
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q4 2009 - Q3 2010.

School of Education Doctoral Degree Graduates

Data from graduates across all Education doctoral programs have been combined for these Student Experience results.

Capella University School of Education doctoral graduates think their education meets academic program outcomes and helps them meet career goals. They are likely to recommend Capella to others.

Percentage of respondents who answered affirmatively
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q4 2009 - Q3 2010.

School of Education doctoral graduates report they have gained practical knowledge and expertise which are applicable in a range of professional settings.

Percentage of respondents who rated themselves as "proficient" or "distinguished" on ability to demonstrate the skill or ability on the job.
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q4 2009 - Q3 2010.