Making An Impact


At the Curry School of Education, 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 Curry School 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

    The Curry School is in the process of collecting data about its program completer's impact on P-12 learning and development.

  • Indicators of Teaching Effectiveness

    The Curry School is in the process of collecting data about its program completer's teaching effectiveness.

  • Satisfaction of Employers and Employment Milestones

    Programs across the Curry School of Education administer annual surveys of employers of their program graduates to elicit feedback regarding perceptions of completers’ preparation. The Counselor Education and Teacher Education programs at Curry 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. 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 Curry School of Education graduates for their assigned responsibilities in working with P-12 students.

    20192018 | 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.

    20192018


    Administration and Supervision

    The Employer Survey is distributed annually 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 Curry School of Education and Human Development graduates for their assigned responsibilities in working with P-12 students and teachers. Data from this year's survey administration are not provided because N < 10. However, data from our pilot administration in 2017-2018 were used to refine survey items, and data will be compiled across administrations in future cycles in order to reach or exceed a minimum threshold of N = 10.

    Additionally, the program administers the INSPIRE Graduate Survey to program graduates, in which they respond to items about employment milestones following program completion.

    2017 | 2016


    Reading

    The Employer Survey is distributed annually 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 Curry School of Education and Human Development graduates for their assigned responsibilities in working with P-12 students and teachers as Reading Specialists.

    Data are not presented because N < 10. In future years, data will be aggregated to meet or exceed a threshold of N= 10.


    Counselor Education

    As part of their ongoing CACREP accreditation, the Counselor Education program at the Curry School shared data related to employer satisfaction on its website. 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.


    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."

  • Satisfaction of Completers

    As with employer satisfaction, programs across Curry collect data on completer satisfaction through surveys of program graduates. The Reading program at Curry 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. Graduate (alumni) 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 Curry School prepared them for their assigned responsibilities in working with P-12 students.

    End-of-Program Survey: 20182017 | 2016 | 2015

    Graduate Survey: 20182017 | 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. Results of this survey for 2017-2018 are shared on the program’s website.


    School and Clinical Psychology

    As of our last APA-accreditation self-study, distal evidence for meeting program goals was gathered via an alumni survey, covering graduates from across 7 years. In regards to demonstrating knowledge and competence in scientific inquiry and research, alumni (n=43) collectively reported a record of 131 professional publications. A majority reported at least monthly review of scholarly work (88%), attendance at professional conferences (79%), and subscription to a professional journal (71%). Accordingly, over 88% agreed that they can carry out independent research, and 100% agreed that they are competent consumers of scientific research. In regards to demonstrating knowledge and competence in clinical practice, 98% of alumni reported employment as a psychologist, and 94% reported state licensure as a clinical psychologist (as of one year post-graduation). All of our alumni reported that they have strong skills in treatment/ intervention, as well as in assessment/diagnosis. Distal data from alumni indicates that the majority of alumni view themselves as professionals who value and appreciate the importance of diversity issues. Over 90% belong to at least one professional organization, with over three-fourths belonging to APA, and approximately 5% belong to NASP.

  • 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

    2017-20182016-2017 | 2015-2016 | 2014-2015

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

    Licensure Exam Results

    Program completers at the Curry School of Education 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 Curry School 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.

    20192018


    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 at Curry 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 at Curry 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

    The School and Clinical Psychology program at Curry collects information about job placement and employment milestones from its alumni. These data are currently being compiled for the program's American Psychological Association (APA) Self-Study Report and will be provided upon submission of that report.

  • Student Loan Default Rates and Other Consumer Information
     
    Student Loan Default Rates

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

    Cost of Attendance

    The Curry School of Education’s tuition and fees can be found here. Each year, the University of Virginia Student Financial Services office provides an estimated cost of attendance, which can be accessed here.

    Scholarships

    The Curry School of Education offers numerous scholarship, fellowships, and awards opportunities to students.  A list of available scholarships can be found here. Students are encouraged to apply for scholarships each fall.

    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.