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About the Graduate School


Lewis & Clark is accredited by the Northwest Commission on Colleges and Universities (NWCCU). Lewis & Clark is a member of the American Council on Education, the Association of American Colleges, the College Entrance Examination Board, and the Northwest Association of Private Colleges and Universities. Lewis & Clark is on the approved lists of the American Chemical Society and the American Association of University Women. 

Graduate programs in education and counseling psychology are approved and accredited by the following associations and agencies:

The Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredits our Professional Mental Health Counseling and Professional Mental Health Counseling—Addictions specialization under their 2009 standards. We are currently seeking re-accreditation under the 2016 CACREP standards.

*Education Program Accreditation Information

The National Council for Accreditation of Teacher Education (NCATE) covers our initial teacher preparation programs and our advanced educator preparation programs. However, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, re-licensure, or other purposes.

July 1, 2013, marked the de facto consolidation of the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC), making the Council for the Accreditation of Educator Preparation (CAEP) the new, sole specialized accreditor for educator preparation. (CAEP accreditation is specific to educator preparation and is different from regional accreditation. It is the educator preparation provider, specifically, that receives CAEP accreditation—not the larger organization or institution of higher education that may house the provider.) Under de facto consolidation, NCATE and TEAC are subsidiaries of CAEP, maintaining their recognition by the U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) for the purpose of maintaining the accreditation of educator preparation providers until such time as said providers come up for accreditation under CAEP.

CAEP Third Party Comments

The Lewis & Clark College Graduate School of Education and Counseling is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on Dec 8-10, 2019. Interested parties are invited to submit third-party comments to the site team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party’s relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).

We invite you to submit written testimony to:

1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to:

Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:

  • In CAEP’s performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
  • A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
  • Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent’s relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.

CAEP Annual Reporting Measures

The Council for the Accreditation of Educator Preparation (CAEP) has Annual Reporting Measures used to provide information to the public on both program outcome and program impact. Following is the list of CAEP measures with links to information that provide supporting evidence for each measure:

Measure 1: Impact on P-12 learning and development (Component 4.1)

The provider documents multiple growth measures that completers contribute to student learning.  

Measure 2: Indicators of teaching effectiveness (Component 4.2)

The provider demonstrates that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve.  

Measure 3: Satisfaction of employers and employment milestones (Components 4.3 & A.4.1)

The provider demonstrates that employers are satisfied with completers’ preparation and that completers reach employment milestones such as promotion and retention. 

The Oregon Association of Colleges for Teacher Education (OACTE) commissions an annual statewide employer survey. The survey is distributed to all Oregon employers of initial licensure program completers within the completers’ first two years as contracted teachers. The survey was first commissioned in 2014, and has been conducted annually since 2016. 

OACTE has not surveyed employers of advanced program completers. In 2018-19, Lewis & Clark piloted an institution-specific survey of these employers.

Measure 4: Satisfaction of completers (Components 4.4 & A.4.2)

The provider demonstrates that program completers perceive their preparation as relevant to the responsibilities they confront on the job, and that the preparation was effective.  

Measure 5: Graduation rates from educator preparation programs

Graduation rates provided for degree-granting programs at the initial and advanced levels

Measure 6: Ability of completers to meet licensing (certification) and any additional state requirements

Licensure rates for initial programs

Exam Scores

Title II Reports

Measure 7: Ability of completers to be hired in education positions for which they were prepared (Initial and Advanced Levels)

The Oregon Department of Education (ODE) compiles annual institutional profiles for initial teacher licensure programs in the state of Oregon, for their Teach in Oregon website. Employment rate is included among the metrics in the profile.

Measure 8: Student loan default rates and other consumer information (Initial & Advanced Levels)


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