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Measure 2 – Satisfaction of Employers

Satisfaction of Employers (Component 4.2/5.3/A.4.1)

Undergraduate

In 2019, the Department of Public Instruction in North Carolina put in place new accountability measures.  Please visit  for more information about the NCDPI Dashboard and to see the most current data.  Below is the data related to Employer Satisfaction.

The data in Table 1 shows that for the majority of survey items, approximately 90% of GWU completers are rated by their employers as Comparable or above when compared to their peers from other institutions. Our completers are still at 88% or above when compared to those at other institutions across all survey items. 

Satisfaction of employers by survey item:

Survey ItemMuch lessLessComparableMoreMuch more
Adapting teaching to benefit students with unique learning needs—3%44%41%13%
Aligning instruction with the North Carolina Standard Course of Study—3%53%31%13%
Assessing students’ literacy development4%—50%31%15%
Communicating in ways that are clearly understood by students3%—59%16%22%
Contributing to the productivity of school wide goals—6%59%19%16%
Demonstrating pedagogical competency3%—59%25%13
Demonstrating skill in support of English second language learners3%3%69%16%9%
Developing students’ foundational reading skills (e.g. phonemic awareness, phonological awareness, phonics)—4%46%35%15%
Developing students’ reading comprehension4%—54%27%15%
Developing students’ reading fluency—4%50%35%12%
Developing students’ vocabulary4%4%54%27%12%
Differentiating literacy instruction to meet the needs of diverse learners—8%42%35%15%
Engaging in professional development to address identified improvement needs——59%28%13%
Exhibiting a strong foundation of knowledge in his/her content area(s)—3%59%22%16%
Facilitating learning through student collaboration in small groups and teams—1%22%6%4%
Helping students believe they can do well in school3%6%41%28%22%
Helping students value learning3%6%44%22%25%
Implementing culturally responsive pedagogy in literacy instruction4%—58%27%12%
Incorporating instructional materials that reflect a diverse set of student experiences3%6%50%28%13%
Integrating technology into instruction to enhance learning—6%56%22%16%
Investing families and other significant adults in students’ learning—3%63%22%13%
Leveraging a variety of formal and informal assessments to drive student learning—3%53%31%13%
Maintaining a classroom environment that enables students to learn3%9%34%34%19%
Making expectations about student behavior clear3%9%44%22%22%
Making instruction relevant to 21st century students—3%56%28%13%
Managing disruptive behavior in the classroom3%9%41%31%16%
Promoting critical thinking in students3%3%56%28%9%
Reflecting on practice and identifying areas for improvement3%3%56%25%13%
Respecting diversity and multiple perspectives of students—6%31%50%13%
Seeking solutions to address students’ learning needs in a proactive manner—6%50%28%16%
Serving students from diverse economic backgrounds—6%35%29%29%
Taking an active role in professional learning communities—13%50%28%9%
Teaching in a multicultural or multilingual setting3%—45%21%31%
Using data to guide practice—9%53%25%13%
Using state and/or district mandated assessments to inform instruction—3%59%28%9%
Utilizing a variety of appropriate instructional materials—6%44%38%13%

The data in Table 2 shows Employer Satisfaction by the North Carolina Teaching Standards 1 through 5. The results indicate that employers are rating GWU initial completers as < 90% Comparable or above in all five standards, with Content Knowledge (Standard III) being the highest rated followed by Reflecting on Practice (Standard V).

Table 2

Satisfaction of Employers by the North Carolina Teaching Standards:

By Standard (N = 64)Much lessLessComparableMoreMuch more
Std I: Leadership—9%53%25%13%
Std II: Classroom Environment2%6%46%29%17%
Std III: Content Knowledge1%2%57%27%13%
Std IV: Facilitating Student Learning1%4%53%26%16%
Std V: Reflecting on Practice2%2%58%27%19%