University of Indianapolis

Analysis under the Program Diversity standard was last completed in 2021. The methodology and summary results for that review can be found here. Individual program grades also remain available by using the "Refine Results" tool on this program grades page.

A revised methodology has been developed with the intent to publish findings in 2025. Related to that analysis, the Teacher Diversity Dashboard provides state and institution-level data that is used to generate briefs examining those data.

All elementary teacher candidates should learn scientifically based reading instruction, the research-based content and methods to effectively teach all children to read. This content should be clearly evident in a teacher preparation program’s course materials, including class session topics, assignments, practice opportunities, and background materials. The five core components of scientifically based reading instruction evaluated under this standard are: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.

An attempt to review ELED 201, ELED 203, and ELED 301 could not be completed because the necessary documentation was not provided. As a result, the quality of reading instruction at University of Indianapolis remains unclear and the program earns a "cannot be determined" designation.

For additional information on how cooperative programs are scored, please review the technical report.

Detailed course-level findings

In order for elementary schools to deliver equitable and effective instruction in mathematics to all students, they need their teachers to have acquired the mathematics content and pedagogical knowledge specified in commonly accepted mathematics education standards. To evaluate that coverage, the Elementary Mathematics standard examines the instructional time allocated to each of the five essential topics in coursework required by teacher preparation programs.

To assess performance under this standard, the distribution of instructional time is estimated using syllabi and course descriptions. Only courses that provide content and pedagogical knowledge related to elementary mathematics are considered.

A review of ELED 253, ELED 252, MATH-208, MATH-209, MATH-210, ELED 275, ELED 276, ELED 351, and ELED 353 found the following coverage:

Numbers & Operations: 58 instructional hours*
Recommended target: 45 hours

Algebraic Thinking: 15 instructional hours*
Recommended target: 20 hours

Geometry & Measurement: 45 instructional hours
Recommended target: 25 hours

Data Analysis & Probability: 17 instructional hours
Recommended target: 15 hours

Mathematics Pedagogy: 73 instructional hours
Recommended target: 45 hours

*Please note that for grading purposes, the hours for Numbers & Operations and Algebraic Thinking are summed and measured against a combined target of 65 hours. Under this measure, 73 instructional hours were found.

Programs earning an A+ provide the content and pedagogical knowledge elementary teachers need for effective mathematics instruction. Programs earn this grade by allocating at least 150 instructional hours that encompass the five essential topics and by meeting 100% of the recommended target for each topic area.

Analysis of the required coursework for elementary teacher candidates at University of Indianapolis found the program to address 100% of the total target recommendation, dedicating adequate instructional time to each of the five topics.

View the detailed course-level findings.

To be successful, elementary teachers need content knowledge in science and social studies, both to build their students' understanding of the world and their critical thinking skills, and also to support students in becoming strong readers. Becoming a strong reader requires cumulative exposure to content knowledge, cutting across multiple domains and disciplines. The courses aspiring teachers take gives them strong background knowledge in these subjects, and in turn, they give this knowledge to students.

This program was not included in the 2023 Building Content Knowledge analysis.

Analysis under the Clinical Practice standard was last completed in 2020. The methodology and summary results for that review can be found here. Individual program grades also remain available.

The next iteration of the standard is currently being designed following the Clinical Practice Framework that was developed using the most up-to-date research and the input of experts.

Analysis under the Classroom Management standard was last completed in 2020. The methodology and summary results for that review can be found here. Individual program grades also remain available.

The next iteration of the standard will be designed following the release of the Classroom Management Framework that is being developed using the most up-to-date research and the input of experts.