College of Education and Human Development - George Mason University
Graduate School of Education - George Mason University

Our Graduate School of Education is the alma mater for one third of teachers and administrators in Northern Virginia’s world-class school systems. Each year, more than 3,000 graduate students enroll in our innovative academic programs, which include advanced study for teachers and school leaders, instructional design and technology, and a renowned PhD in Education program that is among the largest in the country.


School of Recreation, Health, and Tourism - George Mason University

The School of Recreation, Health, and Tourism (SRHT) offers exciting, career-ready majors in dynamic fields such as athletic training, tourism and events management, health and physical education, kinesiology, sport management, and recreation management. SRHT features renowned faculty, cutting-edge research, six laboratories and centers, and a diverse student body of more than 1,000 undergraduate and graduate students each year. Each major requires one or more internship or clinical experiences, ensuring that students graduate not just with a transcript but with a resume that demonstrates their professional aptitude and skills.

2018 Annual Reporting

Reporting Measure Assessment Tool Analysis/Comparison/Benchmarking Source
1. Impact on P-12 Learning and Development Teacher Evaluation Form CEHD worked with local school divisions to collect anonymized and aggregated scores of CEHD graduates on their Teacher Evaluation Form. The Teacher Evaluation Form contains seven performance standards, plus an Overall Evaluation Summary, established by the Virginia Department of Education. The aggregated scores of the CEHD graduates across the divisions earned at least a “meets standard” in the category of Overall Evaluation Summary. The results of completers employed in the largest school division were benchmarked against the results of all teachers in that division. The data show that 100% of EPP completers employed as teachers were rated as “effective” or “highly effective,” in comparison to all division teachers, who rated at 98% “effective” or “highly effective.” School Division Report
CEHD Summary Report (.pdf) (.xlsx)
2. Indicators of Teaching Effectiveness Case Studies and Action Research CEHD has conducted pilot studies and action research to assess the teaching effectiveness of program completers. Although initial results have proven difficult to replicate in a larger setting, academically completers have shown strength as effective teachers. In Pilot Study 2, the principal compared the teaching effectiveness of EPP graduates with other teachers. An identified strength of EPP graduates were their ability to be reflective and reach even the most challenging learners. The school populations is such that all completers work with “students with disabilities, English Language Learners, and students with gaps in their learning.” Understanding the student population makes the principal’s experience that our completers work to meet the potential of all learners is a greater strength. Completer Pilot Studies Data
Action Research Evidence
3. Satisfaction of Employers and Employment Milestones Principal Survey

The EPP annually collects survey information to measure employer satisfaction with the completers’ preparation. The response rate for the 2015 and 2016 implementations was 50%. Data suggest overall satisfaction with EPP completers; the average for all responses for all program completers was no less than “tend to agree” on all components of the survey, which supports the data provided by the Teacher Evaluation forms from our school district partners. The range included scores from 1 (Disagree) to 4 (Agree). Out of the 230 completers evaluated, nine, or three percent, of the completers received a score of 1 on any component.

Collecting employer satisfaction of advanced licensure graduates presents more challenges since completers may still be in initial licensure positions and therefore difficult for the employer to assess the skills earned in their advanced license programs. Surveys were developed to ask specifically about the advanced licensure skills. The number of completers evaluated was small, however all employers scored overall satisfaction with the CEHD advanced program completers.

InTASC Core Teaching Standards # of 2015, 2016, 2017 program completers evaluated Employer (Principal) Score on a rating of 1-4
3=Meets Standard
Learner and Learning Standards n=230 3.76
Content Knowledge n=230 3.73
Instructional Practice n=230 3.65
Professional Responsibility n=230 3.68
4. Completer Satisfaction Alumni Satisfaction Survey

When programs evaluate collected scores, a score of “agree” or “strongly agree” is perceived as meeting/passing the standards. Data suggests that our graduates are satisfied or very satisfied with their overall experience in CEHD with 84.2%. Over 78% of our graduates believe that their program prepared them well for their profession and 70% believe they are prepared for the realities of their field.

Advanced Licensure Alumni Surveys were distributed, however the responses did not meet the response threshold.

Alumni Satisfaction Data
5. Graduation Rates Due to the structure of the EPP programs, the most accurate measure is the Title II Licensure completer rate as described below in Outcome Measure #6 “Licensure rate.”
See Licensure Completion
6. Ability of Completers to Meet Licensure Title II Data Data show:
Number of completers in programs leading to initial teacher certification or licensure: 281

Number of completers in advanced programs or programs leading to a degree, endorsement, or some other credential that prepares the holder to serve in P-12 schools (Do not include those completers counted above.): 240
Title II Reports:
7. Ability of Completers to be hired Mason One Year Out Survey Initial and Advanced Programs: Mason’s One Year Out Career Survey collects information about employment status and further education up to one year after obtaining a degree from Mason. This survey is administered to degree recipients once per year in early summer, and includes . Results from three years of this survey show an average of a 20% return rate and that approximately 93% of CEHD completers are employed in their field. An additional three percent indicated that they are not pursuing employment at this time. These results are comparable to the results for completers of the Mason graduate Nursing program, which showed an employment rate of 100% and an average response rate of 22%. As indicated in response to Standard 3.1, as a result of the acute shortage of teachers in Virginia (and across the nation), there are many opportunities for employment of educators in Virginia. It is important also to note that although the EPP is provided with limited employment data from VDOE, we make every effort to gather completer information. Mason One Year Out Survey
8. Student Loan Default Rates and Other Consumer Information Mason Website Initial and Advanced Programs: Link to Student Consumer Information:

Average GPA for Program Completers

Traditional Program Group Degree Level GPA
George Mason University (017) All program completers, 2015-16 Bachelor’s 3.44
George Mason University (017) All program completers, 2015-16 Master’s 3.97
George Mason University (017) All program completers, 2014-15 Bachelor’s 3.48
George Mason University (017) All program completers, 2014-15 Master’s 3.97
George Mason University (017) All program completers, 2013-14 Bachelor’s 3.55
George Mason University (017) All program completers, 2013-14 Master’s 3.97

Institutional Licensure Pass Rates

Traditional Program Group Number
taking tests
passing tests
Pass rate (%)
George Mason University (017) All program completers, 2015-16 375 375 100
George Mason University (017) All program completers, 2014-15 431 431 100
George Mason University (017) All program completers, 2013-14 329 329 100

Institutional Report Card