WESTERN GOVERNORS UNIVERSITY

WGU's Teacher Licensure Programs are Accredited by AAQEP

View Survey Results

To view charts, pass rates, and commentary pertinent to AAQEP accreditation, view the PDF below.

AAQEP-Accredited Teacher Licensure Degree Programs

The teacher initial licensure programs offered through the WGU Teachers College have been awarded full accreditation by the Association for Advancing Quality in Educator Preparation (AAQEP) through June 30, 2026. Full accreditation acknowledges that a program prepares effective educators who continue to grow as professionals and that the program has demonstrated the commitment and capacity to continue to do so.

See institutions accredited by AAQEP.

View Full Report

1. Overview and Context

This overview describes the mission and context of the educator preparation provider and the programs included in its AAQEP review.

Western Governors University (WGU) was founded in 1997 by 19 U.S. governors as a solution to a growing need for a college-educated workforce—a need that was not being met by traditional higher education. WGU is the realization of the vision for higher education that emerged among the governors of the Western Governors Association (hence our name); however, WGU is a private, non-profit institution. Our independence allows WGU to keep its focus on students, following the governors’ foundational vision. WGU was designed to serve “non-traditional” students who need a nimbler and more flexible educational model. From day one, WGU’s online, competency-based model has opened higher education pathways for students who previously lacked access due to location or other barriers. Through student-centered design and tech-enabled innovation, WGU continues to meet students where they are, delivering educational opportunity and economic mobility at scale. Since 1997, WGU has awarded over 450,000 degrees to nearly 400,000 alumni.

WGU’s School of Education (WSE) was founded in 2003 as the Teachers College with a grant from the United States Department of Education. Teachers College was renamed the School of Education in 2022 and houses all education-related programs, including licensure and non-licensure. WSE confers the largest number of education degrees in the nation. WSE serves approximately 44,000 students in all programs across the United States. Approximately 29,000 candidates are enrolled in licensure programs.

The School of Education began a reimagining of all initial licensure programs at the BA, BS, and MAT levels in November 2022. Upon completion of all curriculum development activities and subsequent preparations for program release, including pre-release change management efforts and training on new program components, the updated initial licensure programs were released between November 2024 and April 2025. After release, systematic program migrations were planned to ensure that all candidates can benefit from improved programs. Additional endorsement programs were opened for new student enrollments on September 1, 2025.

The Reimagination Project embraced a shift in thinking about the way we prepare teachers, leading the way for the nation in professional educator preparation. With a foundation in the science of learning that undergirds the entire program, it includes:

A spiraled curriculum rooted in learning science;
“Right-sized” reading content grounded in the science of reading;
Revised assessment design (formative and summative);
Increased teaching experience through interactive activities, including simulations and multimodal experiences integrated into core activities;
The incorporation of AI as an ethical teaching-and-learning tool; and
More flexible clinical pathways and work-based learning, including apprenticeships, so candidates can remain employed during student teaching.

The effort strives to maximize completion rates to close equity and attainment gaps and future-proof our educator preparation portfolio by building programs to support professional educator pathways at scale with models that empower educators and enrich communities. 

Programs accredited by AAQEP in 2019: 

BA, Elementary Education 

MAT, Elementary Education 

BA, Special Education (K-12), dual licensure with special education and elementary education. 

BA, Special Education-Mild to Moderate 

MAT, English Education (Secondary)

BS, Mathematics Education (Middle Grades)

MAT, Mathematics Education (Middle Grades)

BS, Mathematics Education (Secondary)

MAT, Mathematics Education (Secondary Education)

BS, Science Education (Middle Grades)

BS, Science Education (Secondary Chemistry)

BS, Science Education (Secondary Physics)

BS, Science Education (Secondary Earth Sciences) 

BS, Science Education (Secondary Biological Sciences) 

MAT, Science Education (Secondary), includes Chemistry, Biological Sciences, Earth Sciences, and Physics

Program added to review:  

MAT, Special Education K-12 (added on May 1, 2021) 

Programs added to review (added accreditation scope August 1, 2025):

MAT, Secondary Social Studies

MS, Educational Leadership

MA, English Language Learning

Endorsement, English Language Learning

Endorsement, Middle Grades Mathematics

Endorsement, Secondary Biology

Endorsement, Secondary Chemistry

Endorsement, Secondary Earth Sciences

Endorsement, Secondary Physics

Endorsement, Early Childhood Education

Program removed from review: 

PB, Elementary Education (retired in 2020) 

Bachelor's Degrees with Licensure

Master's and Post-Baccalaureate Degrees with Licensure

2. Enrollment and Completion Data

The table below shows enrollment and completion data from the most recently completed academic year for each program included in the AAQEP review.

Program Specification: Enrollment and Completers for Academic Year 2024-25 (July 1, 2024 – June 30, 2025)

Table 1. Program Specification: Enrollment and Completers for Academic Year 2024-2025

3. Program Performance Indicators

The program performance information in Table 2 applies to the academic year indicated in Table 1.

4. Candidate Academic Performance Indicators

Tables 3 and 4 report on select measures of candidate/completer performance related to AAQEP Standards 1 and 2, including the program’s expectations for successful performance and indicators of the degree to which those expectations are met.

Table 3: Expectations and Performance on Standard 1: Candidate and Completer Performance

Provider-Selected Measures

Explanation of Performance Expectation

Level or Extent of Success in Meeting the Expectation

WGU-TC is a competency-based program. All courses and all programs have embedded competencies.

In order pass a course, candidates must all demonstrate competencies at 3.0 GPA equivalent. In order to meet program completion requirements, candidates must pass all courses.

100% of completers meet program competencies.

Demonstration of Learning Progress (DOLP)*

(Previously Demonstration Teaching)

Final Evaluation

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

DOLP evaluation is scored and evaluated by INTASC standards, with multiple aspect ratings within each standard. Eighty percent of the standards should be at the target level (2.40) or higher to indicate adequate progression. Scoring levels are:

0 = Not Effective  

Performance is below the target of initial student interactions.  

1 = Beginning  

Target performance at the end of the early clinical experiences, professional core and teaching methods courses 

2 = Developing 

Target performance at the end of the intermediate clinical experiences, Preclinical Experiences 

3 = Effective 

Target performance at the end of the culminating clinical experiences, Demonstration Teaching 

NA = Not Observed 

Used only for observations. Not observed is for classification of an aspect that was not observable or needing to be included based on the lesson delivered. All aspects of an evaluation must be able to be rated and include a measurable score. 

Data reflect cumulative ratings, or all iterations of the assessments taken by all students during the designated data cycle.

Demonstration of Learning Progress (DOLP)

Fall 2024 = 2.82 (0-3 range)

Spring 2025 = 2.90 (0-3 range)

Licensure Exams

Pass with score greater than 80%

The overall pass rate on Praxis was 91.4% in 2024-2025.

Provider-Selected Measures

Explanation of Performance Expectation

Provider-Selected Measures

Level or Extent of Success in Meeting the Expectation

WGU-TC is a competency-based program. All courses and all programs have embedded competencies.

In order pass a course, candidates must all demonstrate competencies at 3.0 GPA equivalent. In order to meet program completion requirements, candidates must pass all courses.

WGU-TC is a competency-based program. All courses and all programs have embedded competencies.

100% of completers meet program competencies.

Demonstration of Learning Progress (DOLP)*

(Previously Demonstration Teaching)

Final Evaluation

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

0 = Not Effective  

Performance is below the target of initial student interactions.  

1 = Beginning  

Target performance at the end of the early clinical experiences, professional core and teaching methods courses 

2 = Developing 

Target performance at the end of the intermediate clinical experiences, Preclinical Experiences 

3 = Effective 

Target performance at the end of the culminating clinical experiences, Demonstration Teaching 

NA = Not Observed 

Demonstration of Learning Progress (DOLP)*

(Previously Demonstration Teaching)

Final Evaluation

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

Data reflect cumulative ratings, or all iterations of the assessments taken by all students during the designated data cycle.

Demonstration of Learning Progress (DOLP)

Fall 2024 = 2.82 (0-3 range)

Spring 2025 = 2.90 (0-3 range)

Licensure Exams

Pass with score greater than 80%

Licensure Exams

The overall pass rate on Praxis was 91.4% in 2024-2025.

Table 4. Expectations and Performance on Standard 2: Completer Professional Competence and Growth

Provider-Selected Measures

Explanation of Performance Expectation

Level or Extent of Success in Meeting the Expectation

EdTPA

The overall pass rate for the EdTPA for TC is greater than 90%. As a program requirement, candidates are expected to achieve the minimum performance expectation that WGU has established.

The overall pass rate on EdTPA was 86% in 2024-2025.

Demonstration of Learning Progress (DOLP)*

(Previously Demonstration Teaching)

Final Evaluation

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

DOLP evaluation is scored and evaluated by INSTC standards, with multiple aspect ratings within each standard. Eighty percent of the standards should be at the target level (2.4) or higher to indicate adequate progression.

Scoring levels report are:

0 = Not Effective  

Performance is below the target of initial student interactions.  

1 = Beginning  

Target performance at the end of the early clinical experiences, professional core and teaching methods courses 

2 = Developing 

Target performance at the end of the intermediate clinical experiences, Preclinical Experiences 

3 = Effective 

Target performance at the end of the culminating clinical experiences, Demonstration Teaching 

NA = Not Observed 

Data reflect cumulative ratings for all iterations of the assessments taken by all students during the designated data cycle.

Demonstration of Learning Progress (DOLP)

Fall 2024 = 2.82 (0-3 range)

Spring 2025= 2.90 (0-3 range)

Professional Portfolio

Candidates must achieve competency in all performance aspects as measured by the task rubrics. The scoring levels are:

0 = Not evidence

1 = Approaching competency

2 = Competency achieved

Data reflect cumulative ratings for all iterations of the assessments taken by all candidates during the designated data cycle. All candidates must achieve a final competent rating in order to pass.

Fall 2024 = 1.84 (0-2 range)

Spring 2025 = 1.85 (0-2 range)

Provider-Selected Measures

Explanation of Performance Expectation

Provider-Selected Measures

Level or Extent of Success in Meeting the Expectation

EdTPA

The overall pass rate for the EdTPA for TC is greater than 90%. As a program requirement, candidates are expected to achieve the minimum performance expectation that WGU has established.

EdTPA

The overall pass rate on EdTPA was 86% in 2024-2025.

Demonstration of Learning Progress (DOLP)*

(Previously Demonstration Teaching)

Final Evaluation

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

Scoring levels report are:

0 = Not Effective  

Performance is below the target of initial student interactions.  

1 = Beginning  

Target performance at the end of the early clinical experiences, professional core and teaching methods courses 

2 = Developing 

Target performance at the end of the intermediate clinical experiences, Preclinical Experiences 

3 = Effective 

Target performance at the end of the culminating clinical experiences, Demonstration Teaching 

NA = Not Observed 

Demonstration of Learning Progress (DOLP)*

(Previously Demonstration Teaching)

Final Evaluation

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

Data reflect cumulative ratings for all iterations of the assessments taken by all students during the designated data cycle.

Demonstration of Learning Progress (DOLP)

Fall 2024 = 2.82 (0-3 range)

Spring 2025= 2.90 (0-3 range)

Professional Portfolio

Candidates must achieve competency in all performance aspects as measured by the task rubrics. The scoring levels are:

0 = Not evidence

1 = Approaching competency

2 = Competency achieved

Professional Portfolio

Data reflect cumulative ratings for all iterations of the assessments taken by all candidates during the designated data cycle. All candidates must achieve a final competent rating in order to pass.

Fall 2024 = 1.84 (0-2 range)

Spring 2025 = 1.85 (0-2 range)

5. Notes on Progress, Accomplishment, and Innovation

The School of Education completed the multi-year Reimagination Project in the fall of 2025. The project addressed challenges facing our programs and candidates. The reimagined licensure programs not only align with new competencies and standards of the Utah State Board of Education (USBE), but they are also designed to optimize teacher preparation, program quality, and School of Education accountability for student outcomes. The reimagined licensure programs are designed to maximize Factored Graduate Return (FGR), a metric WGU uses to show the economic value of its programs by multiplying the median income gain two years after graduation by the graduate's remaining working years (to age 65), then dividing that by the total cost of their program, closing access and attainment gaps. By incorporating greater flexibility into our clinical pathway, the Reimagination Project positions the School of Education as a leading provider of pathways to the K-12 classroom, including teacher apprenticeships and paraprofessional-to-teacher programs. The effort aims to maximize completion rates, close equity and attainment gaps, and future-proof our educator preparation portfolio by developing programs that support professional educator pathways at scale, utilizing models that empower educators and enrich communities.

About WGU

Inspiring Stories of WGU-Educated Teachers

"My degree (B.A. Special Education) from WGU has allowed me to help both special-needs students and their families, and I've felt well-prepared since day one on the job."

Miranda Good
WGU alum

Half of what I learned from my master’s at WGU is a model for my classroom: tailoring curriculum for each student, checking in with them while giving them freedom, reducing structure and giving room for kids to learn how they learn best.”

Joel Bianchi,
M.A. Science Education (Physics)