Accreditation and Assessment
The accrediting body of the Teacher Education Unit at Minot State University, CAEP (the Council for the Accreditation of Educator Preparation), requires Education Preparation Providers to disseminate information annually to the public, prospective teacher candidates, policymakers, the media, and CAEP. This information falls into two broad categories: 1. Program Impact (the performance of completers once employed), 2. Program Outcome and Consumer Information (yardsticks that states and policymakers will find useful).
Minot State University offers two pathways to initial teacher licensure (a stand-alone license which permits a teacher candidate to gain employment in a P-12 school) with the state of North Dakota. First, we offer B.S.Ed. undergraduate degrees in a variety of programs (mathematics, English, special education, and early childhood education, to name a few). We also offer an M.S. in Special Education, which can lead to initial licensure. The categories below are labeled either "Undergraduate" or "Graduate" to indicate which degree level the presented data represents.
Measures of Program Impact
- Evidence of Student Learning Explanation and Information
- Evidence of Student Learning Methods TEU Aggregate 2021-2022
- Early Childhood Education Program Evidence of Student Learning Methods Data 2021-2022
- Elementary Education Program Evidence of Student Learning Methods Data 2021-2022
- History Education Program Evidence of Student Learning Methods Data 2021-2022
- Music Education Program Evidence of Student Learning Methods Data 2021-2022
- Physical Education Program Evidence of Student Learning Methods Data 2021-2022
- Special Education Program Evidence of Student Learning Methods Data 2021-2022
- Evidence of Student Learning Methods TEU Aggregate 2020-2021
- Art Education Program Evidence of Student Learning Methods data 2020-2021
- Elementary Education Evidence of Student Learning Methods data 2020-2021
- English Education Evidence of Student Learning Methods data 2020-2021
- History Education Evidence of Student Learning Methods data 2020-2021
- Math Education Evidence of Student Learning Methods data 2020-2021
- Music Education Evidence of Student Learning Methods data 2020-2021
- PE Education Evidence of Student Learning Methods data 2020-2021
- Evidence of Student Learning Student Teaching TEU Aggregate 2021-2022
- Art Education Program Evidence of Student Learning Student Teaching Data 2021-2022
- Early Childhood Education Program Evidence of Student Learning Student Teaching Data 2021-2022
- Elementary Education Program Evidence of Student Learning Student Teaching Data 2021-2022
- English Education Program Evidence of Student Learning Student Teaching Data 2021-2022
- History Education Program Evidence of Student Learning Student Teaching Data 2021-2022
- Math Education Program Evidence of Student Learning Student Teaching Data 2021-2022
- Music Education Program Evidence of Student Learning Student Teaching Data 2021-2022
- Physical Education Program Evidence of Student Learning Student Teaching Data 2021-2022
- Social Science Education Program Evidence of Student Learning Student Teaching Data 2021-2022
- Special Education Program Evidence of Student Learning Student Teaching Data 2021-2022
- Evidence of Student Learning Student Teaching TEU Aggregate 2020-2021
- Chemistry Education Program Evidence of Student Learning Student Teaching data 2020-2021
- Early Childhood Education Program Evidence of Student Learning Student Teaching data 2020-2021
- Elementary Education Program Evidence of Student Learning Student Teaching data 2020-2021
- English Education Program Evidence of Student Learning Student Teaching data 2020-2021
- History Education Program Evidence of Student Learning Student Teaching data 2020-2021
- Math Education Program Evidence of Student Learning Student Teaching data 2020-2021
- Music Education Program Evidence of Student Learning Student Teaching data 2020-2021
- Physical Education Program Evidence of Student Learning Student Teaching data 2020-2021
- Special Education Program Evidence of Student Learning Student Teaching data 2020-2021
- Teacher Education Unit Level Aggregate Data Evidence of Student Learning Student Teaching 2019-2020 data
- Art Education Program Evidence of Student Learning Student Teaching data 2019-2020
- Business Education Program Evidence of Student Learning Student Teaching data 2019-2020
- Chemistry Education Program Evidence of Student Learning Student Teaching data 2019-2020
- Early Childhood Education Program Evidence of Student Learning Student Teaching data 2019-2020
- Elementary Education Program Evidence of Student Learning Student Teaching data 2019-2020
- English Education Program Evidence of Student Learning Student Teaching data 2019-2020
- History Education Program Evidence of Student Learning Student Teaching data 2019-2020
- Math Education Program Evidence of Student Learning Student Teaching data 2019-2020
- Music Education Program Evidence of Student Learning Student Teaching data 2019-2020
- Physical Education Program Evidence of Student Learning Student Teaching data 2019-2020
- Social Studies Program Evidence of Student Learning Student Teaching data 2019-2020
- Special Education Program Evidence of Student Learning Student Teaching data 2019-2020
- Art Education Program Evidence of Student Learning Methods and Student Teaching data 2018-2019
- Business Education Program Evidence of Student Learning Methods and Student Teaching data 2018-2019
- Early Childhood Education Program Evidence of Student Learning Methods and Student Teaching data 2018-2019
- Elementary Education Program Evidence of Student Learning Methods and Student Teaching data 2018-2019
- English Education Program Evidence of Student Learning Methods and Student Teaching data 2018-2019
- History & Social Science Evidence of Student Learning Methods and Student Teaching data 2018-2019
- Math Education Program Evidence of Student Learning Methods and Student Teaching data 2018-2019
- Music Education Program Evidence of Student learning Methods and Student Teaching data 2018-2019
- Physical Education Program Evidence of Student Learning Methods and Student Teaching data 2018-2019
- Science Education Program Evidence of Student Learning Methods and Student Teaching data 2018-2019
- Special Education Program Evidence of Student Learning Methods and Student Teaching data 2018-2019
- Evidence of Student Learning Methods TEU Aggregate 2017-2018
- Evidence of Student Learning Student Teaching TEU Aggregate 2017-2018
- Evidence of Student Learning TEU Aggregate 2013-2017 with Table of Contents
- Development process and pilot: Advanced program candidates complete a final practicum A newly developed portfolio is currently being piloted: Area 1 - Pedagogy, Programs & Services: CEC Initial Standards 1, 2, & 5/ Advanced Standard 3 and Area 3 - Assessment: CEC Initial Standard 4/ Advanced Standard 1 address p-12 impact
- Completers' Impact on P-12 Student Information Updated Fall 2021
- Completers' Impact Case Study Research and Report
- North Dakota State Assessment Data Information
- State Assessment Data for MSU Completers
The EPP asserts that, in Special Education, P12 Impact is driven by the Individualized Education Plan (IEP) process. Our research into obtaining access to student IEP data from the state proved unsuccessful. Operating on the rationale that the directors/coordinators of the state’s regional Special Education Administrative Units (SEAU)have primary responsibility for special education compliance monitoring and quality assurance, these individuals will have accurate knowledge of completer P12 impact through the IEP process. Therefore, a survey instrument for special education coordinators about our completers’ ability to successfully develop and implement quality IEPs will be used to gather this data. The survey instrument was developed through identifying IEP quality indicators from the special education literature. TESAC provided input of the survey at the spring 2023 meeting. The SEAU directors/coordinators will provide feedback at their summer 2023 meeting. Validity and reliability for the instrument will be established during summer and fall of 2023. The instrument will be implemented for completers in Fall 2023.
- Explanation of Evidence for Indicators of Teaching Effectiveness
- 2021-2022 University Supervisor and Cooperating Teacher Ratings of Student Teachers
- 2020-2021 University Supervisor and Cooperating Teacher Ratings of Student Teachers
- 2019-2020 University Supervisor and Cooperating Teacher Ratings of Student Teachers
- 2018-2019 University Supervisors and Cooperating Teachers Ratings of Student Teachers
- 2017-2018 University Supervisors and Cooperating Teachers Ratings of Student Teachers
- 2016-2017 University Supervisors and Cooperating Teachers Ratings of Student Teachers
- 2015-2016 University Supervisors and Cooperating Teachers
- 2013-2015 University Supervisor and Cooperating Teacher Ratings of Student Teachers
- Development process and pilot: Advanced program candidates complete a final practicum. A lesson exemplar and reflection assignment with accompanying rubric is being piloted this semester.
- Updated Summer 2021: Lesson design, implementation and reflection assignment was implemented in Sped 515. Data analysis in progress.
The Special Education Master of Science program did not previously collect this information. All EPPs in the state of North Dakota adopted three common metrics to assess satisfaction of employers and completers; however, these metrics were designed for B.S.Ed completers only. Research indicated it was not feasible to adapt this tool for advanced programs. The SPED M.S. program faculty have developed an in-house survey for implementation for 2021-2022 completers. Employer satisfaction of advanced candidates will be assessed through a special education director survey, which is currently under review by EPP leadership and TESAC for implementation in Summer 2023.
- Survey - Satisfaction of Completers 2017-2018
- Development process: The Special Education Master of Science program did not previously collect this information. All EPPs in the state of North Dakota adopted three common metrics to assess satisfaction of employers and completers; however, these metrics were designed for B.S.Ed completers only. Research indicated it was not feasible to adapt this tool for advanced programs. The SPED M.S. program faculty have developed an in-house survey for implementation for 2021-2022 completers. Employer satisfaction of advanced candidates will be assessed through a special education director survey, which is currently under review by EPP leadership and TESAC for implementation in Summer 2023.
- Implentation: This survey has been developed and is scheduled for implementation in Spring 2023 (for candidates completing during the 2021-2022 cycle).
- Development process and pilot: The Special Education Master of Science program did not previously collect this information. All EPPs in the state of North Dakota adopted three common metrics to assess satisfaction of employers and completers; however, these metrics were designed for B.S.Ed completers only. Research indicated it was not feasible to adapt this tool for advanced programs. The SPED M.S. program faculty have developed an in-house survey for completers that will be administered in the semester that they complete the program. This survey is currently under review by EPP leadership and TESAC for implementation in Summer 2023.
- Implementation: This survey is scheduled for implementation in Spring 2023 for those candidates completing in Spring 2023. It will be administered for fall and spring completers in the M.S. program, which will consist only of advanced candidates.
Graduation rates from preparation programs - Undergraduate
- Degree Completion Rates, Admitted Cohorts 2018-2022
- Degree Completion Rates, Admitted Cohorts 2014-2021
Graduation rates from preparation programs - Graduate
Ability of completers to meet licensing (certification) and any additional state requirements - Undergraduate
- Candidates' Eligibility for Licensure through Spring 2022
- Praxis II Pass Rates - 2018-2022
- Low Enrolled Program PRAXIS II Pass Rates, 3-Year Rages
- PLT Pass Rates 2016-2022
Ability of completers to meet licensing (certification) and any additional state requirements - Graduate
- Praxis II Pass Rates - Graduate 2020-2021
- Praxis II Pass Rates - Graduate 2019-2020
- Praxis II Pass Rates - Graduate 2016-2019
Ability of completers to be hired in education positions for which they are prepared - Graduate
Student loan default rates and other consumer information - Undergraduate and Graduate
*This data reflects the most recent data as of Aug. 2021
2014-15 Assessment Data
2013-14 Assessment Data
2012-13 Assessment Data
Accreditation:
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