CAEP Annual Reporting Measures
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 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 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
- Development process and pilot: In special education, the IEP is the primary source for determining a completer’s impact on p-12 learning and development. Program completers’ impact on p-12 will be assessed through a special education director survey, which is currently under development (Updated Summer 2021).
- Update Summer 2021: This rubric was developed and piloted in Spring 2020. Due to the COVID-19 pandemic, most candidates had modified portfolios due to the sudden move to remote teaching. A number of candidates also required extensions to complete their portfolios. The rubric was used again in fall of 2020 and spring of 2021. Data analysis and inter-rater reliability calculations are currently in process.
- Explanation of Evidence for Indicators of Teaching Effectiveness
- 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 does not currently collect this information. All EPPs in the state of North Dakota have adopted three common metrics to assess satisfaction of employers and of completers; however, these metrics were designed for B.S.Ed. completers only. Research indicated it is not feasible to adapt this tool for advanced programs. The SPED MS program faculty are currently developing an in-house survey tool for validation and reliability testing prior to implementation in Fall 2021 (Updated Summer 2021).
- Survey - Satisfaction of Completers 2017-2018
- Development process and Pilot: The Special Education Master of Science program does not currently collect this information. All EPPs in the state of North Dakota have adopted three common metrics to assess satisfaction of employers and of completers; however, these metrics were designed for B.S.Ed. completers only. Research indicated it is not feasible to adapt this tool for advanced programs. The SPED MS program faculty are currently developing an in-house survey tool for validation and reliability testing prior to implementation in Fall 2021 (Updated Summer 2021).
- Development process and Pilot: The Special Education Master of Science program does not currently collect this information. All EPPs in the state of North Dakota have adopted three common metrics to assess satisfaction of employers and of completers; however, these metrics were designed for B.S.Ed. completers only. Research indicated it is not feasible to adapt this tool for advanced programs. The SPED MS program faculty are currently developing an in-house survey tool for validation and reliability testing prior to implementation in Fall 2021 (Updated Summer 2021).
Graduation rates from preparation programs - Undergraduate
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 2021
- Praxis II Pass Rates - 2016-2022
- Low Enrolled Program PRAXIS II Pass Rates, 3-Year Rages
- PLT Pass Rates 2016-2021
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
