2026 CAEP Accountability Measures
The College of Education reports annually to the Council for the Accreditation of Educator Preparation (CAEP) on performance in areas of public interest including completer effectiveness, employer satisfaction, competency at program completion, and employment outcomes. The information on this page was created from data collected or reported during the 2024-2025 academic year.
Measure 1: Completer Effectiveness (R4.1)
In lieu of value-added data, which Minnesota does not distribute, the college has employed case study methods to evaluate the impact of completers on P-12 learner development.
Initial Licensure Programs - Employer Evaluation of New Teacher Performance
| Skill | Agree | Tend to Agree | Tend to Disagree | Disagree |
|---|---|---|---|---|
| Effectively Teach | 64% | 32% | 1% | 3% |
| Align Strategies and Goals | 60% | 35% | 4% | 1% |
| Engage Various Perspectives | 60% | 36% | 3% | 1% |
| Use Prior Knowledge | 55% | 37% | 7% | 1% |
| Design Long Range | 48% | 40% | 11% | 1% |
| Adjust Instruction | 57% | 35% | 4% | 4% |
| Plan with Clear Goals | 59% | 31% | 8% | 3% |
Measure 2: Satisfaction of Employers and Stakeholder Involvement (R4.2, R5.3, and RA4.1)
Initial Licensure Programs
The college administers the Network for Excellence in Teaching (NExT) Supervisor Survey during the spring semester to supervisors of first-year teachers who completed a program at Minnesota State University, Mankato. Supervisors evaluate new teacher competence based on observations and respond to questions about new teacher performance across multiple areas, including working with diverse learners.
Employer Evaluation of Teaching for Diverse Learners
| Skill | Agree | Tend to Agree | Tend to Disagree | Disagree |
|---|---|---|---|---|
| Effectively Teaches Students from Diverse Backgrounds | 58% | 36% | 4% | 1% |
| Differentiates Instruction for a Variety of Learning Needs | 53% | 39% | 7% | 1% |
| Differentiates for Students at Varied Developmental Levels | 53% | 42% | 4% | 1% |
| Differentiates for Students with IEPs and 504 Plans | 58% | 35% | 6% | 1% |
| Differentiates for Students with Mental Health Needs | 48% | 43% | 7% | 1% |
| Differentiates for Gifted and Talented Students | 52% | 37% | 9% | 2% |
| Differentiates for English Language Learners | 53% | 38% | 8% | 2% |
Measure 3: Candidate Competency at Completion (R3.3)
edTPA Pass Rates 2024-25
| Test Area | Number of Takers | Percent Passing All Tasks |
|---|---|---|
| Elementary Literacy | 34 | 56 |
| Elementary Mathematics | 59 | 54 |
| English as an Additional Language | 1 | 100 |
| Family Consumer Science | 12 | 75 |
| Health Education | 1 | 100 |
| K-12 Performing Arts | 9 | 67 |
| K-12 Physical Education | 18 | 22 |
| Library Specialist | 2 | 0 |
| Secondary English Language Arts | 13 | 69 |
| Secondary History and Social Studies | 23 | 83 |
| Secondary Math | 4 | 25 |
| Secondary Science | 6 | 67 |
| Special Education | 59 | 61 |
| Visual Arts | 1 | 100 |
| World Language | 3 | 67 |
Measure 4: Ability of Completers to Be Hired in Education Positions for Which They Have Been Prepared
The university administers a Graduate Survey annually to program completers. From this survey, we gather information on the employment status of graduates. The table below show graduates' status one year after graduation in the following categories: Employed Related, Employed Unrelated Seeking Related, Available Unemployed.
Graduate Survey data for the prior two academic year will be collected and reported in August 2026.
Employment Status One Year After Graduation by Graduation Year
| Status | Employed Related | Employed Unrelated Seeking Related | Available Unemployed |
|---|---|---|---|
| 2018-19 | 90% | 8% | 8% |
| 2019-20 | 88% | 1% | 11% |
| 2020-21 | 94% | 2% | 4% |
| 2021-22 | 97% | 0% | 3% |
| 2022-23 | 96% | 2% | 2% |
Data on 2023-24 and 2024-25 graduates was not updated at the time of this report.
