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 2020-2021 academic year.
Measure 1: Completer Effectiveness and Impact on P-12 Learning and Development (Component R4.1)
The college is in the planning phase of a project to collect data on the impact of our program completers on P-12 student learning and development. The Measure 1 Pilot Case Study link describes the data collection phase of the project planned for the 2022-23 academic year.
Minnesota does not distribute value-added data.
Measure 2: Satisfaction of Employers and Stakeholder Involvement (Components R4.2, R5.3, and RA4.1)
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.
The New Teacher Performance graph shows percentage of responses acoss seven questions. Of the 12 respondents, 100 percent agreed or tended to agree that first-year teachers demonstrated competencies associated with effective teaching: teach effectively (100% agree), set goals (92% agree, 8% tend to agree), vary activities (92% agree, 8% tend to agree), use students' prior knowledge (75% agree, 25% tend to agree), design plans (55% agree, 45% tend to agree), adjust instruction (75% agree, 25% tend to agree), and plan lessons (67% agree, 33% tend to agree).
The Teaching for Diverse Learners graph shows percentage of responses acoss nine questions. A high percentage of supervisors agreed or tended to agree that first-year teachers demonstrated competencies associated with effective teaching of diverse learners: teach effectively (50% agree, 42% tend to agree, 8% did not observe), differentiate instruction (67% agree, 25% tend to agree, 8% did not observe), differentiate for student development (67% agree, 33% tend to agree), differentiate for socioeconomic status (50% agree, 50% tend to agree), differentiate for IEPs and 503 plans (67% agree, 25% tend to agree, 8% did not observe), differentiate for mental health needs (58% agree, 25% tend to agree, 17% did not observe), differentiate for gifted and talented (50% agree, 8% tend to agree, 42% did not observe), differentiate for English language learners (55% agree, 36% tend to agree, 9% did not observe), access resources (67% agree, 33% tend to agree).
The coordinators for advanced programs are planning to develop and administer a survey of employers during the 2022-23 academic year.
Measure 3: Candidate Competency at Program Completion (Components R3.3 and RA3.4)
The college monitors pass rates on state content and pedagogy assessments required for licensure.
The edTPA Pass Rates chart shows the percentage pass rates on all three edTPA tasks for 10 edTPA content areas in 2020-21: Business Education: 0%, Elementary Literacy: 60%, Elementary Mathematics: 50%, K-12 Performing Arts: 0%, Secondary English Language Arts: 0%, Secondary History and Social Studies: 0%, Secondary Science: 50%, Special Education: 33%, Visual Arts: 100%, World Languages: 50%.
It is important to note that the 2020-21 academic year was monumentally affected by the global health pandemic, which is reflected in the number of students (n = 21) completing the edTPA.
Content area pass rates (n = 184): Elementary Education Subtest 1: 98%, Subtest 2: 94%, Subtest 3: 95%; Health Subtest 1: 100%, Subtest 2: 100%; Physical Education Subtest 1: 100%, Subtest 2: 100%; Social Studies Subtest 1: 100%, Subtest 2: 100% Special Education Core Skills Subtest 1: 100%, Subtest 2: 100%.
Pedagogy pass rates (n = 209): Elementary Pedagogy Subtest 1: 99%, Subtest 2: 98%; Secondary Pedagogy Subtest 1: 97%, Subtest 2: 95%.
Advanced programs demonstrate candidate competency through key assessments. Advanced program faculty are in the process of centralizing the collection of key assessment data and plan to report on assessment outcomes in the 2022-23 academic year.
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.
Among Alumni with Undergraduate degrees (n = 141), 74% are employed in a related position, 14% are continuing their education, 10% are available but unemployed, 1% are employed in an unrelated position but are seeking a related position, and 1% are employed in an unrelated position and are not seeking a related position.
Among alumni with graduate degrees (n = 331), 89% are employed in a related position, 8% are continuing their education, 3% are available but unemployed, and 1% are employed in an unrelated position but are seeking a related position.