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CAEP 8 Annual Reporting Measures

Each section represents a CAEP annual reporting measure. Measures are a mix of those described in CAEP Annual Reports, and other measures that the EPP uses for data-based decisions.

Measure of
Completer Impact
Analysis of Trends Comparisons with Benchmarks Source
I. P-12 Student Learning/Development
MAP Testing Results of UNK Completers’ P-12 Students (Case Study)  The results of MAP testing of P-12 students in classrooms of newly-hired UNK-prepared teachers showed that the teachers had a positive impact on their students’ performance. Most of the student scored above the expected norming data for the test, and in several instances, significantly above the expected results.  The MAPS norming data provided the benchmarking for this measure.  A Case Study of UNK Teacher Education Graduates
NeSA Test Results of UNK Completers’ P-12 Students (Case Study) The average percentage of P-12 students of UNK grades scoring below expectations was 11.62%, meets expectations 54.7%, and exceeds expectations was 34.31%. Results indicate that students taught by newly-hired UNK grads had similar proficiency rates when compared to district and state averages in several subjects over several years. The average percentage of those students scoring below expectations was 11.62% for UNK grads, as compared with 16.69% in the district and 21.46% in the state. The average percentage of UNK grads’ students scoring “meets” and “exceeds” were above the district and state in both categories.  A Case Study of UNK Teacher Education Graduates
Completer Action Research Project All of the P-12 student classes/groups of the 14 completers showed learning growth. Growth percentages ranged from 6% (Recognizing So-Mi) to 100% (learning to tell time).  There was a statistically significant difference between scores of the two tests, pre-test (M = 181, SD = 9.86) and post-test (M = 181, SD = 13.57), p .0029.  Completer Action Research Project
II. Observations of Teaching Effectiveness
Bernhardt Student Perception Surveys in buildings where UNK completers are teaching (Case Study) Climate surveys show that P-12 students believe their UNK-prepared teachers care about them. Indicators with the highest scores were “cares about me” in all three schools where the specific UNK-prepared teachers were hired, with another indicator, “thinks I will be successful” tying for highest in one of the elementary schools. The lowest scoring indicator in all three elem. schools was “listens to my ideas.” The highest indicator in the middle school with the UNK-prepared completer under study was “thinks I was successful.” The lowest indicator was “listens to my ideas.” The ratings for the high school teachers indicated that students were positive towards their teachers. The highest rated indicators were “expects me to do my best” and “expects student to do their best”, while the lowest rated stem was “knows me well”.   The comparison of the 3 elem. schools with the total schools in the case study district reveals that the highest indicator, “cares about me” was the same, as was the lowest, “listens to my ideas.” The results were the same for the middle and high schools as well, with both highest and lowest indicators being the same.  A Case Study of UNK Teacher Education Graduates
Supervisor Surveys (Case Study) Results of administrators’ surveys of UNK completers who were hired between 2013-2016 indicate that they were pleased with the EPP preparation. 100% of the administrators checked “yes” to “Were your teachers effectively prepared to teach? Results concurred with Composite Survey results, which indicated overall satisfaction of employers with UNK completers.  A Case Study of UNK Teacher Education Graduates
III. Employer Satisfaction and Completer Persistence
Employers of First Year Teachers’ Survey Employers rated their first-year teachers at a mean of 3.47 (on a 4-point scale), indicating satisfaction with their preparation for teaching, though not ranking as high as the Completers (3.75) or First Year Teachers (3.68). The highest indicator was 9.2, Teachers model ethical professional practice, and the lowest was 5.1, Teachers understand how to connect concepts across disciplines. 

The same surveys were used with Employers of First Year Teachers, First Year Teachers, and Completers at Exit. Sheets 3-4 of the Composite Survey Data plots the 2 highest and lowest scores of each group (completers, first year teachers, and employers).

In 2016-17, completers rated their preparation the highest at 3.75 (on a 4-point scale), with first year teachers next highest at 3.68, and employers at 3.47. None of mean scores of the three groups rated UNK completers below a 3.00 on a 4-point scale, indicating they believed UNK completers were prepared to be effective teachers as defined by the NE InTASC Standards. Additionally, the mean scores rose for both First Year Teachers (.09) and their Employers (.07) over 2015-16. 2016-17 was the first year for this survey for Completers, so comparison is not possible.

Composite Survey Results 2015-17
IV. Completer Satisfaction
Completer Exit Survey In 2016-17, completers’ mean for all indicators was 3.75, indicating that completers felt they were well-prepared to teach. The highest indicator was 9.4, Teachers model professional dispositions for teaching, and the lowest was 8.3, Uses Educational Technology. See comparison with other survey results under First Year Teacher Survey (Employers) Composite Survey Results 2015-17
First Year Teachers’ Survey In 2016-17, the mean for all indicators was 3.68 (out of 4.00), indicating that First Year Teachers felt they were well-prepared to teach. The highest indicator was 9.2, Dispositions, with the lowest being 5.2, Teachers use differing perspectives. See comparison with other survey results under First Year Teacher Survey (Employers) Composite Survey Results 2015-17
V. Completer or Graduation Rate
UNK Candidate Milestones

The candidate milestones are Admission to Teacher Education, Admission to Clinical Practice, and Completion.

2013-2016 showed a downward trend in the number of students admitted to Teacher Education, but that trend was reversed in 2016-17. As a consequence of the downward trend of students admitted to TE from 2013-2016, the number of students admitted to clinical practice was down in 2015-16 and 2016-17. In the same way, the number of completers decreased between 2013-2016, but went up in 2016-17.

The GPA mean rose steadily for candidates for admittance to TE and Clinical Practice from 2013-2017; it also rose from 2013-2016 for completers, but remained
stable in 2016-17.

Trends from 2013-16 Follow national and state trends of teacher shortages and fewer students seeking degrees in Teacher Education. The change of rigor from PPST to Core only served to exacerbate the situation during this time period. It is hoped that the upward trends in 2016-17 will continue. UNK Candidate Milestones 2013-17
VI. Licensure Rate
Praxis Subject Assessment Table and Analysis Candidates were required to take the exams beginning in 2014, but cut scores were not established until 2015. The following licensure areas reported 100% pass rates in 2016-17: Basic Bus, BMIT, and PE. Comparisons have not yet been made with state and national benchmarks. Praxis Subject Assessment Table and Analysis 2014-17
VII. Employment Rate
UNK Teacher retention Rates (for 11-12, 12-13, and 13-14 cohorts) Retention rates follow completers who received an initial teacher certificate in cohorts 11-12, 12-13, and 13-14. The data indicate that UNK completers from 11-12 had a retention rate of 100% in Year 1, 92.66% in Year 2, 88% in Year 3, and 84% in Year 4. Results were similar for 12-13 completers. For the 13-14 cohort, the retention rate was 100% in Year 1, 93% in Year 2, 90% in Year 3 and 78% in Year 4. UNK’s retention rates exceed those statewide for years 2, 3, and 4 for the 11-12 and 12-13 cohorts. The 13-14 cohort retention rates dipped below the state in Year 2 but rose above the state in Year 3. Year 4 saw a lower rate for UNK than the state, but this appears to stem from cuts in an individual school districts.  UNK Teacher Retention Rates
VIII. Consumer Information

UNK Current Average Cost of Attendance

Average Annual Salary of Teachers in Public Schools in Nebraska and Surrounding States

UNK Student Loan Default Rates

Communication Disorders Department

The College of Education Communication Disorders Department graduate program is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA). For further information about ASHA please visit their website.

Counseling & School Psychology Department

The College of Education Counseling and School Psychology program is accredited by the following organizations. For further information about each accrediting organization please click on the organizations name to go to their website.
National Association of School Psychologists (NASP)
Council for Accreditation of Counseling and Related Educational Programs (CACREP)
International School Psychology Association (ISPA)
International Registry for Counselor Education Programs (IRCEP)

Health, Physical Education, Recreation, and Leisure Department

The College of Education Athletic Training program is accredited by the Commission on Accreditation of Athletic Training Education (CAATE). For further information about CAATE please visit their web site at http://www.caate.net/

Teacher Education

The School Librarian Endorsement Program is nationally recognized by the American Library Association (ALA)/American Association of School Librarians (AASL).