National Accreditation

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CAEP Accreditation: Call for Third Party Comments

The College of Education at the University of Nebraska Kearney is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on November 12-14, 2017. Interested parties are invited to submit third-party comments to the site team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).

We invite you to submit written testimony to:

1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to:

Letters of comment should be received no later than October 1, 2017.

Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:

  • In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, education program providers must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
  • A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
  • Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.

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
First Year Teachers’ Survey (Employers) Employers rated their first-year teachers at a mean of 3.38, indicating satisfaction with their preparation for teaching, though not ranking as high as the Completers or First Year Teachers. The highest indicator was 8.1, Instructional Strategies, and the lowest was 2.2, Enabling students to meet high standards.  

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

Overall, completers rated their preparation the highest at 3.75 (on a 4-point scale), with first year teachers next highest at 3.59, and employers at 3.38. The Administrators’ Focus Group rated the UNK completers the lowest at 3.36. None of mean scores of the four 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.

Composite Survey Results
UNK Completers’ Promotion Chart (follows 09-10 and 10-11 cohorts) Data show that 1.4% of UNK completers who received initial certification in 2009-10 currently hold administrative positions. 1% of 10-11 cohort are now are in administrative positions. 0.4% of the statewide 09-10 initial certification cohort, and 0.3% of the statewide 10-11 cohort now hold administrative positions. These data suggest that UNK grads from these cohorts greatly outnumber grads from other NE institutions who currently hold administrative positions. UNK Completers’ Promotion Chart
IV. Completer Satisfaction
Completer Exit Survey Completers mean for all indicators was 3.75, indicating that completers felt they were well-prepared to teach. The highest indicator was 1.2, Learner Differences, and the lowest was 8.3, Uses Educational Technology.  See comparison with other survey results under First Year Teacher Survey (Employers) Composite Survey Results
First Year Teachers’ Survey (Teachers) The mean for all indicators was 3.8 (out of 4.00), indicating that First Year Teachers felt they were well-prepared to teach. The highest indicator was 9.4, Dispositions, with the lowest being 1.3, Using appropriate and Challenging Learning Experiences.  See comparison with other survey results under First Year Teacher Survey (Employers) Composite Survey Results
V. Completer or Graduation Rate
UNK Candidate Milestones

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

The data indicate that the last three years has shown a downward trend in number of students admitted to Clinical Practice (-45% from 13-14 to 15-16) and number of students completing (-31.7% from 13-14 to 15-16). The number of students admitted to Teacher Education dropped from 13-14 to 14-15 (-57.8%, probably due to the change from PPST to Praxis Core), but rose by 41% in 2015-16 as more support for passing the Praxis Core was implemented. 

Follows 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.  UNK Candidate Milestones 2013-16
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: Basic Bus, BMIT, Math, PE, Science, and SPED Generalist. Comparisons have not yet been made with state and national benchmarks. Praxis Subject Assessment Table and Analysis
VII. Employment Rate
UNK Teacher Retention Rates (for 11-12 and 12-13 cohorts) Retention rates follow completers who received an initial teacher certificate in cohorts 11-12 and 12-13. 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.  UNK’s retention rates exceed those statewide for years 2, 3, and 4 for both cohorts.  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 (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 Association of School Psychology (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