National Accreditation

CAEP logo

All initial certification programs are currently CAEP Accredited.
Advanced credentialing programs are currently in preparation for CAEP review.

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 and Employers of Third Year Teachers’ Survey	In 2018-19, employers rated their first-year teachers at a mean of 3.48 (on a 4-point scale), indicating satisfaction with their preparation for teaching, though not ranking as high as the Completers (3.73 on a 4-point scale) but higher than First Year Teachers (3.40). The highest indicator was STD 12.4 The teacher maintains a professional demeanor and appearance, and displays dependability, punctuality, and perseverance (3.91), and the lowest was STD 7.1 The teachers plan instruction that supports every student in meeting rigorous learning goals (3.13 on a 4-point scale). For 2018-19, employers rated their third-year teachers (3.74), higher than the employers of first year teachers (3.48).	The same surveys were used with Employers of First Year Teachers, Employers of Third 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 2018-19, employers of third year teachers rated their preparation the highest at 3.74 (on a 4-point scale), with completers next highest at 3.73. Employers of first year teachers ranked them at 3.48, slightly higher than the first year teachers rated themselves (3.40). None of mean scores of the three groups rated UNK completers below a 3.00, indicating that all groups believed UNK completers were prepared to be effective teachers as defined by the NE InTASC Standards.	Composite Survey Results 2015-19
IV. Completer Satisfaction
Completer Exit Survey	In 2018-19, completers’ mean for all indicators was 3.73 on a 4-point scale, indicating that completers felt they were well-prepared to teach. The highest indicator was STD 12.4 - The teacher maintains a professional demeanor and appearance, and displays dependability, punctuality, and perseverance (3.91), and the lowest were STD. 8.3 - The teachers utilize available technology for instruction and assessment and STD. 10.2 - The teachers seek opportunities, including appropriate technology, to collaborate with students, families, colleagues, and other school professionals, and community members to ensure student growth (both had a mean of 3.55).	See comparison with other survey results under Employers of First Year Teachers’ Survey and Employers of Third Year Teachers’ Survey.	Composite Survey Results 2015-19
First Year Teachers’ Survey	In 2018-19, the mean for all indicators was 3.40 on a 4-point scale, indicating that First Year Teachers felt they were well-prepared to teach. The highest indicator was STD 12.1- The teacher demonstrates passion, self-awareness, initiative and enthusiasm (3.73). The lowest was STD 7.1 Planning for all students to meet rigorous learning goals (3.13).	See comparison with other survey results under Employers of First Year Teachers’ Survey and Employers of Third Year Teachers’ Survey.	Composite Survey Results 2015-19
V. Completer or Graduation Rate
UNK Candidate Milestones	The candidate milestones are Admission to Teacher Education, Admission to Clinical Practice, and Completion. The Completer or Graduation Rates have been somewhat volatile since 2013. After a downward trend from 2013 to 2016, 2017-18 showed an increase of students being admitted to the Teacher Education program. In 2018-19, the number of those being admitted dropped (-12.37%), and the number of students admitted to Clinical Practice (student-teaching) has also decreased from 216 students in 2016-17 to 213 in 2017-18 to the number being admitted to clinical practice in 2018-19 being 206 (-3.29%). The number of students completing the program from 2016-17 to 2018-19 showed the same downward trend. These declines follow national and state trends of teacher shortages and fewer students seeking degrees in Teacher Education. The GPA mean continued its upward trend for candidates being admitted to TE from 2013-2019 (an overall increase of 7.33%, with slight increases each year). GPAs for admission to Clinical Practice (student-teaching) have been a bit more volatile during this same time period though there has been an overall upward trend from 3.45 in 2013-14 to 3.66 in 2018-19. Lastly, there has been an upward trend in each of the years from 2013-14 to 2018-19 of 5.2% for Program Completers.	Trends from 2013-17 followed national and state trends of teacher shortages and fewer students seeking degrees in Teacher Education. The change of rigor from PPST to Praxis Core only served to exacerbate the situation during this time period. Initial, positive, results from the new Praxis Core-Math Assessment, which was implemented fall of 2019, will hopefully help to sustain/increase admissions to teacher education in the future. It is also hoped that the volatility from 2013-19 regarding the number of candidates in Clinical Practice and Completion will then settle into a more stable upward trend.	UNK Candidate Milestones 2013-19
VI. Licensure Rate
Praxis Subject Assessment Table and Analysis	The following licensure areas reported 100% pass rates in 2018-19: Art (PK-12), Biology (7-12), BMIT (6-12), Mathematics (6-12) Middle Level - Language Arts, Music (PK-12, Physical Education, School Counselor, and Social Science (7-12).	Comparisons have not been made with state and national benchmarks.	Praxis Subject Assessment Table and Analysis 2015-19
VII. Employment Rate
UNK Teacher Retention Rates (for 12-13, 13-14, 14-15, and 15-16 cohorts)	Retention rates follow completers who received an initial teacher certificate in cohorts 12-13, 13-14, 14-15, and 15-16. The data indicate that UNK completers from 12-13 had retention rates of 100% in Year 1, 94% in Year 2, 90% in Year 3, and 84% in Year 4. For the 13-14 cohort, the retention rates were 100% in Year 1, 94% in Year 2, 90% in Year 3 and 78% in Year 4. For the 14-15 cohort, the retention rates were 100% in Year 1, 93% in Year 2, 88% in Year 3, and nearly 85% in Year 4. For the 15-16 cohort, the retention rates were 100% in Year 1, 92% in Year 2, nearly 88% in Year 3, and 85% in Year 4.	UNK’s retention rates exceed those statewide for years 2, 3, and 4 for the 12-13 cohort. 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 a few individual school districts. The 14-15 cohort retention rates are nearly the same as the state for Years 1, 2, and 3. UNK’s Year 4 rate is slightly ahead of the state’s and in 2015-16. For the 2015-16 cohort, UNK’s retention rates again exceeded retention rate for the state of Nebraska by 1.96% in year 2, 3.53% in year 3, and 6.75% in year 4.	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