CAEP Accountability Measures
The Mayville State University EPP is committed to sharing completer impact and outcomes data with a wide audience. Each year, the EPP updates and publicly collects, analyzes, and reports data on completer impact, employer satisfaction, candidate competency, and completer employment information on this website. See below for an outline of our four (4) CAEP Accountability Measures.
Accreditation and Annual Reporting Measures
Mayville State University is accredited by The Higher Learning Commission (HLC) and is a member of the North Central Association (NCA).
Higher Learning Commission
Telephone: 1-800-621-7440
Fax: 312-263-7462
E-mail: info@hlcommission.org
Web site: www.hlcommission.org
The Division of Education is currently accredited by the Council for the Accreditation of Educator Preparation (CAEP). Program Accreditation provides recognition that the content and quality of the program has been evaluated and meets standards set by the profession. Students and their families can be assured that appropriate knowledge and skill areas are included and that the program is stable, both professionally and financially. CAEP-accredited programs are reviewed against professionally approved standards, ensuring a high-quality academic program. Mayville State's Teacher Education programs received complete accreditation in the fall of 2020 which lasts 7 years.
Council for the Accreditation of Educator Preparation
Telephone: (202) 223-0077
E-mail: caep@caepnet.org
Website: caepnet.org
Accredited Education Programs
The following list reflects the Initial Licensure programs that were reviewed and accredited by CAEP during the EPP’s last site visit in the Spring of 2020:
- Biology Education (BSEd)*
- Chemistry Education (BSEd)*
- Composite Science Education (BSEd)
- Composite Social Science Education (BSEd)
- Early Childhood Education (BSEd)
- Elementary Education (BSEd)
- English Education (BSEd)
- Health Education (BSEd)
- History Education (BSEd)**
- Mathematics Education (BSEd)
- Physical Education (BSEd)
- Special Education - Stand Alone (BSEd)
- Special Education - Early Childhood (BSEd)
- Special Education - Elementary Education (BSEd)
- Special Education - Secondary (BSEd)
- Master of Arts in Teaching (MAT)
The EPP also offers a licensure program at the graduate level beginning in the Summer of 2022:
*Biology Education BSEd was renamed Composite Science Education BSEd effective 8/5/20. The last term admit for Chemistry Education was Fall 2020. Courses are now included in the Composite Science Education BSEd degree.
**The last term admit for History Education BSEd was Fall 2020. Courses are now included in the Composite Social Science Education BSEd degree.
State Program Approval
All North Dakota teacher education and counseling programs must be reviewed on a seven-year cycle. Without this approval, Mayville State teacher candidates would not be licensed in North Dakota. The governing board in North Dakota, Educator Standards and Practices Board (ESPB), is responsible for continually reviewing the North Dakota standards and procedures pertaining to licensure and program approval.
Teacher licensure in the state of North Dakota is regulated by the Education Standards and Practices Board (ESPB). Information about the process of applying for licensure can be found at their website: www.nd.gov/espb/
Teacher licensure and credentialing is also regulated by the ND Department of Public Instruction. Information about requirements can be found at their website: https://www.nd.gov/dpi/educators/credentials-and-certificates
Completion of academic degree programs in education do not guarantee licensure, certification, credentialing, or placement of our graduates. A graduate who seeks licensure, certification, and/or credentialing in any state or jurisdiction needs to check the specific requirements for that state or jurisdiction and, if needed, discuss the policies with his or her advisor.
Measure 1 (Initial): Completer Effectiveness (R4.1)
As part of our continuous improvement efforts, Mayville State University's EPP uses multiple instruments to measure completer effectiveness and impact on P-12 learning and development. Indicators of teaching effectiveness are measured in a variety of ways, including completer surveys, supervisor surveys, and supervisor evaluations. The EPP's use of multiple measures provides a more complete description of student growth and completers' success in the classroom and follows recommendations of best practices to investigate teaching effectiveness.
Each spring, findings on completer satisfaction are collected from a survey administered to Mayville State Alumni. All completers/graduates are invited to complete the Transition to Teaching Survey (TTS), but those who are currently teaching complete an additional section to rate the quality of their preparation. The TTS asks Mayville State University (MSU) graduates to evaluate their perception of the quality of their instructional practices, their ability to work with diverse learners, ability to establish positive classroom environment, and level of professionalism. The survey is administered approximately one year after the graduates complete their preparation program.
On the survey, completers’ satisfaction with their preparation being relevant to the responsibilities they confront on the job and their preparation being effective are indicated with tends to agree (3) and agree (4) ratings. Mayville State University’s Teacher Education Program has set an acceptable target of an average of 3.0 or higher on all indicators (all tends to agree or agree). EPP results are also compared to North Dakota EPP results to ensure commensurate scores, ultimately aiming for higher scores than both the North Dakota average. Results of the survey are reviewed annually by the Division of Education and Teacher Education Committee faculty. The most recent results can be found in the table below:
|
Transition to Teaching (4-point scale) |
Year |
Year |
Year |
Year |
Year |
Year |
Year |
Year |
Year |
|
Instructional Practice |
3.39 |
3.28 |
3.40 |
3.55 |
3.59 |
3.55 |
3.58 |
3.58 |
3.67 |
|
Diverse Learners |
3.16 |
2.96 |
3.06 |
3.28 |
3.36 |
3.37 |
3.40 |
3.26 |
3.59 |
|
Learning Environment |
3.46 |
3.49 |
3.37 |
3.54 |
3.68 |
3.60 |
3.38 |
3.53 |
3.56 |
|
Professionalism |
3.48 |
3.45 |
3.33 |
3.55 |
3.64 |
3.61 |
3.55 |
3.58 |
3.66 |
|
Overall Graduate Ratings |
3.37 |
3.30 |
3.29 |
3.48 |
3.57 |
3.53 |
3.48 |
3.49 |
3.62 |
At the end of the Transition to Teaching Survey (TTS), completers are asked four questions related to their impact on student learning. The questions, and qualitative analysis of responses from the 2024 completer results can be found below:
|
Questions |
Analysis |
|
Do you consider your teaching to be effective? |
The survey data revealed that Mayville State teacher graduates overwhelmingly consider their teaching to be effective, with most expressing strong confidence in their abilities. These self-assessments are substantiated by evidence including positive administrator evaluations, measurable student growth on assessments, successful relationship-building, and consistent student engagement. Many credit their effectiveness to their university education, which provided them with diverse teaching strategies and prepared them for being flexible in the classroom. Their perceived strengths include meeting diverse student needs, creating engaging lessons, implementing effective classroom management, adapting curriculum meaningfully, and building positive environments that encourage risk-taking. While confident, several teachers also demonstrated professional self-awareness by identifying areas for continued growth such as teaching outside their specialty, enhancing differentiation strategies, fostering critical thinking, and managing multiple behavioral challenges. This balanced perspective of recognizing both accomplishments and growth opportunities suggests a cohort of reflective practitioners committed to continuous improvement and making a measurable impact on their students' academic and social development. |
|
Are there any factors that limit, or have limited, your ability to teach effectively? |
Based on the feedback from graduates, several consistent themes emerged regarding factors that limit teaching effectiveness. Many cited challenging student behaviors—including hitting, biting, and severe disruptions requiring room clears—as significant obstacles to delivering instruction and maintaining classroom management. Time constraints was also a common factor, with teachers noting extensive unpaid preparation hours and the overwhelming workload of preparing multiple course sections, particularly during their first year. Some respondents struggled with implementing unfamiliar curricula or teaching outside their area of expertise, while others mentioned limitations in classroom resources, technology access (specifically interactive boards), and physical space. Several teachers identified insufficient support structures, including administration issues, problematic classroom assistance, and inadequate special education support for students with specific needs. Language barriers with students and significant learning gaps between on-level and below-level students further complicated their teaching efforts, with one teacher simply citing personal exhaustion as their primary limitation. |
|
What other factors (besides your knowledge, skills, dispositions, or MSU's Education Program) influence your students' achievement? |
Based on the graduate feedback, numerous external factors influence student achievement beyond what they learned in their teacher preparation program. Home life and parental involvement emerge as dominant themes, with many educators noting that family attitudes toward education often determine student motivation and engagement. Building strong relationships and rapport with students appears critical, with several teachers emphasizing how creating trust enables academic progress even with challenging students. Many respondents highlighted socioeconomic factors, trauma, attendance issues, and students' non-academic responsibilities (like work obligations) as impacting achievement. School culture and environment contribute, with some noting resistance to high expectations. Electronic device use was mentioned as potentially limiting students' working stamina and attention spans. Teachers also valued supportive colleagues, proper resources, and structured routines as positive influences. Several emphasized that while they cannot control many external factors, focusing on relationship-building creates the foundation for academic success despite these challenges. |
|
Do you perceive your preparation in MSU's Education Program as relevant to the responsibilities you confront on the job? |
Completers’ comments indicate that the overwhelming majority perceive their preparation at University as relevant and effective for their teaching careers. Most respondents expressed strong confidence in their readiness, with phrases like "absolutely, yes!" and "prepared me very well" appearing throughout the comments. Graduates specifically valued their preparation in curriculum planning, assessment strategies, building student relationships, classroom community development, cultural sensitivity, and working with diverse learners including ELL students and those with special needs. Several highlighted the importance of field experiences in building on their theoretical foundation. However, a few respondents identified gaps in their preparation, particularly regarding classroom setup, parent communication, behavior management, administrative responsibilities ("the business side of teaching"), and the reality of teaching in specific contexts like rural settings or building new programs. Some noted the program was more demanding than expected but appreciated how this rigor prepared them for the workload they now face. While acknowledging that on-the-job learning is inevitable in teaching, the consensus indicates graduates feel the program established a solid foundation for their professional responsibilities. |
Measure 2 (Initial and Advanced): Satisfaction of Employers and Stakeholder Involvement (R4.2, R5.3, RA4.1)
Each spring, findings on employer satisfaction are collected from a survey administered to supervisors of first year teachers who graduated from Mayville State University (MSU). MSU graduates complete a Transition to Teacher Survey (TTS) where contact information for their supervisor is collected and used to administer the Supervisor Survey (SS). The SS asks supervisors to assess the quality of graduates’ instructional practices, abilities to work with diverse learners, abilities to establish positive classroom environment, and levels of professionalism. The SS is administered to direct supervisors, mainly principals, of EPP graduates employed in schools approximately one year after the completion of their preparation program at Mayville State.
On the survey, employers’ satisfaction with completers’ preparation for their assigned responsibilities in working with P-12 students is indicated with tends to agree (3) and agree (4) ratings. Mayville State University’s Teacher Education Program has set an acceptable target of an average of 3.0 or higher on all indicators (all tends to agree or agree). Results of the survey are reviewed annually by the Division of Education and Teacher Education Committee faculty. The most recent results can be found in the table below:
|
Supervisor (4-point scale) |
Year |
Year |
Year |
Year |
Year |
Year |
Year |
Year |
Year |
|
Instructional Practice |
3.39 |
3.19 |
3.66 |
3.52 |
3.54 |
3.46 |
3.55 |
3.42 |
3.47 |
|
Diverse Learners |
3.43 |
3.15 |
3.64 |
3.62 |
3.57 |
3.40 |
3.58 |
3.58 |
3.55 |
|
Learning Environment |
3.46 |
3.28 |
3.66 |
3.59 |
3.57 |
3.54 |
3.63 |
3.69 |
3.47 |
|
Professionalism |
3.49 |
3.40 |
3.75 |
3.73 |
3.57 |
3.52 |
3.75 |
3.60 |
3.60 |
|
Overall Supervisor Ratings |
3.44 |
3.23 |
3.68 |
3.62 |
3.56 |
3.48 |
3.63 |
3.57 |
3.52 |
The Supervisor Survey (SS) ends with a series of open-ended questions where supervisors are asked to share any insights that would be helpful for Mayville State’s Teacher Education Program faculty to know. The information below is an analysis of the responses into categories that capture the diverse perspectives provided in the comments, as well as quotes from supervisors of initial licensure candidates from the survey administered in the Spring of 2024. Names have been redacted to protect anonymity:
Exceptional First-Year Performance
- "As a first year teacher, she was very ahead of other first year teachers I have had in my past 16 years."
- "We are impressed with her level of expertise and professionalism as a first-year teacher."
- "I have been beyond thrilled with Teacher to the addition of our staff."
Strong Relationship Building
- "She is really strong at connecting not only the content, but also their thinking strategies and behaviors to 'real life'"
- "Teacher is a fantastic educator who builds positive relationships with students"
- "Her demeanor with students who have a variety of barriers to learning and sometimes even functioning productively is excellent."
Professional Growth Mindset
- "This teacher is very professional and is working to improve his teaching every day."
- "Teacher is a fantastic educator who... is always looking for ways to improve his craft."
- "I am looking forward to his growth as an educator in our district and his continued leadership and visionary in our district."
Differentiation and Effective Instruction
- "She works well with her department colleagues, differentiates instruction, and communicates effectively with all stakeholders."
- “Teacher uses alternative assessment and teaching strategies to help them understand concepts better"
Areas for Growth
- "Classroom management and connecting with kids and families has been a challenge for Teacher this year."
- "Struggles to reflect on how she can make adaptations and changes in how she presents and connects with others"
- "We are working to help her be a more reflective practitioner."
Measures to capture data and feedback on advanced completers’ employer satisfaction is being conducted as part of a pilot program impact case study. More information will be available in the Spring of 2026.
Stakeholder involvement is an integral part of the success of Mayville State Teacher Education graduates. With over 350+ MOUs with schools in the region, state, nation, and even international connections, the EPP involves stakeholders in program design, evaluation, and continuous improvement processes at both the initial and advanced levels. This is done in several ways including displaying CAEP accountability measures on our website, meeting bi-annually with our Teacher Education Advisory Committee, and consistent communication with administrators and teachers when designing mutually beneficial partnerships and field experience placements.
Over the last academic year, the Teacher Education Advisory Council met and discussed feedback on a variety of topics related to undergraduate and graduate programs. Evidence to support stakeholder involvement, including TEAC agenda (presentation and minutes available upon request), can be found below.
TEAC Meeting (Fall 2024) Agenda
TEAC Meeting (Spring 2025) Agenda
While the TEAC engages external stakeholders, EPP faculty also intentionally meet with internal stakeholders to discuss goals related to the Teacher Education Program. Internal stakeholders include the university president, the president’s cabinet, marketing, enrollment, recruitment, distance learning, human resources, and institutional effectiveness. The agenda from the Spring 2023 internal stakeholder meeting can be found below (presentation and minutes available upon request):
Internal Stakeholder Meeting - Spring 2025
Communication and collaboration with partners occur in both structured and organic ways. Mayville State University’s Teacher Preparation Program implements a variety of field experiences where our teacher candidates can apply theory to practice. We nurture our partnerships and have consistent relationships with our partners each year while allowing room to develop new partnerships that are mutually beneficial to the partner and our teacher candidates. Below is a list of a few (of many) partnership activities that took place during the 2023-2024 academic year:
- Expanding dual credit offerings for current high schoolers displaying an interest in education.
- Teacher candidates are substitute teaching at all levels with opportunities to gain experience and apply theory to practice.
- Hosting a career fair to encourage teacher candidates to interact and interview with potential employers who have strong partnership ties to the EPP.
- Sending MSU representatives to area high schools to increase awareness of education program offerings.
- Working with partners to co-construct mutually beneficial partnerships to support both teacher candidates and P-12 learners.
- Collaboration with special education units and directors across North Dakota to increase the number of candidates seeking Special Education licensure.
- Developed partnerships with ND Department of Public Instruction to apply for and administer both the SB2032 Para-to-Teacher and Registered Apprenticeship Program for Teachers grants.
- Collaboration with partners (teachers, administrators, and alumni) was also done to refine our practices in teaching classroom management and lesson planning skills.
Measure 3 (Initial and Advanced): Candidate Competency at Completion (R3.3)
The table below outlines the number of candidates admitted to the initial-level program and enrolled at Mayville State during the 23-24 academic year in addition to the subset of completers.
|
Initial Level |
16-17 |
17-18 |
18-19 |
19-20 |
20-21 |
21-22 |
22-23 |
24-25 |
|
Enrolled and Admitted |
98 |
131 |
188 |
205 |
225 |
207 |
211 |
183 |
|
Completers |
41 |
39 |
61 |
62 |
85 |
64 |
83 |
73 |
The table below outlines the number of candidates admitted to the advanced-level (Master of Education-Special Education) program and enrolled at Mayville State during the 23-24 academic year in addition to the subset of completers.
|
Advanced Level |
22-23 |
23-24 |
|
Enrolled and Admitted |
8 |
14 |
|
Completers |
3 |
7 |
The table below identifies academic measures that provide data on initial- and advanced-level candidate competency. These measures include Praxis exam data and GPA.
|
Licensing Requirements |
Cohort Results for |
||||||
|
Praxis Core Pass Rates |
Math=90% |
Reading=89% |
Writing=81% |
||||
|
Praxis II Subject Pass Rates |
EC=93% |
ElEd=87% |
Secondary=93% |
SPED=100% |
|||
|
Praxis PLT Pass Rates |
EC=93% |
ElEd=96% |
Secondary=86% |
K12=67% |
|||
|
Average GPA |
3.55 (BSEd) 3.88 (MAT coursework) 3.61 (calculated GPA) 3.95 (MEd) |
||||||
The table below identifies non-academic measures that provide data on initial-level candidate competency for Early Childhood, Elementary Education, Special Education, and Secondary Educatio nmajors. These measures include Skills of Teaching Observation Tool (STOT), Disposition Evaluation, and the Capstone Portfolio results from the student teacher cohorts during the 2023-2024 academic year, as evaluated by EPP faculty. The CEC Skills Evaluation was only completed for Special Education majors.
|
Tool |
Target Score |
SLO 1 |
SLO 2 |
SLO 3 |
SLO 4 |
|
Skills of Teaching |
3.0 or higher |
3.48 |
3.32 |
3.45 |
3.57 |
|
Disposition Evaluation |
2.0 or higher |
2.73 |
2.66 |
2.68 |
2.88 |
|
Capstone Portfolio |
3.0 or higher |
3.29 |
3.34 |
3.22 |
3.40 |
|
CEC Skills Evaluation |
3.0 or higher |
3.0 |
3.0 |
3.0 |
3.0 |
The table below identifies non-academic measures that provide data on advanced-level candidate competency. These measures include CEC Skills Evaluation, Disposition Evaluation, and the Capstone Portfolio results from the MEd students during the 2023-2024 academic year, as evaluated by EPP faculty:
|
Tool |
Target Score |
Overall Average |
|
CEC Skills |
3.0 or higher |
2.90*
*1 of 7 completers scored an average of 2.0 which brought down all overall averages |
|
Disposition Evaluation |
2.0 or higher |
2.83*
* 1 of 7 completers scored below an average of 1.89 which brought down all overall averages |
|
Capstone Portfolio |
3.0 or higher |
3.78 |
The link below provides evidence of Mayville State University Teacher Education Program’s submission of the annual Title II report:
Measure 4 (Initial and Advanced): Ability of Completers to be Hired
In the spring of 2024, the EPP reached out to all initial-level graduates from the previous academic year and asked them to complete the common metrics Transition to Teaching Survey (TTS). In addition to addressing completer impact, the TTS asked licensure and job status questions. The survey indicated that 96% of completers had applied for a professional teaching license. Of those who had applied for a professional license, 82% applied for a North Dakota license, and 22% applied for a Minnesota license. When asked in which state(s) do you hold a teaching license, 78% (16% lower than last year) indicated North Dakota and 20% (1% lower than last year) indicated Minnesota. One completer (2%) applied for a job outside of teaching and stated, "Preferred work environment of jobs outside of teaching" as the reason.
When asked if they sought employment as a licensed teacher, 90% (5% more than last year) of completers indicated "yes". For those that completed an interview, 100% reported that they were offered teaching positions and accepted them.
The following table depicts EPP completers’ current employment situation:
| Survey Statement | Percent 2023 | Percent 2024 |
|---|---|---|
| Employed full-time in an educational setting |
79% | 92% |
| Employed part-time in an educational setting | 3% | 4% |
| Employed full-time in a field other than education | 3% | 2% |
| Employed part-time in a field other than education | 0% | 0% |
| Unemployed and seeking employment | 3% | 0% |
| Unemployed and not seeking employment | 12% | 2% |
In the summer of 2024, the EPP reached out to all advanced-level graduates from the previous academic year and asked them to complete the common metrics Advanced Exit Survey. Through this first administration of the survey, completers were overall satisfied with their preparation. All responses fell in the 3 (tend to agree) and 4 (agree) range as advanced completers reflected on their preparation related to the CAEP Advanced standards, school climate, professional environments, resources, teacher career, modalities, and family engagement. See table below for more information.
| Advanced Completer Survey (4-point scale, target score = 3.0 or higher) | 2024 |
|---|---|
| Applying data literacy | 3.5 |
| Using research methods | 4.0 |
| Interpreting data | 3.5 |
| Developing supportive, diverse, equitable, and inclusive environments | 4.0 |
| Leading and/or participating in collaborative activities | 3.5 |
| Supporting appropriate applications of technology | 3.5 |
| Applying professional dispositions | 4.0 |
| Applying laws and policies | 4.0 |
| School Climate | 3.5 |
| Professional Environment | 3.1 |
| Resources | 3.3 |
| Teacher Career | 3.9 |
| Modalities | 3.6 |
| Family Engagement | 3.5 |
| Overall Ratings | 3.6 |