CAEP Accountability Measures
Are our professional education students well prepared to make an impact in their career once they complete their programs? In a sense, this is the essential question of all our assessment efforts. See the sections below that present data on our graduates that address this question.
- Choose question
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Initial/Advanced Licensure Programs Included in CAEP Accreditation
Initial Licensure Programs Included in CAEP Accreditation
Art Endorsement (Grades PK-12)
Biology Endorsement (Grades 7-12)
Business, Marketing and Information Technology Endorsement (Grades 6-12)
Post Baccalaureate Certification Program
Chemistry Endorsement (Grades 7-12)
Coaching Supplemental Endorsement (Grades 7-12)
Early Childhood Education Supplemental Endorsement (Age 3 through Grade 3)
Early Childhood Inclusive Education Endorsement (Birth through Grade 3)
Earth and Space Science Endorsement (Grades 7-12)
Elementary Education Endorsement (Grades K-8)
English/Language Arts Endorsement (Grades 7-12)
Family and Consumer Sciences Education Endorsement (Grades 6-12)
Health and Physical Education Endorsement (Grades PK-12)
Health Education Endorsement (Grades 7-12)
Health Sciences Supplemental Endorsement (Grade 6-12)
History Education Endorsement (Grades 7-12)
Mathematics Endorsement (Grades 6-12)
Middle-Level Education Endorsements
Music Education Endorsement (Grades PK-12)
Physical Education Endorsement (Grades PK-6, 7-12)
Science Endorsement (Grades 7-12)
Social Science Education Endorsement (Grades 7-12)
Special Education Endorsement (Grades K-12)
Theatre Supplemental Endorsement (Grades 7-12)
Vocal Music Education Endorsement (Grades PK-12)
Work-based Learning Supplemental Endorsement (Grades 9-12)
Advanced Licensure Programs Included in CAEP Accreditation
Educational Administration Endorsement (Grades PK-12, PK-8, or 7-12)
Reading Specialist Endorsement (Grades PK-12)
School Counseling Endorsement (Grades PK-8, 7-12, or PK-12)
Special Education Endorsement (Grades K-12)
- CAEP Annual Reports
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Measure 1: Completer Impact and Effectiveness
Measure 1: Completer Impact and Effectiveness
The data collected to report on this measure comes from a comprehensive survey the Nebraska Department of Education sends out to principals and teachers each year. This survey is designed specifically to collect data on teachers’ skill sets across all 10 InTASC standards. The scores collected and used for overall assessment are reflected on a 4.0 scale. CSC specifically used the data collected from principals who were employing our teachers in either their first or third years of teaching and the table below summarizes these responses.
Year of Survey
Highly effective
Moderately Effective
Somewhat effective
Ineffective
2021 - 1st year teachers
53%
42%
5%
0%
2021 - 3rd year teachers
62%
38%
0%
0%
2022 – 1st year teachers
54%
52%
4%
0%
2022 – 3rd year teachers
75%
25%
0%
0%
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Measure 2: Satisfaction of Employer and Stakeholder Involvement
Measure 2: Satisfaction of Employers and Stakeholder Involvement
Initial Program – Satisfaction of Employer
The data collected to report on the satisfaction of employers come from a comprehensive survey the Nebraska Department of Education sends out to principals and teachers each year. This survey is designed specifically to collect data on teachers’ skill sets across all 10 InTASC standards from first and third-year teachers. The scores collected and used for overall assessment are reflected on a 4.0 scale. For measure 2 CSC specifically used the data collected from principals who were employing our teachers in either their first or third years of teaching and from our stakeholders. The table below summarizes the results of this survey.
Principal’s Survey
“Would you consider this teacher effectively prepared for continuing employment in your district?”
2021 - 1st year teachers
95% - Yes
5% - No
2021 - 3rd year teachers
100% - Yes
0% - No
2022 – 1st year teachers
100% - Yes
0% - No
2022 – 3rd year teachers
100% - Yes
0% - No
Advance Program - Satisfaction of Employer
Advanced data from measure 2 is currently under development and not available because the survey is under construction. The Education Preparation Program (EPP) plans to create the survey and collect data for this measure and is expected to become available to the public by the Spring of 2024.
Stakeholder involvement
Chadron State College works hard to involve and collect feedback from our stakeholders as we make revisions to our program. This is accomplished by having strong ties with our local Education Service Unit (ESU), as well as with local principals, superintendents, and teachers. For example, as part of our stakeholder involvement efforts, CSC participates in the Education Service Unit (ESU) #13 Advisory Committee Meetings which is composed of representatives of each school district in our regional ESU. The Advisory Committee meets at least four times each school year and provides recommendations for education services to the ESU Board through the administrator. Past results of these discussions and collaborations have led to programs such as our yearlong internship option, para-to-teacher program, and increased online offerings in elementary education, secondary science, and secondary English.
Additionally, CSC receives stakeholder input from area school superintendents and principals in our EPP Committee Meetings. The EPP Committee meets monthly (excluding December and May) during the academic year. The committee includes representatives from local schools, an ESU member, and a student representative. These meetings also serve as a mechanism for sharing information and policy changes made by the Nebraska Department of Education between stakeholders. This usually includes requirements for testing, content standards at both the institutional and P-12 levels, curricular updates through Rule 24, Title 92, Nebraska Administrative Code Chapter 24, and Institutional updates through Rule 20, Title 92, Nebraska Administrative Code Chapter 21. Finally, this committee serves as an informational conduit to the content area departments/programs offering certificated endorsement programming. Each of these programs has a faculty member who serves on this committee, these professionals serve as information conduits between the two entities. They provide their program faculty with information and explanations on topics relevant to their content area, along with bringing important information relevant to the EPP.
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Measure 3: Candidate Competency at Program Completion
Measure 3: Candidate Competency at Completion
Initial Program
The three data sources CSC used to demonstrate candidate competency comes from our Teacher Work Sample (TWS), the Nebraska Clinical Practice Evaluation (NCPE), and Praxis II scores. The TWS is a comprehensive instrument used to assess the competency and effectiveness of our pre-service teachers during their student teaching experience across multiple domains. Both the TWS and NCPE measurements are rated on a four-point scale. All TWS are assessed using interrater reliability to ensure the data is valid and reliable. A score of four is considered advanced, a three is proficient, a two is progressing, and a one is unacceptable. The table below highlights 9 of the categories teachers need to be competent in the classroom.
Overall, students are doing well in each of these categories within the TWS as the table below indicates. In all four semesters, the data clearly indicates that we are preparing our pre-service teachers to be competent leaders in the classroom as the mean averages in all 9 categories show our students are proficient. This data is analyzed yearly by the education faculty to make improvements within the education program.
TWS Components
Fall 2020
TWS
Spring 2021
TWS
Fall 2022
TWS
Spring 2022
TWS
Data Analysis
3.44
3.55
3.47
3.61
Revisions
3.47
3.53
3.38
3.34
Formative Assessments
3.53
3.29
3.58
3.36
Post-Assessment Data
3.48
3.67
3.69
3.64
Data Comparison Individual Growth
3.76
3.76
3.69
3.50
Data Comparison Class Growth
3.62
3.64
3.56
3.64
Impact on Student Learning
3.54
3.57
3.55
3.36
Impact on Instruction
3.43
3.42
3.42
3.28
Decision Making
3.45
3.30
3.71
3.50
As with our TWS assessment, the data collected in the NCPE assessment shows our undergraduate students are competent in the classroom and ready for employment, as the table below indicates. In all school years, the data clearly shows that we are preparing our pre-service teachers to be competent leaders in the classroom as the mean averages in all categories show our students are competent to be in the classroom. The data below is analyzed yearly by the education faculty to make improvements within the education program.
Nebraska Clinical Practice Evaluation (NCPE)
Cooperating
Teacher
Evaluations Fall 2020Supervisor
Evaluations
Fall 2020Cooperating
Teacher
Evaluations
Spring 2021Supervisor
Evaluations
Spring 2021Cooperating
Teacher
Evaluations
Spring 2022Supervisor
Evaluations
Fall 2022Uses Knowledge of Students to meet needs
3.44
3.45
3.30
3.45
3.20
3.59
Differentiate instruction to meet student needs
3.39
3.34
3.30
3.25
2.80
3.50
Promotes a positive classroom environment
3.54
3.5
3.33
3.41
2.78
2.82
Uses accurate content and academic vocabulary
3.50
3.47
3.30
3.48
2.87
3.62
Engages students in critical thinking and collaborative problem solving
3.33
3.35
3.30
3.27
2.75
2.87
Develops literacy and communication skills through content
3.33
3.25
3.05
3.29
2.88
2.88
Uses classroom assessment
3.25
3.34
3.26
3.26
2.74
2.94
Assesses for learning
3.20
3.42
3.21
3.35
3.14
3.46
Plans for instruction
3.46
3.38
3.30
3.51
3.16
3.65
Incorporates digital tools into instruction
3.37
3.40
3.60
3.53
3.35
3.51
Uses research-based instructional strategies
3.24
3.42
3.21
3.23
2.76
2.90
Uses engagement to enhance learning
3.45
3.43
3.30
3.40
2.86
2.94
Accepts critique and input regarding performance
3.78
3.57
3.58
3.61
3.49
3.80
Conveys professional demeanor
3.65
3.70
3.51
3.50
2.85
2.93
Uses professional communication
3.46
3.63
3.26
3.42
3.39
3.60
Advanced Program
For advanced students in our graduate program, we look at the Praxis II exam results to measure candidate competency at completion. The table below shows the pass rate of CSC students as compared to all state test takers in their field.
Praxis II exam
Pass Rate for CSC students 2022-2023
Pass Rate for all state students 2022-2023
Education Administration and Supervision
95.45%
96.64%
Reading Specialist
57.14%
72.22%
Special Education
100%
98.44%
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Measure 4: Ability of Completers to be Hired
Measure 4: Ability of Completers to be Hired
The ability of completers in the Chadron State College Education program to be hired is based on their recommendation from the college to become state certified. The completers must first pass all course work, pass the Praxis core and Praxis II content tests, and obtain their Bachelor's degree before receiving this recommendation. Those listed here as having the ability to be hired have obtained an initial or an alternative certification from one or more states, or would have had the ability to be hired if they had applied for certification. Those not passing Praxis II were not be recommended for certification.
Academic Year Number of Completers Number of Completers Recommended for Certification* Number of Completers That Did Not Request Certification, But Met Institutional and State Requirements* Number of Completers Not Recommended for Certification* Percentage of Completers Eligible for Hire Number of States Completers Recieved Certification 2021-22 81 75 5 1 98.8% 5 *Based on institutional verification reports
- Title II Reports
- NCATE Accreditation