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)
- 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 |
Year |
|
Instructional Practice |
3.39 |
3.28 |
3.40 |
3.55 |
3.59 |
3.55 |
3.58 |
3.58 |
3.67 |
3.66 |
|
Diverse Learners |
3.16 |
2.96 |
3.06 |
3.28 |
3.36 |
3.37 |
3.40 |
3.26 |
3.59 |
3.50 |
|
Learning Environment |
3.46 |
3.49 |
3.37 |
3.54 |
3.68 |
3.60 |
3.38 |
3.53 |
3.56 |
3.61 |
|
Professionalism |
3.48 |
3.45 |
3.33 |
3.55 |
3.64 |
3.61 |
3.55 |
3.58 |
3.66 |
3.70 |
|
Overall Graduate Ratings |
3.37 |
3.30 |
3.29 |
3.48 |
3.57 |
3.53 |
3.48 |
3.49 |
3.62 |
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 2025 completer results can be found below:
|
Questions |
Analysis |
|
Do you consider your teaching to be effective? |
Overall, most respondents consider their teaching to be effective, frequently citing evidence such as student growth, positive feedback, and strong classroom relationships. Many note that they continually reflect on and adapt their instructional practices to meet the diverse needs of their learners. A common theme is the creation of safe, engaging, and supportive learning environments where students feel comfortable, curious, and motivated. Several teachers acknowledge that while they see clear academic and socioemotional progress in their students, they also recognize teaching as an ongoing learning process with room for improvement. Overall, the responses reflect a strong commitment to student success, personal growth, and continuous refinement of teaching practices. |
|
Are there any factors that limit, or have limited, your ability to teach effectively? |
Most respondents felt that they had few or no factors limiting their ability to teach effectively, though several noted occasional personal challenges such as fatigue or the normal stress of adjusting to the profession. Among those who did experience limitations, common barriers included student behavioral issues, large academic gaps, and the need to navigate IEPs or diverse learning needs. A few teachers mentioned structural challenges such as outdated curriculum materials, limited resources in rural settings, or difficulties with school climate, administration, or workplace culture. Some new teachers also highlighted the challenge of entering the classroom with limited hands-on experience or adjusting to teaching different age groups. Overall, while many felt well-equipped, others acknowledged specific obstacles that at times made effective teaching more difficult. |
|
What other factors (besides your knowledge, skills, dispositions, or MSU's Education Program) influence your students' achievement? |
Respondents highlighted several external factors that strongly influence student achievement, with many emphasizing the importance of supportive colleagues, administrators, and a positive school culture. Strong relationships, whether with students, families, or the broader school community, were frequently mentioned as foundational to student success. Home environments, including family stability, parent involvement, and socioeconomic challenges, were also identified as major contributors to achievement outcomes. Additional influences included classroom culture, student trust, access to resources, mental health, and the overall inclusiveness of the learning environment. Some teachers also noted that personal connections, faith-based school settings, mentorship from other educators, and exposure to teaching communities online impact the ways they support student learning. |
|
Do you perceive your preparation in MSU's Education Program as relevant to the responsibilities you confront on the job? |
Overall, most respondents felt that MSU’s Education Program prepared them well for the responsibilities they now face in their teaching roles. They frequently highlighted strong foundations in instructional strategies, classroom management, communication, and relationship building as especially relevant to their daily work. Many noted that hands-on experiences, supportive faculty, and opportunities to practice lesson planning or engage in reflective practice contributed significantly to their readiness. While several respondents mentioned areas where they wished for more preparation, such as real world paperwork, curriculum navigation, parent communication, or highly individualized differentiation, they still viewed the program as valuable and aligned with their needs. In general, graduates felt confident, well-equipped, and appreciative of the preparation they received, even as they continued learning on the job. |
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 |
Year |
|
Instructional Practice |
3.39 |
3.19 |
3.66 |
3.52 |
3.54 |
3.46 |
3.55 |
3.42 |
3.47 |
3.46 |
|
Diverse Learners |
3.43 |
3.15 |
3.64 |
3.62 |
3.57 |
3.40 |
3.58 |
3.58 |
3.55 |
3.57 |
|
Learning Environment |
3.46 |
3.28 |
3.66 |
3.59 |
3.57 |
3.54 |
3.63 |
3.69 |
3.47 |
3.52 |
|
Professionalism |
3.49 |
3.40 |
3.75 |
3.73 |
3.57 |
3.52 |
3.75 |
3.60 |
3.60 |
3.57 |
|
Overall Supervisor Ratings |
3.44 |
3.23 |
3.68 |
3.62 |
3.56 |
3.48 |
3.63 |
3.57 |
3.52 |
3.53 |
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 2025. Names have been redacted to protect anonymity:
-
Overall effectiveness affirmed. Most raters said the teachers are effective and valued: “very dedicated…”; “an effective teacher who works well with her team”; “a wonderful addition… very effective with students.”
-
Few limiting factors; when present, they’re predictable. Most said “No/None,” but the recurrent constraints were classroom management/behavior, confidence/health, and resources: “classroom management—being the bad guy”; “deals with a lot of behaviors”; “has been sick a lot…”; “purchasing more equipment… did limit the teacher.”
-
Student achievement hinges on relationships and context. Strong teacher–student/family connections and teamwork were cited most: “Teacher-student interactions are friendly…”; “Building relationships with families…”; “contributing member to our PLCs”; also “Respect, connections… and classroom expectations are key.”
-
MSU preparation viewed as solid overall, with practical gaps. Many praised readiness, “excellent job preparing teachers,” “great teaching program”, while noting that classroom management/engagement and some paperwork/organization are hard to master until on the job: “really hard to teach until the room is all theirs”; “needs to be more organized.”
-
Growth mindset and coachability stand out. Raters repeatedly highlighted responsiveness to feedback and willingness to learn: “responds well to suggestions”; “accept coaching by internal and external partners”; “willingness to ask for help.”
In the Spring of 2025, the EPP also surveyed supervisors of advanced graduates to gain insights about their satisfaction with hiring Mayville State MEd graduates. The information below is a summary of the survey responses:
Employer survey data (n = 2) indicate that Mayville State University Special Education graduates demonstrate a generally strong understanding and application of knowledge, skills, and professional dispositions appropriate to their role as Special Education teachers. Overall ratings across competencies fell within the moderate to high agreement range (3.0 or higher on a 4.0 scale), suggesting graduates are well prepared for professional practice, particularly in areas central to Special Education compliance and ethical practice.
Respondents rated graduates most highly in their application of professional, ethical, and professional standards and their knowledge and application of Special Education laws and policies, with both areas receiving the highest possible mean score (M = 4.0). These results suggest that graduates enter the profession well prepared to meet legal requirements, uphold ethical responsibilities, and carry out their duties in alignment with professional expectations.
Graduates were also rated positively in their ability to develop supportive, diverse, equitable, and inclusive school environments (M = 3.5), as well as in their use of technology to support instruction and professional responsibilities (M = 3.0). Qualitative comments reinforced these findings, noting that graduates are professional, organized, and knowledgeable about student needs and service delivery.
Areas identified for continued growth include using research methods, interpreting data to make instructional decisions, and collaborating with peers, administrators, families, and community members, each receiving a mean rating of 2.5. While employers reported that graduates are adequately prepared overall, one open-ended response of “yes and no” suggests that these competencies may continue to develop through practical experience during early career practice in a Special Education classroom.
All respondents indicated satisfaction with graduates’ preparation to work with diverse P–12 students and their families, emphasizing graduates’ understanding of student needs and responsiveness to diverse service requirements. Together, the findings indicate that the program is effectively preparing advanced Special Education candidates for professional expectations, while also identifying data-informed instruction and collaborative practice as areas for ongoing program enhancement.
Stakeholder involvement is an integral part of the success of Mayville State Teacher Education graduates. With over 300+ 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, meeting annual with internal stakeholders/campus administrators, and consistent communication with school administrators and mentor 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 2025) Agenda
TEAC Meeting (Spring 2026) 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 2026 internal stakeholder meeting can be found below (presentation and minutes available upon request):
Internal Stakeholder Meeting - Spring 2026
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 2024-2025 academic year:
- Expanding dual credit offerings for current high schoolers displaying an interest in education. This was done in collaboration with the Department of Public Instructions Educator Pathway Initiative. The Educator Pathway Initiative pays for dual credit courses related to teacher education. The dual credit courses offered through this initiative are EDUC 250 Introduction to Education, EDUC 298A Education Field Experience, SPED 289 Foundations of Special Education, SPED 289A Foundations of Special Education Field Experience, and SPED 237 Special Needs in ECE. Here is the link on the Mayville State Website, https://www.mayvillestate.edu/future-students/dual-credit/.
- 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.
- Maintained partnerships with ND Department of Public Instruction to apply for and administer a new round of Para-to-Teacher grant and continued administration of the Registered Apprenticeship Program for Teachers grant.
- 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 24-25 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 |
23-24 |
24-25 |
|
Enrolled and Admitted |
98 |
131 |
188 |
205 |
225 |
207 |
211 |
183 |
175 |
|
Completers |
41 |
39 |
61 |
62 |
85 |
64 |
83 |
73 |
52 |
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 24-25 academic year in addition to the subset of completers.
|
Advanced Level |
22-23 |
23-24 |
24-25 |
|
Enrolled and Admitted |
8 |
14 |
11 |
|
Completers |
3 |
7 |
5 |
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=88% |
Reading=82% |
Writing=75% |
||||
|
Praxis II Subject Pass Rates |
EC=60% |
ElEd=89% |
Secondary=94% |
SPED=80% |
|||
|
Praxis PLT Pass Rates |
EC=60% |
ElEd=88% |
Secondary=100% |
K12=78% |
|||
|
Average GPA |
3.50 (BSEd) 3.90 (MAT coursework) 3.67 (calculated GPA) 3.82 (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 Education majors. These measures include Skills of Teaching Observation Tool (STOT), Disposition Evaluation, and the Capstone Portfolio results from the student teacher cohorts during the 2024-2025 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 |
3.37 |
3.21 |
3.29 |
3.41 |
|
Disposition Evaluation |
2.0 or higher |
2.54 |
2.47 |
2.50 |
2.69 |
|
Capstone Portfolio |
3.0 or higher |
3.11 |
3.10 |
3.10 |
3.00 |
|
CEC Skills Evaluation (SPED 387) |
3.0 or higher |
3.19 |
3.15 |
3.14 |
3.30 |
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 2024-2025 academic year, as evaluated by EPP faculty:
|
Tool |
Target Score |
Overall Average |
|
CEC Skills (SPED 587) |
3.0 or higher |
3.49 |
|
Disposition Evaluation |
2.0 or higher |
3.00 |
|
Capstone Portfolio |
3.0 or higher |
3.84 |
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 2025, 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 93% of completers had applied for a professional teaching license. Of those who applied for a professional license, 84% applied for a North Dakota license, and 16% applied for a Minnesota license. Two completers (4%) do not hold a license because at the time of survey administration, they had not passed the licensure exams. Once completer (2%) did not seek licensure because they plan to teach in an organization that does not require a licensure. When asked if they sought employment as a licensed teacher, 91% (1% more than last year) of completers indicated "yes".
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 | Percent 2025 |
|---|---|---|---|
| Employed full-time in an educational setting |
79% | 92% | 96% |
| Employed part-time in an educational setting | 3% | 4% | 0% |
| Employed full-time in a field other than education | 3% | 2% | 4% |
| Employed part-time in a field other than education | 0% | 0% | 0% |
| Unemployed and seeking employment | 3% | 0% | 0% |
| Unemployed and not seeking employment | 12% | 2% | 0% |
In the summer of 2025, 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 | 2025 |
|---|---|---|
| Applying data literacy | 3.5 | |
| Using research methods | 4.0 | |
| Interpreting data | 3.5 | 3.17 |
| Developing supportive, diverse, equitable, and inclusive environments | 4.0 | 3.33 |
| Leading and/or participating in collaborative activities | 3.5 | 3.17 |
| Supporting appropriate applications of technology | 3.5 | 3.17 |
| Applying professional dispositions | 4.0 | 3.17 |
| Applying laws and policies | 4.0 | 3.33 |
| School Climate | 3.5 | 3.39 |
| Professional Environment | 3.1 | 3.38 |
| Resources | 3.3 | 3.00 |
| Teacher Career | 3.9 | 3.42 |
| Modalities | 3.6 | 3.21 |
| Family Engagement | 3.5 | 3.22 |
| Overall Ratings | 3.6 | 3.25 |