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Assessment and Accreditation

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McNeese State University offers nationally accredited initial-certification baccalaureate and post-baccalaureate programs. As a member of the US PREP coalition, the Burton College of Education offers a collective system of expert support for teacher candidates designed around the vision of building effective teacher candidate competencies in order to meet the needs of all P-12 students.

Explore MSU’s Undergraduate and Post-Baccalaureate Teacher Preparation Programs!


Council for the Accreditation of Educator Preparation (CAEP)

McNeese State University’s educator preparation programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP). In the spring 2017 semester, the McNeese State University (MSU) Burton College of Education initial-licensure programs were approved for full accreditation from April 30, 2018 through June 30, 2025. The next site visit will take place in the fall 2024 semester.

The following initial certification programs were reviewed during the on-site CAEP accreditation visit in the fall 2017 semester and are currently offered in the 2021-2022 Academic Catalog:

Initial Certification Baccalaureate Programs

Initial Certification Post-Baccalaureate Certificate Programs

Initial Certification Master of Arts in Teaching Programs

McNeese State University’s advanced level programs are accredited by the National Council for Accreditation of Teacher Education (NCATE). In the spring 2011 semester, the advanced level programs were approved for full accreditation. At an April (2018) meeting, the Accreditation Council approved a six-month extension for advanced-level programs accredited by NCATE pending consultation with the Board of Directors regarding procedures for advanced-level program reviews. The Interim Advanced Level Virtual Visit was then scheduled for spring 2021. Due to two major hurricanes causing damage to the university, homes, and property, MSU Burton College of Education requested a one-year Good Cause Extension. The extension was granted and the Interim Advanced-Level Virtual Visit originally scheduled for spring 2021 will occur in spring 2022. The following Master of Education programs were reviewed in the spring 2011 semester and are still currently offered in the 2021-2022 Academic Catalog.

Current List of Programs

Please view our McNeese State University 2021-2022 Inventory of Degree and Certificate Programs for a current list of program offerings.


CAEP Annual Accreditation Reporting Measures

(CAEP Component 5.4 | A.5.4)

The share out of our CAEP Annual Reporting Measures data was scheduled for the shared governance meeting in June of 2020 with a variety of stakeholders (faculty, district personnel, and Education Professions Advisory Council (EPAC) members) to be invited; however, due to the pandemic our annual meeting was not held. MSU planned for a stakeholder meeting in early September to discuss the data, but Hurricanes Laura and Delta hit our area in August and September, so no meeting was conducted. We will hold our annual shared governance meeting in June 2021 virtually to share our 2021 reporting measures data. That also marks the beginning of our annual collaboration to evaluate program content, assessment, and field experiences progressions. Attending stakeholders include faculty, various levels of district personnel, and EPAC members.

No new data dashboards or fact books have been released since 2018. An official message from the Louisiana Board of Regents (LBOR) can be found at the 2019 Teacher Preparation Data Dashboards link on their site. The LBOR is currently working on a contract with the Louisiana Department of Education (LDOE) which will begin in July 2021. The earliest data available for data dashboards will likely be early fall 2021.

Please visit the USDE Title 2 website to locate information about individual teacher preparation programs pertaining to: program types, number of enrolled candidates, race and gender of enrolled candidates, number of completers, GPA of completers, Praxis passage rates, and other relevant information.


Measure 1: Impact on P-12 Learning and Development

(CAEP Standard 4: Component 4.1)

Due to the suspension of standardized testing in the 2019-2020 academic year as a result of the COVID-19 pandemic, value-added data is not available for the 2018-2019 program completers. However, previously published Louisiana Teacher Preparation Program Fact Books and Data Dashboards indicated that MSU EPP Baccalaureate completers are having a positive impact on P-12 learning and development (CAEP 4.1). The most recent fact books and data dashboards links are below.

The Louisiana Department of Education (LDOE) has a new reporting metric, the Teacher Preparation Quality Rating System (TPQRS). Performance profiles for Teacher Preparation Programs are created for both undergraduate and post-baccalaureate pathways including information regarding the quality of education experience, ability to meet workforce needs, and impact of programs completers on P-12 student learning. One components of Teacher Quality is the Value-Added Measure (VAM). VAM results are limited to grade levels and content areas with state-administered assessments. You can access the grade levels and content areas that receive VAM scores in the LDOE VAM Frequently Asked Questions document.

The VAM data presented in the analysis below is from MSU education program completers during their first year of employment within the designated content areas and grade levels. Completers from the 2016-2017 and 2017-2018 academic years provide the latest data available and were used in the data provided. VAM data charts with MSU comparisons to Louisiana Pathways can be found on the McNeese State University Profile pages hosted by the Louisiana Department of Education (LDOE) for Undergraduates and Post-Baccalaureates.

11% of MSU Post-Baccalaureate Education Program completers (n=11) received VAM scores in the 2016-2017 and 2017-2018 academic years as compared to 16% for all Louisiana Post-Baccalaureate Pathways. While 5% of the MSU Undergraduate Pathway completers (n=13) received VAM scores during the same time period as compared to 13% of all Louisiana Undergraduate Pathways. After reviewing the data below for completers receiving VAM scores during their first year of employment, the following effectiveness levels were noted.

When comparing completer rankings with the state rankings, MSU had a higher percentage of undergraduate program completers score at the Highly Effective, Effective: Proficient, and Effective: Emerging levels at 92% that the state level of 88%.

When comparing completer rankings with the state rankings, MSU had a lower percentage of our post-baccalaureate program completers score at the Highly Effective, Effective: Proficient, and Effective: Emerging levels at 73% than the state level of 90%. Our percentage of completers scoring Ineffective was 17% percent higher than the state average.

Because this is a new reporting measure, no trend data can be extrapolated.

According to the Louisiana Department of Education, Compass is Louisiana’s educator support and evaluation system. Every teacher in Louisiana public schools is evaluated annually based on the four-tiered rating system: Highly Effective, Effective: Proficient, Effective: Emerging, and Ineffective. The following data chart represents first and second year completers of undergraduate teacher education programs before 2015-2016 and teaching in 2014-2015, 2015-2016, and 2016-2017. The Compass Student Growth Chart below represents the four levels of effectiveness achieved by these completers. As can be noted each year over 60% of completers score at the Highly Effective level and 90% or more scored at the Effective: Proficient level or above.

Compass Student Growth

Louisiana Board of Regents last reported data (2016-2018) indicated that MSU EPP undergraduate completers are having a positive impact on P-12 learning and development when using both Student Learning Targets (SLT) and Value-Added Model (VAM) data. Trend data indicates an increasing amount of our undergraduate completers are scoring at the Highly Effective level.

Compass Final Evaluation Score is the average of the Professional Practice Score and the SLT/VAM score.

From ideas discussed at a stakeholder meeting held in the summer of 2019, the lesson plan template was revised to include annotated Tier 1 curriculum and annotated assessments. Candidates will continue to evaluate curriculum and assessments for alignment to the content and rigor of the chosen academic standards.

To further impact P-12 learning and development the McNeese State University EPP will also continue to revise coursework to include Teaching Tolerance and High Leverage Practice Standards.


Measure 2: Indicators of Teaching Effectiveness

(CAEP Standard 4: Component 4.2)

In past reports, McNeese State University has provided the most current Teacher Preparation Data Dashboards and Fact Books prepared by the Louisiana Board of Regents as evidence for indicators of teaching effectiveness. The following is the message provided by the Louisiana Board of Regents concerning 2019 Teacher Preparation Data Dashboards and Fact Books. Due to circumstances, there was no new data available to create the data dashboards for release in spring 2021.

The following message appears for the 2019 Teacher Preparation Data Dashboard: Due to discrepancies found in data used to calculate Growth in Student Learning Scores and Compass Teacher Evaluation Scores for new teachers completing individual teacher preparation programs, it was not possible to release 2019 Teacher Preparation Data Dashboards or create a 2019 Teacher Preparation Fact Book.  Please go to the USDE Title 2 website at https://Title2.ed.gov to locate information about teacher preparation programs pertaining to: listing of programs, number of enrolled candidates, race and gender of enrolled candidates, number of completers, GPA of completers, Praxis passage rates, and other relevant information.

The latest information provided by the state is located in the 2018 Louisiana Teacher Preparation Program Fact Book prepared in April 2019. The following data was derived from this fact book.

The Compass Professional Practice chart below identifies the first- and second-year teachers who obtained Compass Professional Practices scores in each of the four effectiveness levels (Highly Effective, Effective: Proficient, Effective: Emerging, and Ineffective) after completing their undergraduate teacher preparation programs. Using LBOR last reported data (2016-2018), trend data over three years indicates over 90% of MSU undergraduate completers score at the Highly Effective or Effective: Proficient categories.

Faculty professional development is imperative to a quality program. MSU Burton College of Education (BCOE) faculty will continue to develop professional development opportunities for faculty in order to better support, coach, and mentor candidates within our teacher preparation programs. Topics will include Coaching and High-Quality Instructional Feedback, High Leverage Practices in Online Teacher Prep Courses: Explaining and Modeling Content, and Pre-Observation, Observation, Post-Observation (POP) Cycle for University Faculty and Supervisors.


Measure 3: Satisfaction of Employers and Employment Milestones

(CAEP Standard 4: CAEP 4.3; A.4.1)

CAEP 4.3- Satisfaction of Employers (Initial Certification)

In the spring 2020 semester, MSU employed an outside entity to assist with administering the Teacher Education Employer Assessment. The survey was sent to the employers of all fall 2018 and spring 2019 completers.Due to the timing of the survey, which was administered in the spring 2020 semester during the onset of the COVID-19 pandemic, there was a minimal response rate from employers, even after several emails were delivered. The next administration of the survey will be in May 2021.  We will return to the personal requests for survey completions in an effort to increase the response rate.

When considering survey questions pertaining to the General Learning Outcomes, administrators designated to what degree they were satisfied with recent completers from the initial certification program on a scale from 1 to 7, with 1 as Not at all, 4 as Moderately, and 7 as Extremely. Employers responded that they were Extremely Satisfied, score of 7, for the outcomes of Oral Communication Skills and Problem-Solving Skills of the MSU completers. The outcomes of Analytical skills, Critical thinking skills, and Written communication skills all had a mean of 6, which is slightly below Extremely Satisfied.

When considering survey questions pertaining to Employee Traits, administrators designated to what degree they were satisfied with the recent graduates from the program on a scale from 1 to 7, with 1 as Not at all, 4 as Moderately, and 7 as Extremely. Employers responses indicated extreme satisfaction with MSU initial certification completers, with a score of 7 for the outcomes of Commitment to current job, Professionalism, and Work ethic.

When considering survey questions pertaining to the Learning Outcomes, administrators designated to what degree they were satisfied with the recent graduates from the program on a scale from 1 to 7, with 1 as Not at all, 4 as Moderately, and 7 as Extremely. Four of the nine outcomes had a mean score of 7, indicating that employers were extremely satisfied with initial certification completers in these areas: Build collaborative professional relationships, Create a productive classroom environment, Display appropriate professional skills, and Reflect the value of diversity in teaching. The learning outcomes that employers scored the lowest, mean scores of 4 indicating moderately satisfied, were in developing effective lesson plans and exhibiting a mastery of relevant content.

Due to the timing of the survey, which was administered in the spring 2020 semester during the onset of the COVID-19 pandemic, there was a minimal response rate from employers, even after several attempts to make contact. The next administration of the survey will be in May 2021. We will return to the personal requests for survey completions in an effort to increase response rate.

Data does not yet include completers that have gone through our redesigned programs including the yearlong residency, curriculum development and lesson planning course, and course content redesign. Elementary undergraduate and PBC redesigned programs were implemented in 2018-2019; all other initial-certification programs implemented 2019-2020. These new programs have blocked courses during the residency year that include assessment, weekly professional development based on resident walk-through data, and a site placement at a high needs school with a certified mentor teacher. As new data is collected each academic year from the survey, we will continue to analyze and disaggregate to determine best next steps.

CAEP A.4.1- Satisfaction of Employers (Advanced Level)

During the spring 2020 semester, MSU also employed an outside entity to assist with administering the Employer Satisfaction Assessment Survey to employers of fall 2018 and spring 2019 Master of Education completers.

Employers designated on a scale from 1 to 7, with 1 as Not at all, 4 as Moderately, and 7 as Extremely, their satisfaction with the MSU graduates during their first year of employment.

When considering survey results from the General Learning Outcomes, employers indicated that they were Extremely Satisfied with completers, resulting in a mean score of 7. Categories within the General Learning Outcomes included analytical skills, critical thinking skills, oral communication skills, problem-solving skills, and written communication skills.

For the questions related to Employee Traits, employers indicated that they were Extremely Satisfied with completers, mean of 7, for two of the three categories: professionalism and work ethic. The third category was scored with a mean of 6.5 in commitment to current job. In conclusion, employers were highly satisfied with the MSU completers in their current roles with a mean score of 6.67.

MSU completers were also rated highly in Learning Outcomes. Employers responded with being Extremely Satisfied (mean of 7) for eight of the nine categories. Build collaborative professional relationships was scored with a mean of 6, again demonstrating above average satisfaction with the candidates.

In questions dealing with the overall evaluation of the MED completers, employers were asked about their satisfaction with the overall performance of recent graduates from the MSU MED programs, if they would recommend that there school hire MSU graduates from these programs, and in comparison to other recent hires with similar levels of education and experience how would MSU MED program completers compare. Results indicated that employers were Extremely Satisfied with the overall performance of the graduates and would strongly recommend their school to hire MSU graduates. Additionally, MSU MED graduates were rated as being among the best prepared for their positions in comparison with other non-MSU hires.

Due to the timing of the survey, which was was administered in the spring 2020 semester during the onset of the COVID-19 pandemic, there was a minimal response rate from employers, even after several emails were delivered. The next administration of the survey will be in May 2021.  We will return to the personal requests for survey completions in an effort to increase the response rate.

CAEP 4.3- Persistence Data for Undergraduate Programs

Previous persistence data was reported by LBoR. LBoR was unable to publish data on teacher preparation providers for the 2019-2020 academic year. The LDoE calculated the persistence data for our undergraduate and post-baccalaureate completers employed in Louisiana public and charter schools.

For undergraduates, there were no trend data indicated as persistence percentages range from the lowest percentage of 55% of graduates still in the field after four years (2016-2017 completers) to a high percentage of 67% of graduates in the field after two years (2018-2019 completers).

For post-baccalaureate completers, there were no trend data identified as persistence percentages range from the lowest percentage of 45% of graduates still in the field after three years (2017-2018 completers) to a high percentage of 76% of graduates in the field after four years (2016-2017 completers).

The LDOE also published persistence data for undergraduates and post-baccalaureate completers in public schools identified as high needs. The data, published on the MSU Performance Profile Undergraduate site and the MSU Performance Profile Post-Baccalaureate site, was condensed into the chart below.

When examining LDoE reporting data specific to Persistence in High-Needs Public Schools, our undergraduate completers are being retained at a higher level than state percentages. MSU’s undergraduate completers employed at high-needs public schools had a persistence rate of 79%, as compared to the state average of 51%, after two years and 57%, as compared to the state average of 39%, after three years.

When examining LDoE reporting data specific to Persistence in High-Needs Public Schools, our post-baccalaureate program completers are being retained at a higher level than state percentages. MSU’s post-baccalaureate completers employed at high-needs public schools had a persistence rate of 80%, as compared to the state average of 64%, after two years and 60%, as compared to the state average of 58%, after three years.

Further support of candidates’ experiences in high-needs schools includes a year-long residency model where candidates are assigned to a high-needs school with a certified mentor teacher and trained site coordinator during their final program year.

Shared governance meetings will continue to occur on a variety of topics including special education and early literacy during the 2020-2021 academic year.


Measure 4: Satisfaction of Completers

CAEP Standard 4: CAEP 4.4; A.4.2

CAEP 4.4: Satisfaction of Completers (Initial Certification)

In the spring 2020 semester, MSU employed an outside entity to assist with administering the Teacher Education Alumni Assessment. The survey was sent to the completers from the fall 2018 and spring 2019 semesters.

When considering survey questions, participants designated to what degree they were satisfied on a scale from 1 to 7, with 1 as Not at all, 4 as Moderately, and 7 as Extremely. MSU benchmark is 4, Moderately Satisfied.

For initial certification alumni, InTASC Standard 3 had the highest mean average at 5.07. InTASC Standard 4 had the lowest mean average of 4.45. All mean averages met the Moderately Satisfied level or higher.

When reviewing InTASC rating by category, initial certification program alumni rated InTASC Category Professional Responsibility the highest with a mean score of 5.2 and InTASC Category Instructional Practices the lowest with a mean score of 4.87.

Because this is a new reporting measure, no trend data can be extrapolated.

Due to the timing of the survey, which was administered in the spring 2020 semester during the onset of the COVID-19 pandemic, there was a minimal response rate from employers, even after several emails were delivered. The next administration of the survey will be in May 2021.  We will return to the personal requests for survey completions in an effort to increase the response rate.

With our previously administered survey, many of the mean scores were at the higher end. Survey data from this first iteration of the Teacher Education Alumni Assessment gives a new perspective about our program preparation for future teachers.

MSU is continuously working on coursework redesign. The focus on high leverage practices within course content, addition of the year-long residency, completion of the lesson planning course now embedded within all initial certification programs, and a redesigned assessment course all support strengthening the InTASC category of Instructional Practices.

CAEP A.4.2: Satisfaction of Completers (Advanced Programs)

In the spring 2020 semester, MSU employed an outside entity to assist with administering the Advanced Level Alumni Assessment. The survey was sent to the completers of the fall 2018 and spring 2019 semesters.

When considering survey questions, participants designated to what degree they were satisfied on a scale from 1 to 7, with 1 as Not at all, 4 as Moderately, and 7 as Extremely. MSU benchmark is 4, Moderately Satisfied.

Advanced level alumni rated Expand Career Option (6.33) and Interpersonal Skills to Succeed (5.33) as the highest satisfaction with their program preparation. The factors with the lowest mean scores were Ability to Build Collaborative Relationships (3.67) and Advanced level alumni ranked Exhibit Mastery of Content in Related Field and Applicable to Career (both 4.0). Because this is a new reporting measure, no trend data can be extrapolated.

Due to the timing of the survey, which was administered in the spring 2020 semester during the onset of the COVID-19 pandemic, there was a minimal response rate from employers, even after several emails were delivered. The next administration of the survey will be in May 2021.  We will return to the personal requests for survey completions in an effort to increase the response rate.

With our previously administered survey, many of the mean scores were at the higher end. Survey data from this first iteration of the Advanced Level Alumni Assessment gives a new perspective about our program preparation for future curriculum supervisors and school leaders.

Data from this survey will be taken into consideration as we continue to redesign our advanced level programs. New programs, including concentrations, were approved for the 2020-2021 academic year. Old programs of Educational Leadership and Educational Technology have been discontinued.


Measure 5: Graduation Rates for Initial Certification and Advanced Level Programs

Graduation/Matriculation Rates: Initial Certification Programs

One measure of the effectiveness of an EPP is the matriculation of the candidates from acceptance into an initial certification program through graduation.

When examining graduation data specific to matriculation rates for entering EPP candidates from the 2015, 2016, and 2017 cohorts, the following was noted: the majority of undergraduate completers finish their program within 1-2 years of officially being accepted within the EPP initial certification program (graduation rates at 65%, 76%, and 63% respectively).

Data shows that PBC and MAT completers finishing within 1-2 years after officially entering their programs differ according to cohort. The 2017-2018 PBC cohort had the highest completion rate at 75% followed by 55% and 50% for the 2016- 2017 and 2018-2019 cohorts, respectively. There is no trend data available for the MAT cohort graduates from 2016-2018 according to completion within 1-2 years of acceptance as data shows 76%, 85%, and 52% completion rates, respectively.

Graduation/Matriculation Rates Advanced-Level Programs

One measure of the effectiveness of an EPP is the matriculation of the candidates from acceptance into an advanced-level program through graduation.

When examining graduation data specific to matriculation rates for entering EPP candidates, data shows the MED completers finishing within 1-2 years after officially entering their programs differ according to cohort. The cohort with the highest percentage of completers at 1-2 years after acceptance is the 2016-2017 cohort with 50%. The advanced-level program with the largest number of students is School Counseling which takes about 2.5 years to complete.

All programs have been or are currently being redesigned to include a course sequence through graduation and embedded required seminars that support retention of students with advising support. Faculty also meet at mid-semester to discuss student concerns (quality of work, GPA, testing, dispositions) and assign a faculty member that has the closest relationship to the student to reach out to offer support.


Measure 6: Ability of Completers to Meet Licensing and State Requirements for Certification

Ability of Completers to Meet Licensing Requirements

Licensing for Initial Certification

MSU EPP completers have a consistently high rate of receiving their state teaching licenses. An EPP requirement for each of the initial certification programs is that candidates must complete all licensure exams before beginning their student teaching/internship semesters. This program requirement means that once candidates have completed their student teaching/internship semesters, they have fulfilled all state requirements for licensing. Therefore, all completers qualify for a state license immediately upon completion of the program, however, not all completers apply for a state license immediately after completion.

The three cycles of data collected for undergraduate programs had a state licensure rate of 92% or higher over the last three years.  The three cycles of data collected for post-baccalaureate (alternative certification) programs, had a state licensure rate of 100% over the last three years. 

The data shows that over the course of three cycles, with all three programs (BACH, PBC, and MAT) accounted for, only ten (10) completers out of a total of 299 did not submit their paperwork to become a licensed teacher in the state of Louisiana.

Licensing for Advanced Level Programs

All MSU advanced level programs meet coursework expectations to add-on licensure to a teaching certificate. Not all advanced level programs require the applicable state licensure exams for completion of programs.

Of the 2019-2020 advanced level program completers, 75% (6 of 8) have added their certification area to their state teaching certificate.

The MSU EPP has built a module within our system for electronic paperwork required during residency, student teaching, and internship. Electronic versions for documentation will support more efficient expectations for submission of licensure paperwork.


Measure 7: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

MSU completers have a consistently high rate of hire after graduation.  Data is provided by the LDoE but only accounts for graduates working in Louisiana public and charter schools. We know that a higher population of graduates are in fact employed in their area of certification but in either private schools or in other states.

All initial-certification programs have shown a decline, according to the reported LDoE data, for employment after graduation. Immediate employment for undergraduate program completers has declined from 81% to 58% for the reporting years of 2017-2018 to 2019-2020. Immediate employment for post-baccalaureate (alternative certification) program completers has declined from 90% to 63% for the reporting years of 2017-18 to 2019-2020.

Undergraduate and post-baccalaureate candidates reflected a large hiring rate decline after graduation in 2019-2020. We concluded that the national pandemic was a contributing factor since school districts were unsure of what the next academic year would require for mitigating the pandemic. Our local area was damaged by Hurricanes Laura and Delta which lead to extended school closures

We have built out a special module within our system for electronic paperwork required during the final semester of coursework. Our shared governance meetings have opened a network for communication for districts to directly connected with our Director of Student Teaching and Professional Education Services with job postings. We have seen success in the last year with supporting open placements in districts.


Measure 8: Student Loan Default Rates and Other Consumer Information

The reported cohort default rates are for all students enrolled at MSU, not just those specific to the EPP.

MSU cohort default rates for the enrollment years of 2015-2017 are as follows: 9.9%, 13.6%, 12.4%, respectively. The reported cohort default rates are for all students enrolled in MSU, not just those specific to the EPP. The national cohort default rate for the 2017 fiscal year was 9.7%. No trend data can be concluded from the table. MSU had a default rate of almost 3% higher than the national average in 2017.

Although the student loan default rate is not specific to education majors, McNeese State University has been approved for the Federal Work Study Experimental Grant funded by the United States Department of Education. Four programs that include internships or residency requirements for graduation will be participating. The grant will be fully implemented fall 2021.


Supporting Resources

Shared Governance

CAEP Annual Reports and Data Presentations

US PREP Partnership

Deans for Impact

Major Assessment Data

Teacher Candidate and Faculty Resources

Field Experience Submissions

Education Program Admission Packets

Major Assessments