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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.

The McNeese State University Burton College of Education’s mission aligns with the University’s desire to change lives by creating exemplary educational experiences that empower our candidates, invest in our communities and impact the world. We are committed to developing graduates fully prepared for their careers and who positively influence the communities in which they serve by supporting the success, health and well-being for all.

The Burton College of Education positively promotes the education profession to P-12 students, current P-12 teachers, and adults looking for a second-career opportunity. Intentional efforts have been initiated to recruit candidates from all backgrounds and interests through Educators Rising partnerships with regional high schools, Call Me MISTER partnership, annual Unlock Education Regional Conferences, annual MPACT on Education Conferences, minors in education, and social media campaigns.

The Burton College of Education also strives to continue to strengthen its partnership with local districts by hosting shared governance meetings, collaborating to fill workforce needs, supporting residency candidates with certified mentor teachers and site supervisors and continuously working together to make data-driven improvements to our programs.

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

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’s initial-licensure programs were approved for full accreditation from April 30, 2018, through June 30, 2025. The next site visit will take place on October 16-18, 2024.

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 2023-2024 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, McNeese 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 occurred in spring 2022.

The Accreditation Council of the Council for the Accreditation of Educator Preparation (CAEP) met in October 2023 and the Burton College of Education at McNeese State University was granted accreditation at the advanced level. The following Master of Education programs were reviewed during the CAEP Interim Advanced-Level Virtual Visit in spring 2022 and are currently offered in the 2023-2024 Academic Catalog.

Current List of Programs

Please view our McNeese State University 2023-2024 Inventory of Degree and Certificate Programs for a current list of program offerings.

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.

CAEP Annual Accreditation Reporting Measures

CAEP implements four accountability measures to provide information to stakeholders and the public about program impacts and outcomes.

The CAEP Accountability Measures include:

  • Measure 1: Completer effectiveness and impact on P-12 learning and development
  • Measure 2: Satisfaction of employers and stakeholder involvement
  • Measure 3: Candidate competency at program completion
  • Measure 4: Ability of completers to be hired in education positions for which they have prepared

Measure 1: Completer effectiveness and impact on P-12 learning and development

(CAEP Standard 4: Component R4.1)

The links provided below are to the most current Louisiana Teacher Preparation Data Dashboards and Fact Books prepared by the Louisiana Board of Regents as evidence for indicators of completer effectiveness and impact on P-12 learning and development.

Louisiana Teacher Preparation Program Fact Books

Louisiana Teacher Preparation Data Dashboards- McNeese State University- Undergraduate Programs

Louisiana Teacher Preparation Data Dashboards- McNeese State University- Alternate Programs

1Due to COVID, the Louisiana Department of Education did not use COMPASS as a teacher evaluation tool and did not administer achievement tests to K-12 students during the 2019-20 academic year. Thus, COMPASS and value-added data are not available for the 2021 Teacher Preparation Data Dashboards.

2The following message was provided by the Louisiana Board of Regents concerning 2019 Teacher Preparation Data Dashboards and Fact Books: 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.

According to the Louisiana Department of Education, Compass is Louisiana’s educator support and evaluation system. Every teacher in a Louisiana public school is evaluated annually based on the four-tiered rating system: Highly Effective, Effective Proficient, Effective: Emerging, and Ineffective. The evaluation system provides educators with regular, meaningful feedback on their performance. The Compass Student Outcome score is generated by the achievement of student learning targets. The Compass Professional Practice score is generated through observations by teachers’ supervisors. the two scores are combined to generate the Compass Final Evaluation Scores that range from 1.00 to 4.00. Compass scores are linked to the teacher preparation programs that prepared the new teachers.

The charts below identify first- and second-year teachers who obtained Compass Student Growth scores in each of the four effectiveness levels after completing a teacher education program at McNeese State University. This score is used to measure the teacher’s impact in contributing to P-12 student-learning growth. The years in the charts below indicate the Louisiana Teacher Preparation Fact Book from which the data was retrieved. (The 2022 Louisiana Teacher Preparation Fact Book is currently in draft form and will be uploaded above when the final draft is published.)

In four of the last five cycles of data reported in the Louisiana Board of Regents Teacher Preparation Fact Book, MSU undergraduate completers have the highest mean scores in Student Growth of the Louisiana public and private university teacher preparation programs: 2022 (3.4), 2020 (3.3), 2018 (3.4), 2017 (3.4) and 2018 (3.4).

Post-Baccalaureate completers have maintained overall mean scores in Student Growth ranging from 3.2 to 3.6. Over the last four reporting cycles, 0% of completers received an Ineffective rating.

Master of Arts in Teaching completers have remained consistent in performance with mean scores ranging from 3.3 to 3.6 for the years indicated. Over 69% of completers have scored Highly Effective in Student Growth each year for the last four years of reported data.

The charts below identify first- and second-year teachers who obtained Compass Professional Practice scores in each of the four effectiveness levels after completing a teacher education program at McNeese State University. This score is used to measure the teacher’s demonstrated effectiveness in professional knowledge, skills, and dispositions.

Trend data for MSU undergraduate program completers show an upward trend in the percentage scoring at the Effective Proficient and Highly Effective levels in Professional Practice. The percentage has increased each year from 92% in 2016 to 95% in 2022.

Post-Baccalaureate program completers have remained consistent from 2016 to 2022 on Compass Professional Practice scores with overall mean scores ranging from 3.3 to 3.4 and the total percentage of candidates scoring in the Effective Proficient and Highly Effective levels ranging from 95% to 98%.

Data trends for Master of Arts in Teaching completers in Compass Professional Practice scores show an upward trend in the number of Highly Effective scores received from 42% in 2016 to 64% in 2022. Combined Effective Proficient and Highly Proficient percentages have also shown a consistent increase from 92% to 98%, with a trend in fewer scores at the Effective Proficient level and more scores at the Highly Effective level.

Measure 2: Satisfaction of Employers and Stakeholder Involvement

(CAEP Standard 4, Component R4.2 | Standard 5, R5.3 | Advanced Standard 4 | Component RA.4.1)

Satisfaction of Employers

The McNeese State University Burton College of Education is a member of the University of School Partnerships for the Renewal of Educator Preparation (US PREP) coalition. As part of the partnership agreement, US PREP and BCOE created surveys administered to candidates completing a teacher education program, mentor teachers of residents, site coordinators, and school principals and district administrators of MSU program completers.

At the closing of the fall and spring semesters, US PREP administers a survey to school principals and district administrators for input on teachers in their schools who are recent MSU completers. Respondents rank effectiveness on a 4-point Likert scale from 1: Strongly Disagree to 4: Strongly Agree. Principal and district administrator results from 2021-2022 indicate overall satisfaction with the effectiveness of the completers with all components receiving mean scores exceeding the benchmark of 3.00 and ranging from 3.22 to 3.67.

The data is presented in the chart below for all questions rated. The highest three mean scores noted were in the following three areas: instructional planning  (μ=3.47), using technology in purposeful ways  (μ=3.46), and using knowledge about students  (μ=3.40).

Principals and administrators, based on their experiences working with MSU alumni, indicated that they would recommend MSU graduates to other principals/assistant principals  (μ=3.67) and hire MSU graduates (μ=3.66).

Satisfaction of Employers (Advanced Level)

All Master of Education in Curriculum and Instruction programs have been recently redesigned. As part of the phase-in plan, the EPP will administer employer satisfaction surveys and report data accordingly.

Stakeholder Involvement

Stakeholder involvement, as defined by CAEP, involves both internal and external stakeholders in program design, evaluation, and continuous improvement processes. The relationship with public and charter school personnel at every level is valuable to program improvement and teacher retention. MSU and district representatives meet in shared spaces for Louisiana Department of Education webinars, regional personnel meetings, shared governance meetings, and content-specific meetings. Agendas and information are shared with faculty and used for continuous program improvement.

The file below is a sample of stakeholder input opportunities in the 2021-2022 academic year:

2021-2022 survey results indicate principals and district administrators who employ MSU teacher education program alumni are in high agreement with the following statements: Leadership and faculty at MSU: 1) ask for feedback about how they can improve their teacher preparation program (μ=3.31) and use data from the school districts to improve the teacher preparation program (μ=3.35). District personnel and principals are being heard, acknowledged, and their feedback is being implemented to drive program improvement. The Burton College of Education values its partnerships with local school districts.

The Office of Clinical Practice and School Partnerships works closely with district personnel to inform programs and practices. In the 2021-2022 academic year, the director and/or designated representatives of the Office attended Regional Personnel and School System Administrator meetings, while also working closely with human resource directors, principals, curriculum coordinators, and other district personnel. Through partnerships with the districts, the Burton College of Education Mentor Teacher Training program has enrolled over 150 participants with over 87% of the participants from local district partners who serve or will serve as mentors to MSU residents. This program provides another avenue for current P-12 faculty to communicate with BCOE faculty on best teaching and coaching practices.

BCOE site coordinators meet regularly with mentor teachers to discuss coaching and support for candidates. Although led by site coordinators, mentors provide feedback and insight into improving the teacher preparation program through the analysis of real-time resident data, sharing of ideas, and continuous feedback. This collaboration benefits teacher candidates, mentors, programs, and P-12 schools.

Content-specific meetings are also held with targeted groups of district personnel and P-12 teachers. Workforce needs, state requirements, and demographic changes in the area have resulted in the inclusion of English language learners and special education courses/topics in the initial teacher education curriculum. District faculty and personnel are also hired as visiting lecturers for courses within the education programs and/or assist in the development of coursework within their specialty areas.

Feedback collected from candidates, completers, mentor teachers, site supervisors, principals, and district personnel each semester supports the data-driven changes within the program.

Measure 3: Candidate competency at program completion

CAEP Standard 3, Component R3.3

Multiple major assessments are collected throughout programs to assess candidate competency to positively impact diverse P-12 student learning and development through the application of content knowledge, foundational pedagogical skills, and technology integration in the field where certification is sought. Major assessments include Praxis exams, lesson plans, teaching cycles, performance portfolios, and field experience evaluations.

Praxis Content Exam First-Time Pass Rates

First-time pass rates on the content exams provide insight into the curriculum content for each program. During the redesign of the undergraduate baccalaureate programs, content coursework was chosen based on Praxis content and relevant P-12 standards. In the 2022-2023 academic year, program faculty will again review and ensure alignment of content coursework to both Louisiana Student Standards and Praxis content topics. This process involves both Burton College of Education faculty and faculty from the content colleges across campus.

All candidates are required to pass the Praxis content exam in order to enroll in Residency I. Therefore, the passage rate on the content exam for completers is 100%.

Elementary Education and Early Childhood Education majors are required to take four subtests (5002: Reading Language Arts; 5003: Mathematics; 5004: Social Studies; and 5005: Science) to satisfy the content requirement for Louisiana licensure. In the chart above, the first-time pass rates for these two groups are based on the candidate passing all four subtests on the first attempt. A breakdown of first-time pass rates by subtest is below.

All four subtests show an increase in the percentage of first-time pass rates in the most recent completer data.

Field Experience Evaluation Scores at Completion of Program

The field experience evaluation data reported below is on candidates in their final semester of an undergraduate program.

Fall 2021 overall means for undergraduate programs across all four domains exceeded the benchmark of 3.00.

Candidates scored well above the benchmark of 3.00 in the Professionalism domain in spring 2022.

The following information is the breakdown of the field experience evaluation data disaggregated by each program for fall 2020, spring 2021, fall 2021, and spring 2022 completers across the following domains: Domain 1: Planning and Preparation, Domain 2: The Classroom Environment, Domain 3: Instruction, and Domain 4: Professionalism.

Early Childhood trends show an increase in overall mean scores from 2020-2021 to 2021-2022 in Domain 2: The Classroom Environment.

Elementary trend data shows a significant growth in Domain 1: Planning and Preparation overall mean scores from 2020-2021 to 2021-2022.

Secondary field experience evaluation overall mean scores for each domain over the four semesters met or exceeded the benchmark of 3.00.

Multiple-level trend data shows growth in Domain 2: The Classroom Environment and Domain 3: Instruction overall mean scores from 2020-2021 to 2021-2022.

Measure 4: Ability of Completers to be Hired

Completers Meet Licensing Requirements

MSU teacher education program completers have a consistently high rate of receiving their state teaching licensures. Candidates are required to successfully pass all Praxis licensure exams before starting their first semester of teacher residency. Additionally, candidates must maintain the required grade point average once admitted into a teacher education program. The Office of Clinical Practices and School Partnerships ensures that all candidates in residency are placed in schools with credentialed mentor teachers and/or ensure waivers are completed for the mentors chosen. Therefore, all completers are qualified to acquire their Louisiana teacher licensure upon completion of the program. The table below displays licensure rates for undergraduate and alternate certification completers.

Completers Hired in Louisiana Public Schools

Job placement within one year of completion is reported within the Louisiana Teacher Preparation Fact Book for completers who taught in public schools in Louisiana in the year following program completion of an MSU undergraduate or alternate certification initial teacher preparation program. Completers who taught in private schools in Louisiana or began teaching in other states in their first year are not included in the follow-up year teaching data reported by the Louisiana Board of Regents. Data reported for job placement is for the most recent years available.

The following job placement data was determined through additional research completed by MSU BCOE and includes candidates who began teaching the following year after program completion in a public, private, or charter school within or outside of Louisiana.

Below are the licensure rates for the advanced-level program completers within BCOE.

Supporting Resources

Shared Governance

CAEP Annual Reports and Data Presentations

US PREP Partnership

Deans for Impact

  • 2018-2019: MSU Reflection on Our Improvement Journey
    • There was a correlation between the changes in the mathematics coursework within the elementary education program resulting from the Deans for Impact work and the increase in first-time pass rates of elementary education candidates on the Praxis Elementary Mathematics content exam in 2022, which was 100%.

Major Assessment Data

Teacher Candidate and Faculty Resources

Field Experience Submissions

Education Program Admission Packets

Major Assessments