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 local schools, Call Me MISTER, Unlock Education, minors in education and online campaigns.

The Burton College of Education also strives to continue to strengthen their 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 Profile!


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 fall 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 2022-2023 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 following Master of Education programs were reviewed during the CAEP Interim Advanced-Level Virtual Visit in spring 2022 and are currently offered in the 2022-2023 Academic Catalog.

Current List of Programs

Please view our McNeese State University 2022-2023 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- Undergraduate Programs

Louisiana Teacher Preparation Data Dashboards- Alternate Programs

*The 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.

Completer Effectiveness

The Compass Professional Practice chart below identifies first- and second-year teachers who obtained Compass Professional Practice scores in each of the four effectiveness levels (Highly Effective, Effective Proficient, Effective Emerging, and Ineffective) after completing their undergraduate teacher preparation programs at McNeese State University. Trend data over the last four reporting cycles indicates that over 90% of MSU undergraduate completers score Effective Proficient or Highly Effective and there are important shifts to be noted:

  • Highly Effective ratings have trended upward each cycle from 30% to 45%
  • Effective Proficient ratings have trended downward each from 62% to 49%
  • Effective Emerging ratings have decreased from 8% to 6%
  • Each year, there were less than 1% of candidates scoring at the Ineffective level

Faculty professional development is imperative to a quality program. MSU Burton College of Education (BCOE) faculty will continue to participate in professional development opportunities for faculty in order to better support, coach, and mentor candidates within our teacher preparation programs and in collaboration with P-12 school personnel and mentor teachers.

Impact on P-12 Learning and Development

Value-Added Model (VAM) data is presented within the Louisiana Teacher Preparation Data Dashboards and Fact Books (linked above) as evidence of completer impact on P-12 learning and development. Due to COVID-19 restrictions, VAM scores for teachers were not calculated in the 2020-2021 school year due to no statewide testing in spring 2020. For 2021-2022, the Louisiana Department of Education indicates that scores will be calculated using the most recent three years of prior test scores. Additional information concerning VAM scores can be found on the Louisiana Department of Education Value-Added Frequently Asked Questions document.

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 following data chart represents the percentage of Compass Student Outcome Scores for new teachers with less than two years of teaching experience. As can be noted each year over 60% of completers score 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 (Initial Certification)

The Teacher Education Employer Assessment is sent out at the end of each spring semester to the employers of the previous year’s completers. The data reported below was collected in the spring 2021 semester from employers of 2019-2020 completers.

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. The spring 2020 data in the chart below was collected from employers of 2018-2019 completers; spring 2021 data was collected from employers of 2019-2020 completers.

Administered in the spring semester to employers of the the previous year’s alumni.

As can be seen above, employer satisfaction with candidates was extremely high and there was an increase in mean score in both satisfaction with learning outcomes (5.78 to 6.48) and overall evaluation (6.00 to 6.88). It is worth noting that the response rate was >5 for the spring 2020 administration, however, the response rate increased significantly in the spring 2021 semester with similar mean scores. The range of mean scores for all components on the assessment was 6.12 (Learning Outcomes: Apply knowledge of assessment strategies) – 6.88 (Overall Evaluation: Overall performance of recent graduates from the program and Recommending that your school hire graduates from this program in the future).

Satisfaction of Employers (Advanced Level)

Due to a low response rate from employers during the spring 2021 administration of the survey, Master of Eduction data could not be disaggregated from the initial certification programs for the 2020-2021 academic year.

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 file below is a sample of stakeholder input opportunities in the 2020-2021 academic year as the EPP strives for continuous improvement.

Mentor Teacher Selection and Training

The University-School Partnerships for the Renewal of Educator Preparation (US PREP) Coalition selected the MSU Burton College of Education (BCOE) as a member of Cohort 3 in spring 2020. Through the partnership with US PREP, BCOE prepared and conducted governance meetings with district partners, which included mentor teacher criteria and intentional school site selections as topics. According to State requirements, to serve as a mentor teacher, a person must hold a mentor teacher ancillary certificate or currently be enrolled in a mentor teacher state approved program. MSU Department of Education Professions is approved to administer mentor teacher training and we offer training through both professional development and as coursework within the Master of Education in Curriculum and Instruction programs. Site coordinators, who are also mentor teacher trained, have an on boarding process along with monthly meetings for site coordinators and mentor teachers for follow-up training and support.

Trainings for mentor teachers are regularly scheduled and provide opportunities for norming and professional development opportunities included:


Measure 3: Candidate competency at program completion

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 data specific to matriculation rates for entering EPP candidates at the baccalaureate level, there has been a decline in the number of candidates officially accepted into the education programs. Typically, candidates are officially accepted into a program during their sophomore year, once completing at least 30 credit hours. Therefore, it would be optimal for candidates to graduate within 1-3 years of admission. For the 2015-2016, 2016-2017, and 2017-2018 cohorts, over 65% of candidates completed in an education program within three years of official admission. The data does indicate a decline in the number of candidates who withdrew from the university, but there is a consistent rater of 16%-21% of candidates who are earning their degree in another field.

The data below shows that PBC and MAT completers finishing within 1-2 years after officially entering their programs differ according to cohort. The most evident data point is the significant decline in enrollment into the programs. The EPP does attribute some of this, at least in part, to the COVID-19 pandemic and the hurricanes that were very destructive to the area. This also explains, to some degree, the increase in candidates from the 2018-2019 cohort who dropped from the program. The EPP is working on recruitment initiatives to re-build enrollment in these programs.

All programs have been redesigned to include a five-semester course sequence. Embedded portals and required seminars support retention of students with advising and mentoring. Faculty also meet at mid-semester to discuss student concerns (quality of work, GPA, testing, dispositions) and assign a faculty member to reach out to the candidates to offer additional support.

Graduation/Matriculation Rates Advanced-Level Programs

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. Over 23% of candidates drop from the university from each cohort and did not complete the program. A prescribed course sequence for progression has been developed for a 5-semester sequence to assist candidates on staying focused to complete their degree. Additional supports are also being implemented to assist candidates in successfully completing the programs.

Field Experience Evaluation Scores During Student Teaching Semester

The field experience data reported below is for candidates who participated in the one-semester student teaching programs. It is important to note that within the one-year residency model, candidates will have embedded support throughout their experience from faculty, mentor teachers, and site coordinators.


Measure 4: Ability of candidates to be hired in education positions for which they have been prepared

Ability of Completers to Meet Licensing Requirements

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.

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.

The following data indicates the percentage of candidates completing education programs that were granted state licensure and also that were hired in the year immediately following completion of their program.

Employment data will be reported for 2020-2021 completers as soon as it is available.

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. 


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