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Teacher Education CAEP Annual Reporting Measures

CAEP Annual Reporting Measures

Last updated May 2024

Measure 1. Completer Effectiveness and Impact on P-12 Student Learning

SDSU works with local school districts to retrieve completer effectiveness data. The state also uses the Danielson Observation Framework to measure teaching effectiveness in the classroom. 

Those who employ our completers at the initial level felt very positively about their preparation. 96% reported that completers were fully or moderately ready to meet the needs of their school. At focus groups, most participants reported feeling very confident in the abilities of SDSU teacher education program completers to have a positive impact on P-12 learners.

2022-2023 Employer Survey Data

SDSU Teacher Education surveys beginning teachers in their first and second year of teaching to determine their sense of effectiveness and their impact on P-12 learners. Initial program completers reported confidence in their preparation. The average response across all preparations areas was that they felt prepared to work with students based on their program preparation.

2022-2023 Beginning Teacher Survey Data

Measure 2. Satisfaction of Employers and Stakeholder Involvement

SDSU is focused on collecting credible, actionable evidence so that our program can grow through feedback and connection with stakeholders. We do a focus group with administrators each fall and spring to talk about our teacher candidates they have worked with. We also complete an employer survey each academic year with those who employ our completers.

2022-2023 Employer Survey Data

For advanced programs, we conduct a focus group with principals and superintendents to discuss our principal preparation. This group meets fall and spring to help improve our curriculum and field experiences.

Measure 3. Candidate Competency at Completion

Title II Section 207 of the Higher Education Act (HEA) requires states, as recipients of HEA funds, and all institutions with teacher preparation programs that enroll students receiving federal financial assistance, to prepare annual reports on teacher preparation and licensing. These reports, available for traditional and alternative programs resulting in initial licensure, detail the enrollment and completion of our candidates.

2022-2023 Title II Report* (awaiting state pass rates, see licensure pass rates below)

SDSU graduates exceed the mean scores required for their licensure exams across program areas and are required to maintain a 2.7 GPA in teacher education and content coursework. These scores are reflected in the above Title II report.

SDSU graduates in initial licensure programs complete a Capstone assignment which has them provide artifacts of evidence of growth in program goals which are aligned with InTASC, NAEYC, CEC, or CAEP K-6 depending on the program.

Completer Rates

Program Completers

Area of Study2020-20212021-20222022-2023
Agricultural Education172111
Art209
Biology443
Chemistry211
Curriculum and Instruction (graduate)7118
Early Childhood Education412932
Educational Administration (graduate)12911
English645
Family and Consumer Sciences Education546
History15910
Physics101
Math13710
Music141511
Sociology112
Speech010
Psychology101
Physical Education121614
World Languages - French000
World Languages - German210
World Languages - Spanish113

Licensing Pass Rates (Title II Data)

Licensure/Certification Rate

Praxis Pass Rates - Undergraduate
YearSouth ֱ State University
Number Taking Assessment
South ֱ State University
Number Passing Assessment
South ֱ State University
Institutional Pass Rate
Completers 2022-20231119989%

*Not all graduates responded to the questions. The numbers in parentheses refer to comments made by more than one graduate.

  • "It allowed me to continue an in-depth study of educational leadership theory while exploring my own educational convictions and growth advancement."
  • "Background knowledge and theoretical underpinnings."
  • "Cohort of peers to exchange ideas." (2)
  • "Continued support after the program ended."
  • "I have a better understanding of my clients who come into my business."
  • "It inundated me with theories and practices of leadership techniques that enabled me to be better prepared for working with staff, community and peers."
  • "Working with curriculum and instruction, diversity in the classroom, administering programs and working with administrators." (3)
  • "I took a position in Colorado and did very well. I believe the professors at SDSU prepared me for almost any difficult situation. They were all knowing as they brought much to the table in experience. I would like some day to return to SDSU as a professor of education. I would like to share my experiences as an administrator with young educators."
  • "As a classroom teacher, I use a great deal of the knowledge I have attained. I have not made the decision to leave my classroom yet, but feel I am prepared when the day arrives."
  • "I feel prepared in terms of the “big picture,” communication skills, creating a positive school culture, implementing curriculum, and leadership skills."
  • "I feel that I am best prepared to handle school law and to handle my philosophy of education. SDSU helped shape me into a more global thinker when it comes to student learning and mastery of content."
  • "Wonderful collegiality with professors and peers."
  • "Good texts chosen."
  • "Internet classes valuable."
  • "School Law and the role of the principal were both covered well." (2)
  • "One of the biggest benefits was learning about leadership styles and situational leadership. It has helped me in working with my coaches and also helped me assist my coaches as they work with their student athletes."
  • "Group dynamics."
  • "Gave me an awareness of my own leadership style."
  • "Gave me a wide variety of curriculum experiences that have been helpful since I have been in this position."
  • "The past experiences of professors as school administrators were invaluable in discussions." (2)
  • "My supervising professor and supervisor for my internship equipped me with the knowledge and confidence I needed."
  • "I feel that I am well prepared in a variety of areas, including current practices/research, curriculum, supervision and communication."
  • "Leadership skills and theories."
  • "Communication skills. Response to change/handling conflict."

Measure 4. Ability of Completers to Be Hired in the Area of Licensure

Career Placement

Employment Rate

Teacher Education - Initial Preparation

Employment Status
2020-2021

2021-2022

2022-2023
Employed in Field98 (88%)100 (85%)100 (89%)
Not Employed in Field4 (4%)6 (2%)1 (1%)
Unable to Track10 (9%)15 (12%) 12 (11%) 
Educational Administration - Advanced Program
Employment Status
2020-2021

2021-2022

2022-2023
Employed in Field 12 (100%)10 (91%)13 (93%)

The employment data collected on our gradates shows that a large majority of them find gainful in employment directly after graduation. In terms of our undergraduate completers, we have been able to track their employment both in and outside of the state of South ֱ. In terms of our graduate program, we currently rely on data from the South ֱ Board of Regents, which only tracks graduates who find employment within the state, and alumni surveys. Although this limits the reach of our data, the data that we do have is encouraging showing that a majority of our graduate program completers are able to find employment.

SDSU Employment Survey

Other Consumer Information

Graduate Salaries

Net Price Calculator and Default Rates

South ֱ Employment Projections

CAEP Accredited Programs Since 2019

Undergraduate

  • Early Childhood Education
  • Agricultural Education
  • Family & Consumer Sciences Education
  • Foreign Languages (French, German, Spanish)
  • Psychology
  • Sociology
  • History
  • Math

Undergraduate (continued)

  • Chemistry
  • Physics
  • Communication Studies - Speech
  • Biology
  • English
  • Art

Graduate

  • Educational Administration (graduate)

Nationally Accredited Programs

  • School Counseling (graduate) - CACREP
  • Music Education - NASM

Nationally Recognized Programs

  • Physical Education (SHAPE)