CAEP Annual Reporting Measures
Last updated on August 2022.
Measure 1. Completer Effectiveness and Impact on P-12 Student Learning
SDSU works with local school districts to retrieve a sample of state test results for P-12 students taught by the completers of our educator preparation programs. The state of South Dakota uses the Measures of Academic Progress (MAP) to monitor the impact of teachers on student learning. The state also uses the Danielson Observation Framework to measure teaching effectiveness in the classroom.
Measure 2. Satisfaction of Employers and Stakeholder Involvement
SDSU is focused collecting credible, actionable evidence so that our program can grow through feedback and connection with stakeholders. SDSU implements a beginning teacher survey to recent graduates who have taken teaching positions. We also send out employer surveys to their administrators. We collect these data every fall and spring and then report that data here the following fall.
Measure 3. Candidate Competency at Completion
We use a teacher work sample process which we developed through work with other institutions. In this process, which candidates complete during full-time student teaching, they create assessments and curriculum which they develop and reflect upon. Their clinical mentors and clinical educator evaluate these work samples. We collect and compile these data for review each year.
|Area of Study||2017-2018||2018-2019||2020-2021|
|Curriculum & Instruction (graduate)||6||11||7|
|Early Childhood Education||21||45||41|
|Educational Administration (graduate)||22||15||12|
|Family & Consumer Sciences Education||6||11||5|
|World Languages - French||0||0||0|
|World Languages - German||0||0||2|
|World Languages - Spanish||21||1||1|
Licensing Pass Rates (Title II Data)
Praxis Pass Rates - Undergraduate
South Dakota State University
South Dakota State University
South Dakota State University
*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
Early Childhood K-3 - Undergraduate
|Employed in Field||35 (85%)||42 (89%)||37 (90%)|
|Not Employed in Field||5 (12%)||1 (2%)||1 (1%)|
|Unable to Track||1 (2%)||4 (8%)||3 (7%)|
|All SDSU Graduates||2892 (55%)||2867 (56%)||2667 (57%)|
Secondary Education - undergraduate
|Employed in Field||59 (72%)||65 (68%)||60 (78%)|
|Not Employed in Field||9 (11%)||24 (25%)||10 (20%)|
|Unable to Track||14 (17%)||7 (7%)||4 (2%)|
|All SDSU Graduates||2892 (55%)||2867 (56%)|
Educational Administration - graduate
|Employed in Field *||7 (71%)||21 (86%)||12 (100%)|
|All SDSU Graduates||520 (40%)||564 (43%)||543 (48%)|
*Data provided by the South Dakota Board of Regents and only tracks graduates who are employed in South Dakota.
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 Dakota. In terms of our graduate program, we currently rely on data from the South Dakota Board of Regents which only tracks graduates who find employment within the state. 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 within the state. In addition it is encouraging that our program gradates outperform both undergraduate and graduate students overall.
Other Consumer Information
Net Price Calculator and Default Rates
South Dakota Employment Projections
CAEP Accredited Programs Since 2019
- Early Childhood Education
- Agricultural Education
- Family & Consumer Sciences Education
- Foreign Languages (French, German, Spanish)
- Communication Studies - Speech
- Educational Administration (graduate)
Nationally Accredited Programs
- School Counseling (graduate) - CACREP
- Music Education - NASM
Nationally Recognized Programs
- Physical Education (SHAPE)