TLL CAEP Accreditation

CAEP Annual Reporting Measures

Missing and outdated information will be updated by March 15, 2021.

Impact on P-12 Learning and Indicators of Teaching Effectiveness

SDSU is currently working with local school districts to retrieve state test results for P-12 students taught by the completers of our educator preparation programs. The state of South Dakota uses the SMARTER Balanced Assessment to monitor the impact of teachers on student learning.  The state also uses the Danielson Observation Framework to measure teaching effectiveness in the classroom. It is our plan to utilize these two tools to report on these two CAEP components. We anticipate data in Spring 2021.

SDState Impact on Student Learning

SDState ECE Student Teaching Eval Data 2016-2017 Academic Year

Satisfaction of Employees and Satisfaction of Completers

SDSU recently joined the Deans for Impact, Common Indicator System (CIS) Network. This consortium of educator-preparation programs “is focused collecting credible, actionable evidence so that educator-preparation programs can work together to enhance existing strengths and address challenge areas.” SDSU is currently implementing two of the CIS network’s instruments, the CIS Beginning Teacher Survey and the CIS Employer Survey. We anticipate data from the first cycle of data for these two assessments in late Spring 2021.

The link below provides examples of the data that will be reported once collected.

CIS Beginning Teacher Survey 

CIS Employer Survey 

Facebook Follow-up Study

Education Preparation Program Enrollment Completer Data

Completer Rate

Program Completers

Educational Leadership Completer Feedback

*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."

Graduation Rates (initial and advance levels)

The 2016-2017 data for South Dakota State University can be found on the Federal Title II public report website.

Licensing Pass Rates (Title II Data)

Licensure/Certification Rate

Praxis Pass Rates

SDState Education Preparation Program Licensure Data & Analysis

Career Placement

Employment Rate

Early Childhood K-3

Secondary Education 

Educational Administration 

*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.

SDBOR Access and Enrollment Dashboards

Other Consumer Information

Graduate Salaries

U.S. Bureau of Labor Statistics - Education, Training and Library Occupations homepage

Net Price Calculator and Default Rates

National Center for Educational Statistics College Navigator

South Dakota Employment Projections

SD Board of Regents Employment Projections Dashboard

CAEP Accredited Programs Since 2019