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As part of our accreditation from CAEP, we publish information and statistics about students in the School of Education & Graduate Studies.
Valley City State University (VCSU) has been known for teacher education preparation since the institution began in 1890. VCSU has been a nationally accredited by the National Council for the Accreditation of Teacher Education (NCATE) since 1954. VCSU most recently had its graduate and undergraduate programs approved at the national level by NCATE and by the state of North Dakota through the Education Standards and Practices Board (ESPB) in October of 2015.

VCSU’s next national accreditation visit will be under the Council for Accreditation of Educator Preparation (CAEP) standards.

SEGS Highlights

  • Bush Grant initiatives: VCSU has worked collaboratively with 14 institutions in the Network for Excellence in Teaching (NExT), as part of a Teacher Effectiveness Initiative, supported by the Bush Foundation. Valley City State University (VCSU) is a member of the Valley Partnership and works collaboratively with North Dakota State University (NDSU) and Minnesota State University Moorhead (MSUM). The goal is improve teacher education preparation in ways that enhance student learning in K-12 classrooms.
  • Data-driven decisions: Unit data are used to help drive decisions for program improvement. Examples of data-driven decisions are available.

Measures of Program Impact

Examples of ratings from teacher candidates at the time of graduation:
  • 73.5% of VCSU respondents said they would “definitely” recommend their teacher education program to other prospective teachers and 23.5% marked “probably yes”. (Only two of 452 graduating seniors who completed the survey marked “definitely no”.)
  • 90.3% said they plan to teach for 11 or more years.
Source: Candidate Exit Surveys administered Fall 2012 - Spring 2015 with response rate over 90%.

Examples of ratings from first year VCSU graduates:
To what extent do you disagree or agree that your teacher preparation program prepared you to …

  • PLAN: plan lessons with clear learning objectives/goals in mind.
    N=164 responses
Agree Tend to Agree Tend to Disagree Disagree
78.0% 20.1% 1.8% 0.0%

  • IMPLEMENT: select instructional strategies to align with learning goals and standards.
    N=162 responses
Agree Tend to Agree Tend to Disagree Disagree
71.0% 26.5% 2.5% 0.0%

  • EVALUATE: use multiple and appropriate types of assessment data to identify student learning needs.
    N = 104 responses
Agree Tend to Agree Tend to Disagree Disagree
62.5% 29.8% 6.7% 1.0%

  • REFLECT: seek out learning opportunities that align with professional development goals.
    N=102 responses
Agree Tend to Agree Tend to Disagree Disagree
61.8% 34.3%
2.0% 2.0%

  • CONTENT KNOWLEDGE: effectively teach subject matter in my licensure area.
    N=163 responses
Agree Tend to Agree Tend to Disagree Disagree
79.8% 19.0%
0.6%
0.6%

Source: Transition to Teaching Survey Data (First Year Teacher/ Alumni Survey) – 2012 - 2015 Data


Examples of ratings from supervisors (employers) of first year VCSU teachers:


To what extent do you disagree or agree that the teacher preparation program prepared the VCSU graduate to …

  • PLAN: The teacher plans lessons with clear learning objectives/goals in mind.
    N=116 responses
Agree Tend to Agree Tend to Disagree Disagree
66.4% 26.7% 5.2% 1.7%

  • IMPLEMENT: The teacher selects instructional strategies to align with learning goals and standards.
    N = 86 responses
Agree Tend to Agree Tend to Disagree Disagree
72.1% 24.4% 3.5% 0.0%

  • EVALUATE: The teacher uses multiple and appropriate types of assessment data to identify student learning needs.
    N = 85 responses
Agree Tend to Agree Tend to Disagree Disagree
56.5% 37.6% 4.7% 1.2%

  • REFLECT: Seeks out learning opportunities that align with professional development goals.
    N = 81 responses
Agree Tend to Agree Tend to Disagree Disagree
66.7% 29.6%
2.5% 1.2%

  • CONTENT KNOWLEDGE: The teacher effectively teaches the subject matter in his/her licensure area.
    N= 117 responses
Agree Tend to Agree Tend to Disagree Disagree
78.6% 18.8%
1.7%
0.9%

Source: Supervisor Survey Data (Employer/Administrator Survey) – 2012 - 2015 Data


Teacher Education Candidates
Academic YearCandidates admitted during Academic Year
2014 - 2015122
2013 - 2014156
2012 - 2013177
2011 - 2012206
Candidates are typically admitted to Teacher Education during their sophomore or junior year. Candidates may take more than one year to complete the program.
Teacher Education Completers
Academic YearCompleters
2014 - 2015134
2013 - 2014139
2012 - 2013132
2011 - 2012113

Data indicate that between the fall of 2011 and the spring of 2014, 98.6% of student teachers successfully completed their experience.
Average GPAs by Student Teaching Placements
NMinimumMaximumMeanSt. Deviation
6062.514.003.40.38
Fall 2011 - Spring 2015 Student Teacher Placements
Source: August 2015 Program Data Report
Results of state licensure exams
VCSU has posted the Praxis II test results for students who have completed the teacher education program. If the test count in an academic area is under 10 ten and the passing percentage is less than 100%, the results will not be displayed to protect the results of a student who may be identifiable.
How do these data inform decision-making? Each academic major has access to updated test results. Each September and February, program level data are shared with updates. Representative faculty members for each major have the data to inform their decisions to work with their students for test preparation as well as to consider content curriculum changes or adjustments in the emphasis placed on specific sections of the curriculum.
Jobs after Program Completion
65.47% of completers are employed as teachers in the field in which they are prepared while an additional 23.74% are employed in education sector.

Source: 94.96% response rate for 2013-2014 completers, based on data compiled for CAEP Annual Report.
Value-added or growth model data on teacher effectiveness
Valley City State University does not have value-added or growth model data on teacher effectiveness available as the state of North Dakota does not utilize this data model for determining teacher effectiveness.
Other Measures used for Program Decisions