As part of our accreditation from NCATE, 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. This accreditation covers both initial teacher preparation programs and advanced educator preparation programs at Valley City State University and has been approved through the next site visit that will take place in Fall 2015. The graduate and undergraduate programs are approved by the state of North Dakota through the Education Standards and Practices Board (ESPB).

SEGS Highlights

  • Bush Grant initiatives: VCSU has worked collaboratively with 14 institutions as part of a Bush Grant initiative and the Network for Excellence in Teaching (NExT). 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 candidates:
  • 72.8% of VCSU respondents said they would “definitely” recommend their teacher education program to other prospective teachers and 24.2% marked “probably yes”. (Only one of 331 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 2014 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 …
  • effectively teach the subject matter in his/her licensure area (85.7% “Agree” + 14.3% “Tend to Agree”)
  • integrates a variety of media and educational technologies into instruction (76.5% “Agree” + 20.6% “Tend to Agree”)
  • plan lessons with clear learning objectives/goals in mind (91.2% “Agree” + 8.8% “Tend to Agree”)
Source: Transition to Teaching Survey Data (First Year Teacher/ Alumni Survey) – 2013 Data

Examples of ratings from supervisors (employers) of first year VCSU teachers:
The teacher…
  • effectively teaches the subject matter in his/her licensure area (90.9 % “Agree” + 9.1% “Tend to Agree”)
  • uses a variety of instructional strategies to support student learning in the subject(s) she/he teaches. (88.9% “Agree” + 11.1% “Tend to Agree”)
  • plans lessons with clear learning objectives/goals in mind (60.0% “Agree” + 40.0% “Tend to Agree”)
Source: Supervisor Survey Data (Employer/Administrator Survey) – 2013 Data
Teacher Education Candidates
Academic YearCandidates
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
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 of Program Completers
NMinimumMaximumMeanSt. Deviation
Fall 2011 - Fall 2014 Student Teacher Placements
Source: February 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