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The Fredrikson School of Education at the University of Sioux Falls is accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the South Dakota State Board of Education until Spring 2023. The accreditation does not include individual education courses that the Fredrikson School of Education offers to P-12 educators for professional development, re-licensure or other purposes. 

 

2019 Annual Reporting CAEP Impact Measures

4.1 Impact on P-12 Learning and DevelopmentThis is a three-year total for all first-year teachers who completed programs in 2015-2016, 2016-2017, and 2017-2018, and for whom performance ratings were reported by principals. Twenty-three teachers were assessed by their principals according to the Teacher Evaluation Summative Scoring Matrix for the Sioux Falls School District. This is a direct measure of teaching effectiveness and student growth used by the school district for employee evaluation.

For the Student Growth Rating, measuring the extent to which student learning outcomes were met, 89% of the 18-19, 100% of the 17-18, and 100% of the 16-17 first year teachers achieved Student Growth Ratings of Expected or High. 
4.2 Indicators of Teaching EffectivenessTeacher Effectiveness ratings for first through third-year teachers who’ve completed the FSOE programs are provided by the Sioux Falls Sioux District. The ratings are part of the professional evaluation system of the master negotiated contract. The professional practice rating includes categories of Unsatisfactory, Basic, Proficient, and Distinguished. As a combination of Student Growth and professional practice ratings, a Summative Classroom Teacher Effectiveness Rating is derived: Below Expectations, Meets Expectations, or Exceeds Expectations. This feedback is delivered to practicing teachers each year by the principal and forms the basis for continued employment and advancement milestones.

For the Summative Classroom Teacher Effectiveness Rating, 100% of the nine 18-19 first-year teachers received ratings of Meets or Exceeds, and 100% of the 14 who were first-year teachers in 2016-17 and 2017-2018 received ratings of Meets or Exceeds. 

4.3 Satisfaction of Employers Initial Programs

In spring 2019 program employer surveys were received from 21 out of 27 first-year teachers who had completed their preparation in 2016-2017 for a 78% response rate; 14 of 24 second-year teachers' employers who had completed their program in 2015-16 responded for a 58% response rate; and 17 out of 30 third-year teachers' employers responded to the survey for a 57% response rate. Sixty-nine out of 73 (95%) were satisfied with the preparation program relative to actual teaching responsibilities. 
A4.3 Satisfaction of Employers Advanced Programs In summer 2019 program satisfaction surveys were received from 5 out of 6 employers of Ed.S. in Educational Administration/Superintendent Program 2018-2019 completers for an 83% response rate. Five out of 5 (100%) were satisfied with the preparation program regarding the relevance and effectiveness of the completers' preparation with a 4.4 category mean. Sixty percent rated their level of satisfaction as very well satisfied.

In summer 2019 program satisfaction surveys were received from 5 out of 7 employers of Ed.S. in Educational Administration/Principal Program 2018-2019 completers for a 71% response rate. Five out of 5 (100%) were very satisfied with the preparation program regarding the relevance and effectiveness of the completers' preparation with a 5.0 category mean.

In summer 2019 program satisfaction surveys were received from 3 out of 5 employers of M.Ed. in Leadership 2018-2019 program completers for a 60% response rate. Three out of 3 (100%) were well satisfied or very well satisfied with the preparation program regarding the relevance and effectiveness of the completers' preparation with a 4.33 category mean. Thirty-three percent rated the level of satisfaction as very well satisfied.

In summer 2019 program satisfaction surveys were received from 4 out of 4 employers of M.Ed. in Reading 2018-2019 program completers for a 100% response rate. Two of four (50%) were well satisfied and 2/4 were very well satisfied with the preparation program regarding the relevance and effectiveness of the completers' preparation, with a 4.5 category mean.

In summer 2019, program satisfaction surveys were received from 4 out of 7 employers of Technology/Technology and Customized Learning completers for a 57% return rate. Three out of 4 (75%) were very well satisfied with the preparation program regarding the relevance and effectiveness of the completers' preparation, with a 4.75 category mean. The other respondent reported being well satisfied 
4.4 Satisfaction of Completers Initial Programs In spring 2019 program completer surveys were received from 27 out of 39 first-year teachers who had completed their preparation in 2016-2017 for a 70% response rate. Eighteen of 32 second-year teachers who had completed their program in 2015-16 responded for a 56% response rate. Twenty-eight of 40 third-year teachers responded to the survey for a 70% response rate. For each of the InTasc categories, the average response on a 1 to 5 scale was 3.0 or higher (satisfied). Sixty-nine out of 74, (95%) were satisfied with the preparation program relative to actual teaching responsibilities. 
A4.4 Satisfaction of Completers Advanced Programs In summer 2019, program satisfaction surveys were received from 6 out of 6 completers of Ed.S. in Educational Administration/Superintendent Program for a 100% response rate. Six out of 6 (100%) were satisfied with the preparation program regarding the relevance and effectiveness of their preparation with a 4.83 category mean. Eighty-three percent of completers were very well satisfied.

In summer 2019, program satisfaction surveys were received from 7 out of 9 completers of Ed.S. in Educational Administration/Principal Program for a 78% response rate. Seven out of 7 (100%) completers were well satisfied or very well satisfied with the preparation program regarding the relevance and effectiveness of their preparation with a 4.29 category mean. Twenty-nine percent were very well satisfied.

In summer 2019 program satisfaction surveys were received from 7 out of 9 completers of M.Ed. in Ed. Leadership program completers for a 78% response rate. Seven out of 7 (100%) were satisfied, well satisfied, or very well satisfied with the preparation program regarding the relevance and effectiveness of their preparation with a 4.57 category mean. Fifty-seven percent rated their level of satisfaction as very well satisfied.

In summer 2019 program satisfaction surveys were received from 6 of 6 completers of M.Ed. in Reading program completers for a 100% response rate. All Six (100%) were satisfied with the preparation program regarding the relevance and effectiveness of their preparation with a 4.83 category mean. Eighty-three percent rated their level of satisfaction as very well satisfied.

In the summer of 2019, 7 of 10 technology program completers responded for a 70% response rate. Seven of 7 (100%) were well satisfied with the preparation program regarding the relevance and effectiveness of their preparation with a 4.14 category mean. One completer was very well satisfied. 

2019 Annual Reporting CAEP Outcome Measures

5. Graduation RatesInitial Program Advanced Programs 
6. Ability of completers to meet licensing and any additional state requirements  Title II

 

 
7. Ability of Completers to be hired in education positions for which they have prepared. Initial Program Advanced Program 
8. Student Loan Default rates and Consumer Information Fiscal year 2014: 6.3% Fiscal Year 2015: 3.4% Fiscal Year 2016: 4.5%Consumer Information