Boise State received CAEP accreditation as an early adopter for a seven-year term from October 2016 to December 2023. This accreditation is granted for initial preparation programs. In April 2023, Boise State was reviewed for both initial and advanced programs aligned with CAEP standards and was awarded accreditation through December 2030.
Click here to read more about Boise State’s accreditation status on the CAEP website.
CAEP Annual Reporting Measures: Information and Supporting Evidence
The tables appearing on this page include data and analyses for the eight CAEP annual reporting measures. These measures support all parts of Boise State’s accreditation process for educator preparation programs, but in particular standard component 5.4 for initial and advanced programs, standard components 4.1-4.4 for initial programs, and standard components 4.1 and 4.2 for advanced programs.
Annual Reporting Measures (CAEP Component 5.4 | A5.4)
Annual reports are available in .pdf versions going back to 2011.
CAEP Annual Reports (all years) from AIMS, Boise State University
Note: there was no annual report submitted for 2013. We strive to ensure all our content is accessible. If you need the annual reports in another format to fully access the information, please contact Katie Mathias at katiemathias@boisestate.edu.For additional questions about Boise State Educator Preparation Programs accreditation and annual reporting processes, please contact Katie Mathias, Director of Assessment and Reporting, (208) 426-4241, katiemathias@boisestate.edu.
Impact Measures (CAEP Standard 4)
Boise State continued its Completer Case Study Studying Practice and Student Learning. This study adds to data collected in 2014-2015, 2017-2018, 2019-2020, 2020-2021.
1. Impact on P-12 Learning and Development (Component 4.1)
Starting in 2015-2016 initial Certification completers engaged in a direct unit study called Studying, Practice and Student Learning, which is similar to their Pre-Service performance assessment. Completers planned and enacted an inclusive unit of study, analyzed formative and summative student data and learning outcomes (SLO’s) and reflected and responded to their student data through improvement-aimed goal-setting. This measure was repeated in 2017-2018, 2019-2020 and 2020-2021. The study will continue fall of 2023 with a new cohort of first and second year teachers.
For more information about the Studying Practice and Student Learning project, visit this CAEP page to learn from the researchers and participants themselves, and see the study in action.
Impact on Student Learning: student achievement
The Idaho State Board of Education collects student achievement data on a yearly basis as a metric for Educator Preparation Programs. This data is provided to Boise State after June 30 each year.2. Indicators of Teaching Effectiveness (Component 4.2)
Aligned with Danielson’s Framework For Teaching (FFT), initial certification completers were evaluated by their principals for teacher effectiveness. According to data collected by the Idaho State Board of Education, Boise State first-year teachers who completed in 2021-2022 had an average of 99.37% of the 22 components on the state evaluation framework rated as basic or better.
Employer and Alumni Surveys
In 2014-2015, the Idaho Coalition for Educator Preparation (ICEP) group developed and validated an alumni and employer survey to inform the continuous improvement of Idaho EPPs. The surveys were developed for alumni who have graduated within the past three years from Idaho’s EPPs to measure how prepared they feel for teaching in a classroom, and to measure employer satisfaction of these programs. The surveys are aligned with the Danielson Framework for Teaching (FFT) observation rubric (Unsatisfactory, Basic, Proficient, and Distinguished) to maintain consistency across EPPs and evaluation items. The question items are aligned with InTASC standards. The alumni and employer surveys were validated through ICEP in the summer 2015 and distributed that fall across the state of Idaho to inform all EPPs.
Click here to review previous results from the alumni and employer surveys for initial programs.
3. Satisfaction of Employers (Component 4.3 | A.4.1)
Through surveying the employers of our graduates across initial and advanced programs, Boise State intends to measure the degree to which employers are satisfied with completer preparation for assigned responsibilities working with p-12 students and their families.
Overall, the 2023 mean scores indicate that employers evaluate our preparation programs to be proficient and above.
We continue to monitor preparation for English language learners across cohorts. The last two years of survey data in this area show improvements. This year, employers reported an increase in completers that scored with distinction in the Learner and Learning InTASC category, regarding a teachers’ preparation in using strategies that support new English language learners.
2023 Employer Survey of Initial Completers from 2020-2021, n=83
The 16 questions from the employer survey are aligned with the four Interstate Teacher Assessment and Support Consortium (InTASC) areas: The Learner and Learning, Content and Pedagogical Knowledge, Instructional Practice and Professional Responsibility. This analysis provides an aggregate view of the survey results, and allows for a simpler comparison across alumni and employer satisfaction. The InTASC results are also used on the ‘front-facing’ employer and alumni satisfaction web pages because the information is more accessible for a general audience.
2023 Employer Survey of Initial Completers from 2020-2021, InTASC Categories
This table reports the percentage of responses on the 2023 Employer survey grouped by InTASC categories.2023 Employer Surveys of Advanced Programs for Completers from 2020-2021
The chart below shows the mean scores by question for employers of completers from the following programs: Educational Leadership, Executive Educational Leadership, and K12 Literacy. Overall, employers rated these questions as satisfied or above.n=14
Response Rate=42% The chart below shows the mean scores by question for employers of completers from the Online Teaching program. Overall, employers rated these questions as satisfied or above.
n=3
Response Rate=60%
4. Satisfaction of Completers (Component 4.4 | A.4.2)
Results for the 2023 Alumni Survey is in alignment with the Employer Survey that alumni are satisfied with their teacher preparation rating their program proficient and above in all areas. Satisfaction in preparation to teach language learners continues to show improvement with completers reporting increased level of distinction in this category.
2023 Alumni Survey of Initial Completers from 2021-2022, n=37
This table reports the mean scores by questions responses on the 2023 Alumni survey.The 16 questions from the alumni survey are aligned with the four Interstate Teacher Assessment and Support Consortium (InTASC) areas: The Learner and Learning, Content and Pedagogical Knowledge, Instructional Practice and Professional Responsibility. This analysis provides a more aggregate view of the survey results, and allows for a simpler comparison across alumni and employer satisfaction. The distribution of scores are more spread/distributed across Basic, Proficient and Distinguished for the alumni survey than the employer.
2023 Alumni Survey of Initial Completers from 2021-2022, InTASC Categories n=37
This table reports the percentage of responses on the 2023 Alumni survey grouped by InTASC categories.2023 Alumni Satisfaction Surveys for Advanced Programs
We surveyed the satisfaction levels of our four advanced programs. Overall, completers from all four programs reported feeling prepared for the professional roles they entered and obtained the specialized knowledge and skills needed to perform the responsibilities of their job.
This table reports the mean scores by question responses on the 2023 Alumni survey for Educational Leadership, Executive Educational Leadership, and K12 Literacy.n=13
Response Rate=25% This table reports the mean scores by question responses on the 2023 Alumni survey for Online Teaching.
n=3
Response Rate=100%
Outcome Measures
5. Graduation Rates
Boise State’s Office of Institutional Effectiveness regularly completes research and analyses on a variety of topics related to student success and other other university performance metrics. Data from these reports can be used to answer multiple questions related to graduation and retention rates.
Six-year graduation rate for 2016 cohort: 59.1%
Six-year graduation rate for 2015 cohort: 53%
Six-year graduation rate for 2014 cohort: 54.1%
Six-year graduation rate for 2013 cohort: 51%
Six-year graduation rate for 2012 cohort: 45.8%
Six-year graduation rate for 2011 cohort: 43.4%
Click here for the Common Data Set (CDS) compiled by Institutional Effectiveness.
Click here to access research reports on undergraduate retention and graduation.
6. Licensing and State Requirements
The following table includes pass rates for initial certification completers reported on Title II.
For more information, visit the Title II website
Title II Summary Pass Rates for Initial Certification
Additional information about certification rates can be found in the following measure for placement rates.
7. Placement Rates: Initial Certification
The placement analyses in the following table feature the count and percentage of initial certification completers who did and did not choose to go into teaching.
Initial Placement Rates by Totals
The “grand total of completers” is the number of students who completed a teacher preparation program for initial certification.The “count of completers who chose to certify after program completion” is the number of completers, and the “certification rate (count of completers who chose to certify/grand total)” is the percentage of completers who submitted an application for institutional recommendation to the associate dean for teacher education. Once the institutional recommendation for certification is signed by the associate dean, the completer’s application is forwarded to the Idaho State Department of Education for teacher licensure. These report the number of completers who applied for certification. It does not differentiate who went on to accept teaching positions.
The “placement rate excluding those choosing not to certify from grand total (placement count/grand total-not certified)” is the percentage of certified completers who were verified to be in teaching positions in the following year of completion (e.g., a 2017-2018 completer who can be verified in a teaching position in 2018-2019).
Note: The “placement rate” is calculated simply by dividing the number of completers who are teaching by the number of completers who completed certification. Some completers who certified went on as graduate students, chose not to work in education, or it was not possible to locate any information; these are still included in the denominator of the placement rate calculation.
Of those completers who chose to go into teaching, the placement analyses in the following table includes the count and percentage of completers who are teaching in and out of Idaho.
Rates of Placement Areas
Percentage (and counts) of placement areas for completers who accepted teaching positions in Idaho, out of Idaho, and out of the United States.Of those completers who chose to go into teaching, the placement analyses in the following table includes the count and percentage of completers who are teaching in Idaho.
Click here to see a list of all six Idaho regions.
Rates of Placement in Idaho
Percentage (and counts) of placement areas for completers who accepted teaching positions in Idaho.Of those completers who chose to go into teaching, the placement analyses in the following table includes the count and percentage of completers who are teaching in Idaho’s Region 3.
Click here to see a list of all six Idaho regions.
Rates of Placement in Idaho’s Region 3
Rates (and counts) of placement areas for completers who accepted teaching positions in Idaho’s Region 3.Initial completers disaggregated by Idaho licensure areas are included in the following table. These licensure areas are aligned with the Title II “Subject Areas” reporting section. For more information about Title II, please visit thei website.
Initial Completers by Title II Subject Areas
This table includes the number of initial completers by Title II-defined subject areas for both the traditional and alternative report cards. These subject areas are aligned with Idaho IDAPA categories to best identify the number of completers by Idaho licensure areas.Note: Some completers earned more than one licensure so the total count exceeds the completer totals
8. Consumer Information: Boise State Educator Preparation Programs that Lead to Licensure
Boise State Educator Preparation Programs that Lead to Licensure
*Programs align with the 2022-2023 undergraduate and graduate catalog listings.8. Consumer Information: Student Loan Default Rates
Three-Year Student Loan Default Rate at Boise State and National Averages
Boise State’s Office of Financial Aid and Scholarships provides annual default rates for the university and national averages by request.For more information about these rates, please visit the Financial Aid and Scholarships website: https://financialaid.boisestate.edu/
8. Consumer Information: Starting Teacher Salaries in Idaho
Average Teaching Salary in Idaho, and Starting Teacher Salaries in School Districts near Boise State
Note 1: The first row, “Idaho Average Teaching Salary”, is an average of ALL teaching salaries in Idaho (across pay scales and districts). The rest of the rows list starting teacher salaries for districts near Boise State.Note 2: To the greatest extent possible, teacher salaries are linked to district salary schedules listed online.
8. Consumer Information: Idaho Certification Lookup
The Idaho State Department of Education, Certifications and Professional Standards provides a certification lookup application tool on its website. This application allows for searches for educators who currently hold or have help Idaho certification.
Click here to visit the Idaho Certification Lookup Application website tool.
8. Consumer Information: NASDTEC Interstate Agreement
The National Association of State Directors of Teacher Education and Certification (NASDTEC) interstate agreement is a collection of over 50 individual agreements by states and Canadian provinces that defines which other states’ educator certificates will be accepted by that state.
Click here to visit the NASDTEC interstate agreement website.
8. Consumer Information: What can I do with my certification?
Idaho State Department of Education has created the Idaho System for Educational Excellence (ISEE), a K-12 Longitudinal Data System that helps to deliver information to stakeholders involved in education.
ISEE provides an assignment credential manual that crosswalks types of certification with specific types of education employment opportunities.
Click here to visit the ISEE website.
To reference the 2021-2022 SDE Assignment Credential Manual, go to the ISEE website > ISEE Manuals > 2021-2022 > 2021-2022 SDE Assignment Credential Manual.
References:
Bill and Melinda GATES Foundation (2010, December). Learning about Teaching: Initial findings from the measures of effective teaching. Retrieved June 2014 from metproject.org: metproject.org/downloads/preliminary_findings_policy_brief.pdf
Bill and Melinda GATES Foundation (2012). MET Project. Retrieved June 2015 from metproject.org: metproject.org.download/Asking_Students_Practioner_Brief.pdf
“Boise State Nationally Recognized for Student Retention, Graduation Rates”, (2017). Focus on Boise State, retrieved from https://focus.boisestate.edu/article/boise-state-nationally-recognized-for-student-retention-graduation-rates/
CCSSO’s Interstate Teacher Assessment and Support Consortium (2013). InTASC: Model Core Teaching Standards and Learning Progressions for Teachers 1.0. (C. o. Officers, Ed.) Washington DC.
Danielson, C. (2013). Enhancing Professional Practice: A Framework for Teaching (2nd ed.). Alexandria, VA: ASCD.
Ferguson, R. (2012). Can student surveys measure teaching quality? Teacher Evaluation, 94 (24).