Purpose

BYU-Idaho strives to meet the Council for Accreditation of Educator Preparation (CAEP) standards in all teacher preparation programs. CAEP outlines 8 annual reporting measures. The measures serve as indicators of program outcome and program impact. The purpose of reporting on these 8 measures is to provide information in common language to the public, prospective candidates, policymakers, the media, and CAEP. The data is used as a significant accreditation resource and will be updated annually.

Program Impact

The impact that completers’ teaching has on
P-12 learning and development

A system for consistently monitoring completers’ impact on P-12 students is in the late stages of design and early stages of implementation. Current evidence in this area is positive but anecdotal. One example follows:

In regard to a request for evidence of BYU-Idaho alumni impact, a partner district representative stated, in reference to the changes since hiring BYU-Idaho completers, “I would include this...

  • 21% reduction in Fs in four years…
  • 6% increase in graduation rate
  • 15% increase in core test scores over 4 years
  • 30% increase in clubs and groups

Each of these categories involved BYU Idaho students heavily and they contributed to the targeted interventions in these areas.”

In our Partner Administrator Survey Results from 2018, (65% response rate, 11/17 returned), further indicators of positive impact included:

  • What is the impact from our BYUI graduate’s teaching on your public school students’ learning and environment?
    • 82% Indicated a High Positive Impact
    • 18% Indicated a Medium Positive Impact
  • What is the likelihood of our recent graduates being hired in teaching positions for which they have an endorsement?
    • 100% indicated a “high chance of being hired.”
  • What is the impact of our BYUI graduate’s teaching on your public school students’ learning environment?
    • 91% Indicated a High Positive Impact
    • 9% Indicated a Medium Positive Impact

Another district administrator stated, “We’ve never had a discipline issue with a BYU-I student teacher or employee. In terms of professional ethics, BYU-I students lead the field.”

Indicators of teaching effectiveness

In our Partner Administrator Survey Results from 2018, (65% response rate, 11/17 returned), further indicators of positive impact included:

  • What are the indicators of positive teacher effectiveness on your students due to our recent completer teaching in your school? The indicators identified by administrators include:
    • Student achievement
    • Classroom control, positive relationships with students, staff, and parents
    • Number of failing students is down and achievement is up in the classes they are in
    • Recent completers make connections with students and collaboration and with their teams to support their area of need
    • Relationships and work ethic
    • Engaging teachers that are well prepared with content are available to help fill job openings

Results of employer surveys including retention and employment milestones

In Fall 2015, BYU-Idaho participated in the Idaho Coalition for Educator Preparation (ICEP) employer survey. The employer surveys were sent to the administrators of the identified 76 completers employed in their second year of teaching. The return rate was 14.5% as only 11 employers responded. The employers who responded resulted in the evaluation of 7 Elementary Education graduates, 1 Spanish/TESOL, 1 Art/PE, 1 History/Math and 1 FCS. Below is a summary of the evaluations submitted by the administrators. The administrators were asked to provide the ranking of Unsatisfactory (1), Basic (2), Proficient (3), Distinguished (4) or Not Applicable N/A. If a response of “NA” was marked, it was converted to a blank response so that the mean scores were not distorted.

Results of completer surveys

In addition to the employer survey, BYU-Idaho also participates in the ICEP alumni and employee survey for completers employed in Idaho. Of the completers in the 2013-2014 school year, 76 (18%) chose employment in Idaho and were in their second year of teaching. During the 2014-2015 school year, 59 (18%) chose employment in Idaho and were in their second year of teaching. Alumni were asked “As a result of my professional preparation, I feel prepared to do the following according to this scale (Unsatisfactory, Basic, Proficient, Distinguished, Not Applicable). If a response of “NA” was marked, it was converted to a blank response so that the mean scores were not distorted.

BYU-Idaho also surveys alumni one year and five years following graduation. The following reports the results of the 2017 survey for teacher education graduates.

IMPACT OF BYU-IDAHO DEGREE ON GROWTH AND LEARNING WITH RESPECT TO EDUCATION, EMPLOYMENT, AND SKILLS.

1 Year After


5 Years After


IMPACT OF MAJOR CLASSES ON EDUCATIONAL AND PROFESSIONAL PURSUITS.

IMPACT OF MAJOR CLASSES ON GROWTH AND LEARNING.

DEGREES HELPFULNESS IN EDUCATIONAL AND PROFESSIONAL PURSUITS.

Program Outcome and Consumer Information

Graduation rates from preparation programs

Data below represents the cohorts of students that are first semester Juniors during Fall semester of the first year indicated. That cohort of students is tracked over the next 3 years to determine graduation rates.

*The 2015-2018 numbers are significantly different due to the fact that the report was made prior to the completion of students final semester, the numbers will be updated soon.

The ability of completers to meet licensing (certification) and any additional state requirements

The ability of completers to be hired in education positions for which they were prepared

Student loan default rates and other consumer information

ALUMNI WERE ASKED TO SELF-REPORT THEIR SALARY ON A SCALE OF $10,000 INCREMENTS. ONE YEAR AFTER GRADUATION, OUR GRADUATES HAD A MEDIAN INCOME BETWEEN $30,000-$39,999. FIVE YEARS AFTER GRADUATION, THE MEDIAN INCOME ROSE TO $40,000 -$49,999.