Educator Preparation Program

The following data/graph may be obtained from the MSU Master’s Degrees Career Outcomes website. Filtered for Education and then K-12 Educational Administration (CED). Data includes the years 2023 and 2024. View the graphs below in a larger format.

2023:

2024:

K-12 Educational Administration Employment Locations 

The following data/graph obtained visiting the Career Outcomes – Master’s Degrees page. Filtered for “Education” and then, “K-12 Educational Administration (CED)”. Data included class of 2023. 100% of K – 12 Educational Administration Graduates built careers in the United States with a high concentration of alumni working in Michigan and California.  

K-12 Administration M.A. and Ed.D. Program Graduate Employment Rates 

We celebrate our M.A. and Ed.D. graduates and applaud their 100% employment rate following completion of their 2024 degree and obtainment of the educational administration certification. 

2023- 2024, K-12 MA: 

• Jack Gallery 
• Abigail Sliger 
• Ashley Kurtz 
• Jacob Baker 
• Shelby Vaughen 
• Cyntara Herndon 
• Katie Casson 
• Anna Fillar 
• Olivia Newcomb 
• Cara Drew 
• Emily Roth 
• Kaleb Farnham 
• Noah Grove 
• Monica McCoury 
• Kathryn Penner 

2023 – 2024, Ed.D: 

• Nechole Drake-McClendon  
• Zaina Gennaoui 
• Joe Kessel 
• Ryan Miller 
• Rachel Pollack 
• Gabbi Stremers-Kokenakes 
• Cherlyn Tay 

The following information serves as highlighted evidence of implementing and upholding CAEP standards. View the table and graph below in a larger format.

The following graph displays the MSU COE Advanced Programs 2023-2024 competition and demographic data for each of our four advanced degree programs. Milestone Completion means that graduates earned their diploma and educational certificate, which can also be called licensure or endorsement. 

MTTC Test Results: 2020-2023 Cumulative Pass Rate 

The MTTC pass rate on Reading and Reading Specialist has been 100% for the past four years. The graph below depicts MSU’s COE degree-program student MTTC pass rates and passage rates for all subjects. The Reading Specialist program is the second category from the far right. 

View the graphs showing the MTTC pass rate.

Michigan Compiled Laws (MCL) 380.1531 requires a testing program as part of Michigan’s teacher certification requirements to ensure that certified teachers can demonstrate the necessary professional readiness and content knowledge to serve in Michigan schools. The Michigan Tests for Teacher Certification (MTTC) program currently consists of subject area tests, which must be taken for each endorsement area a candidate is seeking. 

School Psychology Demographic and Certification Data 

The following graph displays educator basic demographic and certification data attributed to Michigan 

State University’s School of Psychology for 2023 – 2024. Based on current Michigan Department of Education (MDE) data, the educators listed in this report completed a program and obtained an initial School Psychologist certificate from the State of Michigan. The datasets comprises 5 individuals, all of whom are Caucasian. 

Data Sources: 

Michigan Online Educator Certification System (MOECS) 

Registry of Educational Personnel (REP) Collection sourced from the Center for Educational Performance and Non Public School Personnel Reporting system (NPSPR) sourced from the Center for Educational Performance and Information (CEPI) 

Educational Entity Master (EEM) sourced from the Center for Educational Performance and Information (CEPI) 

Base Population: 

Certification data (MOECS) includes all educators issued an Initial Michigan School Psychologist certificate between academic school years 2022-2023 and 2023 – 2024, inclusive. An academic school year is from July 1, 20XX through June 30, 20XX of the following year. Additionally, these educators were recommended for their initial School Psychologist certificate by an approved Michigan Educator Preparation Program (EPP). 

Employment data (REP) and Entity data (EEM) for recommended educators spans school years 2022 – 2023 through 2023-2024 

Personnel from both private and public schools are included in the data and have been separated based on the system in which they were reported (NPSPR and REP). This is due to differences in what is collected in each system. 

Measure of Advanced Licensure Programs Ability of Completers to be Hired in Education Positions  

The following data/graph may be obtained from the MSU Master’s Degrees Career Outcomes website. Filtered for “Education” and then “School Psychology (CED)”. Data includes years 2023 and 2024. 

The Michigan Department of Education (MDE) gathers and shares data to assist our review of the  success and effectiveness of our programs, students, and graduates. The below graph depicts, per advanced degree program for the 2023-2024 academic years, the number of completers (graduates who obtained their degree and educational certification) and their employer evaluation rating. 

View the graphs below in a larger format.

Educator Effectiveness Label options were: 

• Ineffective
• Minimally effective 
• Effective 
• Highly Effective 
• No Eval Emergency Order 

All of the advanced program graduates during 2023-2024 who received employer effectiveness labels were rated as highly effective or effective. 

All assignments, including teaching, non-teaching, and administrative assignments, have been included in the dataset. 

The educator effectiveness label reported in the spreadsheet is reflective of any appeals data that exists for the educator. 

Not all educators have an effectiveness label rating for every year. 

For a detailed breakdown of resident graduate tuition rates by semester, visit MSU’s official tuition page.

Candidates for advanced preparation demonstrate their proficiencies to understand and apply knowledge and skills appropriate to their professional field of specialization so that learning and development opportunities for all P-12 are enhanced, through:

• Applications of data literacy;
• Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies;
• Employment of data analysis and evidence to develop supportive, diverse, equitable, and inclusive school environments;
• Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents;
• Supporting appropriate applications of technology for their field of specialization; and
• Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization

Providers ensure that program completers have opportunities to learn and apply specialized content and discipline knowledge contained in approved state and/or national discipline-specific standards. These specialized standards include, but are not limited to, Specialized Professional Association (SPA) standards,
individual state standards, standards of the National Board for Professional Teaching Standards, and standards of other accrediting bodies [e.g., Council for Accreditation of Counseling and Related Educational Programs (CACREP)]. Evidence of candidate content knowledge appropriate for the professional specialty should be documented.

Partners co-construct mutually beneficial P-12 school and community arrangements for clinical preparation and share responsibility for continuous improvement of candidate preparation.

The provider works with partners to design varied and developmental clinical experiences that allow opportunities for candidates to practice applications of content knowledge and skills that the courses and other experiences of the advanced preparation emphasize. The opportunities lead to appropriate culminating experiences in which candidates demonstrate their proficiencies, through problem-based tasks or research (e.g., qualitative, quantitative, mixed methods, action) that are characteristic of their professional specialization as detailed in component A1.1.

The provider presents goals and progress evidence for recruitment of high-quality candidates from a broad range of backgrounds and diverse populations that align with their mission. The provider demonstrates efforts to know and address community, state, national, regional, or local needs for hard-to-staff schools and shortage fields. The goals and evidence should address progress towards a candidate pool which reflects the diversity of America’s P-12 students.

The provider sets admissions requirements for academic achievement, including CAEP minimum criteria (group average college GPA of 3.0 or group average performance in top 50th percent of those assessed on nationally normed assessment), the state’s minimum criteria, or graduate school minimum criteria, whichever is highest, and gathers data to monitor candidates from admission to completion.

The provider creates criteria for program progression and uses disaggregated data to monitor candidates’ advancement from admissions through completion. The provider ensures that knowledge of and progression through transition points are transparent to candidates. The provider plans and documents the need for candidate support, as identified in disaggregated data by race and ethnicity and such other categories as may be relevant for the EPP’s mission, so candidates meet milestones. The provider has a system for effectively maintaining records of candidate complaints, including complaints made to CAEP, and documents the resolution.

The provider ensures candidates possess academic competency to help facilitate learning with positive impacts on diverse P-12 student learning and development through application of content knowledge, data literacy and research-driven decision making, effective use of collaborative skills, and application of technology in the field(s) where certification is sought. Multiple measures are provided and data are disaggregated and analyzed based on race, ethnicity, and such other categories as may be relevant
for the EPP’s mission.

The provider demonstrates that employers are satisfied with the completers’ preparation for their assigned responsibilities.

The provider demonstrates that program completers perceive their preparation as relevant to the responsibilities they confront on the job, and their preparation was effective.

The provider has developed, implemented, and modified, as needed, a functioning quality assurance system that ensures a sustainable process to document operational effectiveness. This system documents how data enter the system, how data are reported and used in decision making, and how the outcomes of those decisions inform programmatic improvement.

This provider’s quality assurance system from RA5.1 relies on relevant, verifiable, representative, cumulative, and actionable measures to ensure interpretations of data are valid and consistent.

The provider includes relevant internal (e.g., EPP administrators, faculty, staff, candidates) and external (e.g., alumni, practitioners, school and community partners, employers) stakeholders in the program design, evaluation, and continuous improvement processes.

The provider regularly, systematically, and continuously assesses performance against its goals and relevant standards, tracks results over time, documents modifications and/or innovations and their effects on EPP outcomes.