2019 CAEP Annual Reporting Measures
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 2023, Boise State will be reviewed for both initial and advanced programs aligned with CAEP standards.
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)
|Impact Measures (CAEP Standard 4)||Outcome Measures|
|1. Impact on P-12 learning and development (Component 4.1)||5. Graduation Rates (initial and advanced programs)|
|2. Indicators of teaching effectiveness (Component 4.2)||6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial and advanced programs)|
|3. Satisfaction of employers and employment milestones |
(Component 4.3 | A.4.1)
|7. Ability of completers to be hired in education positions for which they have prepared (initial and advanced programs)|
|4. Satisfaction of completers (Component 4.4 | A.4.2)||8. Student loan default rates and other consumer information (initial and advanced programs)|
Annual reports are available in .pdf versions going back to 2011.
CAEP Annual Reports (all years) from AIMS, Boise State UniversityNote: 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 firstname.lastname@example.org.
|Year||Report Link (PDFs)|
|2022||2022 Annual Report|
|2021||2021 Annual Report|
|2020||2020 Annual Report|
|2019||2019 Annual Report|
|2018||2018 Annual Report|
|2017||2017 Annual Report|
|2016||2016 Annual Report|
|2015||2015 Annual Report|
|2014||2014 Annual Report|
|2012||2012 Annual Report|
|2011||2011 Annual Report|
For additional questions about Boise State Educator Preparation Programs accreditation and annual reporting processes, please contact Dr. Carrie Semmelroth, Director for Assessment and Communications, (208) 426-2818, email@example.com.
Impact Measures (CAEP Standard 4)
Boise State continued its Completer Case Study, Studying Practice and Student Learning, work in connection to a teacher induction project for 2017-2018. A State Agency Higher Education (SAHE) Partnership Grant (Idaho State Board of Education in connection with Eligible Partnership Subgrants for Title II Part A Subpart 3 in the No Child Left Behind Act of 2001) supported this statewide induction project modeled after prior Boise State completer case studies. The 2017-2018 statewide project also allowed for disaggregated data so each EPP could identify outcomes for its individual program completers across the state.
Analyses from the SAHE grant indicate that like other completers in Idaho, Boise State completers continue to grow and develop after graduating from our programs. For example, observation data indicate that new teachers are well-started beginners who continue to add to their strengths and skills over time. Also, student learning outcome data show most completers were able to design and implement instruction in a unit of study that had an impact level of “effective” or “highly effective”.
1. Impact on P-12 Learning and Development (Component 4.1)
Disaggregated data from the 2017-2018 induction project were analyzed at the EPP level for completer performance analysis. As in the 2015-2016 completer study, results indicate that Boise State completers continue to perform at proficient levels on multiple indicators of teacher effectiveness measures and are ‘well-started’ beginners.
In 2015-2016, initial certification completers engaged in a directed unit study called Studying Practice and Student Learning (SPSL), which is similar to their preservice performance assessment. Completers planned and enacted a unit of study, analyzed formative and summative student data and student-learning outcomes (SLOs), and reflected and responded to their student data. This measure was repeated in 2017-2018.
Student learning outcomes (SLOs) demonstrated teachers’ ability to deliver instruction that impacted the learning of their students. Analysis at the whole class level found 77% of SPSL units were rated highly effective or effective for the percentage of students meeting target criteria. This is consistent with the results from 2015-2016.
Impact on Student Learning at the Whole Class Level, 2017-2018This table includes the effectiveness ratings for the whole class student learning outcomes for the percentage of students who met target criteria from the 2017-2018 completer study.
|Content Area Units||Number of Evaluated Instructional Units||Highly Effective|
90%-100% of students met or exceeded learning targets
75%-89% of students met or exceeded learning targets
|Developing or Other|
60%-74% of students met or exceeded learning targets
Less than 60% of students met or exceeded learning targets
|% Effective or Highly Effective|
|Whole class student learning outcomes||9||3||4||2||0||77%|
Completer reflections and goal setting on SLOs were analyzed for themes, trends and patterns. A frequency count of focus group comments on SLO unit data found the most prevalent theme centered around assessment literacy (44% of all comments). Within that context, completers revealed they would like additional support and development in the area of assessment construction (especially around measurement validity), and effective use of formative assessment. This finding is currently being used to make revisions in assessment courses for pre-service teachers.
Impact on Student Learning at the Individual Level, 2017-2018This table includes the effectiveness ratings for the learning outcomes of students who received individualized differentiated instruction by our completers in the 2017-2018 completer study. The students who received this instruction were selected for differentiation by the completers based on observations, formative assessments, benchmark data, etc.
|Observed Area Targeted for Differentiated Instructional Support||Number of Students Provided Differentiated Instructional Support||Number of Students Who Met Whole Class Proficiency Criteria Through Differentiated Instructional Support||% who Met Whole Class Learning Goals Through Differentiated Instruction|
|Academic, Above grade level||5||5||100%|
|Academic, Below grade level||9||6||67%|
|Social / Emotional||2||1||50%|
2. Indicators of Teaching Effectiveness (Component 4.2)
Aligned with Danielson’s Framework For Teaching (FFT), initial certification completers were observed for teacher effectiveness. Three classroom observations per completer were conducted by certified FFT observers, using the Framework for Teaching observable components on domains 2 and 3. Additional data sources included the Preservice Professional Year Assessment (PYA) and inservice principal evaluations. Observations were scored on the FFT rubric: Unsatisfactory (1), Basic (2), Proficient (3), and Distinguished (4).
Observation Data on the Danielson Framework for Teaching Observable Components, 2017-2018
|FFT Components||Observation #1|
(completed Nov-Dec 2017)
(completed Jan-Feb 2018)
(completed Mar-Apr 2018)
|2A: Respect & Rapport||3.05||3.18||3.18|
|2B: Culture for Learning||2.88||3.15||3.20|
|2C: Routines and Procedures||3.08||3.15||3.30|
|2D: Managing Student Behavior||2.95||3.23||3.03|
|2E: Organizing Physical Space||3.13||3.18||3.28|
|3A: Communicating with Students||2.90||3.35||3.30|
|3B: Questioning and Discussion||2.85||3.03||3.05|
|3C: Engaging Students in Learning||3.00||3.23||3.15|
|3D: Using Assessment in Instruction||2.88||2.95||2.88|
|3E: Flexibility and Responsiveness||3.15||3.30||3.20|
|Mean score of each observation across all components||2.99||3.17||3.16|
The Tripod Survey of Student Perceptions (Ferguson, 2012) was administered as an additional measure of teacher effectiveness. Students in K-12 classrooms complete a survey of their perceptions of their teachers on seven metrics. The tripod survey was used in the Measures of Effective Teaching (MET) study of Teacher Quality (2012) and had the highest correlation with student achievement of any of the measures tested (Ferguson, 2012). The survey measures seven components (scales): Care (7 items), Control (4 items), Clarify (8 items), Challenge (4 items), Captivate (4 items), Confer (7 items), and Consolidate (2 items). A score of 5 indicates a high level of agreement with the items on the scale.
Tripod Survey of Student Perceptions, 2017-2018
|Early Elementary K-2||2||4.86||3.25||4.59||4.89||4.56||4.14||4.14|
|Upper Elementary 3-6||3||4.48||3.36||4.19||4.41||2.59||4.16||4.12|
When comparisons were made between study teachers’ percent agreement and teachers from the MET Study (2012), whose student learning outcomes ranked in the 75th percentile, completers’ percent agreement matched or exceeded the MET study teachers in all constructs except Control.
Boise State SAHE Tripod Survey of Student Perceptions Results Compared Against the MET Study Findings, 2017-2018*Results reported by mean for each construct on a 5-point scale
|Survey Constructs||Early Elementary K-2||Upper Elementary 3-6||Secondary 7-12||Boise State||MET Study|
|% Average Agreement||96||93||85||91||70|
|% Average Agreement||56||63||90||69||74|
|% Average Agreement||88||86||88||87||81|
|% Average Agreement||97||92||89||93||82|
|% Average Agreement||89||63||85||79||76|
|% Average Agreement||79||84||79||81||72|
|% Average Agreement||79||83||83||82||80|
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.
Previous results from the alumni and employer surveys are available for initial programs.
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 in working with P-12 students (CAEP standards 4.3 and A.4.1).
Overall, the mean scores indicate employers evaluate our preparation programs to be proficient and above. Preparation for English language learners continues to be an area for improvement, scoring at 3.00 in 2017-2018 (surveying employers of our 2016-2017 completers). However this score has increased from 2.81 in 2016-2017 (surveying employers of our 2014-2015 and 2015-2016 completers). This increase may be a reflection of changes implemented in the unit after the 2016 accreditation review, and will be monitored in following years as a possible trend towards improvement.
2019 Employer Survey of Initial Completers from 2016-2017, n=62
|Employer Survey Questions||Mean|
|The teacher/employee applies the concepts, knowledge, and skills of their discipline(s) in ways that enable learners to grow.||3.16|
|The teacher/employee uses instructional strategies that promote active learning.||3.15|
|The teacher/employee uses knowledge of learning, subject matter, curriculum, and learner development to plan instruction.||3.11|
|The teacher/employee uses a variety of assessments (e.g. observation, portfolios, tests, performance tasks, anecdotal records, surveys) to determine learner's strengths, needs, and programs.||3.07|
|The teacher/employee chooses teaching strategies for different instructional purposes and to meet different learner needs.||3.20|
|The teacher/employee evaluates the effects of his/her actions and modifies plans accordingly.||3.19|
|The teacher/employee can encourage learners to see, question, and interpret ideas from diverse perspectives.||3.10|
|The teacher/employee uses strategies that support new English language learners.||3.00|
|The teacher/employee helps learners assess their own learning.||3.08|
|The teacher/employee uses strategies that support learners with a wide variety of exceptionalities.||3.03|
|The teacher/employee honors diverse cultures and incorporates culturally-responsive curriculum, programs, and resources.||3.09|
|The teacher/employee has a positive effect on student achievement according to state assessments.||3.05|
|The teacher/employee uses technology to enhance learning and learning environments.||3.05|
|The teacher/employee understands the value of working with colleagues, families, and community agencies to meet learner needs.||3.29|
|The teacher/employee uses self-reflection as a means of improving performance.||3.22|
|The teacher/employee maintains accurate records.||3.24|
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 a more 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.
2019 Employer Survey of Initial Completers from 2016-2017, InTASC CategoriesThis table reports the percentage of responses on the 2019 Employer survey grouped by InTASC categories.
|The Learner and Learning||0%||11%||73%||16%|
|Content and Pedagogical Knowledge||0%||5%||77%||19%|
4. Satisfaction of Completers (Component 4.4 | A.4.2)
Results from the 2017-2018 pilot alumni survey support findings from the employer survey (as well from other assessments in the unit) that supporting new English language learners is an area of improvement for our EPPs. Overall, the scores reveal alumni evaluate our programs to be proficient and above in preparation.
Overall, the mean scores indicate alumni evaluate our preparation programs to be close to proficient or above. Consistent with previous years, alumni satisfaction survey scores are lower than employer satisfaction survey scores.
As with the employer survey, preparation for English language learners continues to be an area for improvement on the alumni survey, scoring at 2.43 in 2019 (surveying 2017-2018 alumni). This score is more or less similar to the 2018 result of 2.50 (surveying 2016-2017 alumni). The unit will maintain a close eye on this particular area for improvement as changes continue to be made in this important area of preparation.
2019 Alumni Survey of Initial Completers from 2017-2018, n=43Mean scores by question.
|Alumni Survey Questions||Mean|
|Teach the concepts, knowledge, and skills of my discipline(s) in ways that enable students to learn||3.12|
|Use instructional strategies that promote active student learning||3.05|
|Use knowledge of learning, subject matter, curriculum, and student development to plan instruction||2.95|
|Use a variety of assessments (e.g. observation, portfolios, tests, performance tasks, anecdotal records) to determine student strengths, needs and programs||2.81|
|Choose teaching strategies for different instructional purposes and to meet different student needs||2.91|
|Evaluate the effects of my actions and modify plans accordingly||3.14|
|Encourage students to see, question, and interpret ideas from diverse perspectives||2.93|
|Teach in ways that support new English language learners||2.43|
|Help students learn how to assess their own learning||2.60|
|Teach students with a wide variety of exceptional needs||2.65|
|Honor diverse cultures and incorporate culturally responsive curriculum||2.85|
|Have a positive effect on student achievement according to state assessments||2.85|
|Use technology to enhance learning and learning environments||2.88|
|Understand value of working with colleagues, families, community agencies in meeting student needs||3.19|
|Use self-reflection as a means of improving instruction||3.28|
|Maintain accurate records||3.05|
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.
2019 Alumni Survey of Initial Completers from 2017-2018, InTASC CategoriesThis table reports the percentage of responses on the 2019 Alumni survey grouped by InTASC categories.
|The Learner and Learning||7%||32%||48%||14%|
|Content and Pedagogical Knowledge||1%||17%||58%||23%|
In addition to the Alumni Survey administered through the EPP, Boise State’s Office of Institutional Effectiveness administers a Graduating Student Survey (GSS) to all undergraduate and graduate students graduating in a given academic year. The Graduating Student Survey was revised significantly in 2015-2016 and later administrations reflect these changes. Results for 2017-2018 can be accessed via an interactive Tableau dashboard on the Office of Institutional Effectiveness’s website. The results can be disaggregated by college, department, programs, etc. Overall results from this university level survey indicate satisfaction from completers.
Results from the 2017-2018 GSS survey for all advanced programs leading to licensure indicate completer satisfaction and success. Selected measures are featured below, and all results can be found here, or in the table below.
Measures related to department satisfaction indicate overall agreement among advanced completers that faculty provided support for learning.
Measures related to overall satisfaction about advanced programs indicate almost 100% agreement that completers would recommend others to the program and Boise State.
Measures related to employment outcomes indicate that most completers who work full-time expect to receive a promotion or advancement upon completion of their programs.
Additional results from the 2017-2018 GSS survey for each advanced program leading to licensure are available by each program in the table below.
2017-2018 Graduating Student Survey Results for Advanced Programs Leading to Licensure
|Department||Program Level||Program GSS Results||Idaho Licensure|
|2017-2018 GSS results for all advanced programs||All advanced programs reported in aggregate|
|Counselor Education||Master||Counseling||School Counseling|
|Curriculum, Instruction and Foundational Studies||Master||Educational Leadership||Administrator certificate, school principal endorsement|
|Curriculum, Instruction and Foundational Studies||Specialist||Executive Educational Leadership||Superintendent endorsement|
|Curriculum, Instruction and Foundational Studies||Graduate Certificate||Mathematical Thinking for Instruction||Consulting Teacher/Teacher Leader Endorsement|
|Educational Technology||Graduate Certificate||Online Teaching Endorsement||Online Teacher (K-12) (added as endorsement)|
|Literacy, Language and Culture||Master||Bilingual Education|
|Bilingual Education (K-12) (added as endorsement)|
|Literacy, Language and Culture||Master||English as a New Language (ENL)|
|English as a Second Language (ESL) (K-12) (added as endorsement)|
|Literacy, Language and Culture||Master||Literacy||Literacy (K-12) (added as endorsement)|
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.
In 2017 Boise State’s first-year retention rate was at 80 percent, the highest ever. The university’s overall graduation rate also increased by 10 percent in a decade. This increase is part of the university’s ongoing efforts to increase degree completion. The EPP quality assurance system at Boise State continues to improve and develop to inform programs with data and evidence.
6. Licensing and State Requirements
The table below 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
|Traditional Report, Title II reporting year||Number taking tests||Number passing tests||Pass rate (%)|
|2023 (2021-2022 completers)||207||206||99|
|2022 (2020-2021 completers)||205||194||95|
|2021 (2019-2020 completers)||94||93||99|
|2020 (2018-2019 completers)||111||110||99|
|2019 (2017-2018 completers)||107||106||99|
|2018 (2016-2017 completers)||168||167||99|
|2017 (2015-2016 completers)||136||136||100|
|2016 (2014-2015 completers)||176||176||100|
Additional information about certification rates can be found in the measure below for placement rates.
7. Placement Rates: Initial Certification
The placement analyses in the table below feature the count and percentage of initial certification completers who did and did not choose to go into teaching.
Initial Placement Rates by TotalsThe "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.
|Grand total of completers||162||178||169||200||180||231|
|Count of completers who chose to certify after program completion||136||161||151||183||162||218|
|Certification rate |
(count of completers who chose to certify/grand total)
|Placement rate excluding those choosing not to certify from grand total (placement count/grand total-not certified)||89% |
Of those completers who chose to go into teaching, the placement analyses in the table below includes the count and percentage of completers who are teaching in and out of Idaho.
Rates of Placement AreasPercentage (and counts) of placement areas for completers who accepted teaching positions in Idaho, out of Idaho, and out of the United States.
|In Idaho||90% |
|Out of Idaho||8% |
|Out of United States||2% |
Of those completers who chose to go into teaching, the placement analyses in the table below 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 IdahoPercentage (and counts) of placement areas for completers who accepted teaching positions in Idaho.
|Charter||7% (9)||6% (7)||5% (6)||7% (10)||13% (16)||8% (12)|
|In-state, Private||4% (5)||4% (4)||3% (3)||--||2% (2)||5% (8)|
|Region 1||1% (1)||3% (3)||1% (1)||2% (3)||2% (2)||1% (2)|
|Region 2||2% (3)||2% (2)||2% (2)||.5% (1)||-||-|
|Region 3||76% (94)||82% (93)||85% (97)||86% (128)||79% (96)||80% (127)|
|Region 4||7% (9)||3% (3)||4% (4)||3% (5)||3% (4)||3% (4)|
|Region 5||--||--||--||.5% (1)||1% (1)||1% (2)|
|Region 6||2% (2)||1% (1)||1% (1)||1% (2)||-||1% (1)|
Of those completers who chose to go into teaching, the placement analyses in the table below 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 3Rates (and counts) of placement areas for completers who accepted teaching positions in Idaho's Region 3.
|001-Boise Independent School District||19% |
|002-West Ada Joint School District||39% |
|003-Kuna Joint School District||3% |
|072-Basin School District||--||--||1% |
|131-Nampa School District||22% |
|132-Caldwell School District||5% |
|133-Wilder School District||--||1% |
|134-Middleton School District||3% |
|135-Notus School District||--||--||--||1% |
|136-Melba School District||--||--||1% |
|137-Parma School District||--||--||--||1% (1)||--||--|
|139-Vallivue School District||3% |
|193-Mountain Home School District||1% |
| 1% |
|221-Emmett Independent District||--||4% |
|363-Marsing School District||--||--||--||--||1% |
|365-Bruneau-Grand View Joint School District||2% |
|370-Homedale School District||--||--||--||--||--||2%
|371-Payette School District||--||--||1% |
|373-Fruitland School District||1% |
|421-McCall-Donnelly School District||--||--||1% |
|422-Cascade School District||--||1% |
|431-Weiser School District||--||--||1% |
|432-Cambridge School District||--||--||1% |
Initial completers disaggregated by Idaho licensure areas are included in the table below. These licensure areas are aligned with the Title II “Subject Areas” reporting section. For more information about Title II, please visit: https://title2.ed.gov/
Initial Completers by Title II Subject AreasThis 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
|Title II Subject Area||Idaho IDAPA Categories||Number of 2017-2018 Completers||Number of 2018-2019 Completers||Number of 2019-2020 Completers||Number of 2020-2021 Completers|
|Special Education||Blended Early Childhood/Early Childhood Special Education Pre-K Through Grade Six Or Blended Early Childhood Education/Early Childhood Special Education Birth Through Grade Three Or Early Childhood Special Education (Pre-K-3) Or Exceptional Child Generalist (K-8, 6-12, Or K-12)||30||26||31||42|
|Early Childhood Education||Blended Early Childhood/Early Childhood Special Education Pre-K Through Grade Six Or Blended Early Childhood Education/Early Childhood Special Education Birth Through Grade Three Or 1. Early Childhood Special Education (Pre-K-3)||12||14||11||17|
|Elementary Education||All Subjects (K-8) Elementary Endorsement||73||81||102||91|
|Junior High/Intermediate/Middle School Education||Any Completer Who Was Additionally Prepared With A Middle School Endorsement (5-9)||20||22||27||24|
|Secondary Education||Any Completer Who Was Prepared To Teach A 6-12 Secondary Endorsement Area||57||58||42||87|
|Art||Visual Arts (5-9, 6-12, Or K-12)||4||10||1||10|
|Bilingual, Multilingual, and Multicultural Education||Bilingual Education (K-12)||3||2||0||2|
|Biology||Biological Science (5-9 Or 6-12) Or Natural Science (5-9 Or 6-12)||6||5||3||12|
|Chemistry||Chemistry (5-9 Or 6-12) Or Physical Science (5-9 Or 6-12) Or Natural Science (6-12)||4||2||1||1|
|Drama and Dance||Theater Arts (5-9 Or 6-12) Or Humanities (5-9 Or 6-12)||2||1||0||5|
|Earth Science||Earth And Space Science (5-9 Or 6-12) Or Geology (5-9 Or 6-12) Or Natural Science (6-12)||1||0||3||2|
|English as a Second Language||English As A New Language (Enl) (K-12)||7||9||7||11|
|English/Language Arts||English (5-9 Or 6-12)||13||16||14||36|
|Health||Health (5-9, 6-12, Or K-12)||1||2||1||10|
|History||History (5-9 Or 6-12) Or Social Studies (5-9 Or 6-12)||16||20||11||1|
|Mathematics||Mathematics - Basic And/Or Standard (5-9 Or 6-12)||27||32||30||22|
|Music||Music (5-9 Or 6-12 Or K-12)||2||12||10||9|
|Physical Education and Coaching||Physical Education (Pe) (5-9 Or 6-12 Or K-12)||9||12||8||9|
|Physics||Physics (6-12) Or Physical Science (5-9 Or 6-12) Or Natural Science (6-12)||3||2||2||0|
|Science Teacher Education/General Science||Natural Science (5-9 Or 6-12)||2||1||0||1|
|Social Science||Sociology (5-9 Or 6-12) Or Sociology/Anthropology (5-9 Or 6-12)||1||3||4||8|
|Social Studies||Social Studies (5-9 Or 6-12) Or Economics (6-12) Or American Government /Political Science (6-12)||12||9||4||8|
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 2021-2022 undergraduate and graduate catalog listings.
|Program Name||Program Level||Degree Level||Idaho Licensure|
|Education Specialist in Executive Educational Leadership||Advanced||Education Specialist||Superintendent endorsement|
|K-12 Online Teaching Endorsement||Advanced ||Post Baccalaureate||Online Teacher (K-12) (added as endorsement)|
|*Master of Arts in Counseling (*CACREP)||Advanced||Master's||School Counseling|
|Master of Arts in Education, Literacy||Advanced||Master's||Literacy (K-12) (added as endorsement)|
|Master of Education in Educational Leadership||Advanced||Master's||Administrator certificate, school principal endorsement|
|Art Education, K-12 or 6-12||Initial||Baccalaureate||Art Education, K-12 or 6-12|
|Biology - Secondary Education Emphasis||Initial||Baccalaureate||Biological Science (6-12)|
|Chemistry - Secondary Education Emphasis||Initial||Baccalaureate||Chemistry (6-12)|
|Computer Science- Secondary Education Emphasis||Initial||Baccalaureate||Computer Science (6-12)|
|Dual Special Education, Early Childhood Intervention Certification||Initial||Baccalaureate||Blended Early Childhood Education/Early Childhood Special Education (birth-3)|
|Dual Special Education, Elementary Education Certification||Initial||Baccalaureate||Exceptional Child Generalist (K-12) and All Subjects (K-8) (i.e., elementary education)|
|Dual Early Childhood Intervention, Elementary Education Certification||Initial||Baccalaureate||Blended Early Childhood Education/Early Childhood Special Education, and All Subjects (K-8) (i.e., elementary education)|
|Economics, Social Science, Secondary Education||Initial||Baccalaureate||Social Studies (6-12)-Economics|
|Elementary Education||Initial||Baccalaureate||All Subjects (K-8) (i.e., elementary education)|
|Elementary Education TESOL/ENL||Initial||Baccalaureate||All Subjects (K-8) (i.e., elementary education) and English as a Second Language (ESL) (K-12)|
|Engineering- Secondary Education Emphasis||Initial||Baccalaureate||Engineering (6-12)|
|English Teaching||Initial||Baccalaureate||English (6-12)|
|French, Secondary Education||Initial||Baccalaureate||World Language (6-12) French|
|Geosciences - Secondary Education Emphasis / Earth Science Teaching Endorsement Minor||Initial||Baccalaureate||Earth and Space Science (6-12)|
|German, Secondary Education||Initial||Baccalaureate||World Language (6-12) German|
|Master in Teaching - Secondary/K-12 Teaching||Initial||Master's||Licensure varies based on secondary content area emphasis|
|Health Teaching Endorsement||Initial||Endorsement only||Health Endorsement (grade varies based on certification)|
|History, Secondary Education||Initial||Baccalaureate||History (6-12)|
|Master in Teaching in Special Education||Initial||Master's||Exceptional Child Generalist (K-12)|
|Mathematics - Secondary Education Emphasis||Initial||Baccalaureate||Mathematics (6-12)|
|Music Education||Initial||Baccalaureate||Music (K-12)|
|Physical Education, K-12||Initial||Baccalaureate||Physical Education (K-12)|
|Physics - Secondary Education Emphasis||Initial||Baccalaureate||Physics (6-12)|
|Political Science, Social Science, Secondary Education Emphasis||Initial||Baccalaureate||Social Studies (6-12)-American Government/Political Science|
|Spanish, Secondary Education||Initial||Baccalaureate||World Language (6-12) Spanish|
|Theatre Arts, Secondary Education||Initial||Baccalaureate||Theater Arts (6-12)|
|Master in Teaching, Elementary||Initial||Master||All Subjects (K-8)|
8. Consumer Information: Student Loan Default Rates
Three-Year Student Loan Default Rate at Boise State and National AveragesBoise 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/
|Year||Boise State University||National Average|
|2019 (released 2022)||1.0%|
|2018 (released 2021)||4.3%||7.3%|
|2017 (released 2020)||5.5%||9.7%|
|2016 (released 2019)||6.4%||10.1%|
|2015 (released 2018)||6%||10.8%|
|2014 (released 2017)||6%||11.5%|
|2013 (released 2016)||6.4%||11.3%|
|2012 (released 2015)||8.3%||11.8%|
|2011 (released 2014)||11.4%||13.7%|
|2010 (released 2013)||10%||14.7%|
|2009 (released 2012)||7.80%||13.4%|
|2008 (released 2011)||7.22%||13.8%|
8. Consumer Information: Starting Teacher Salaries in Idaho
Average Teaching Salary in Idaho, and Starting Teacher Salaries in School Districts near Boise StateNote 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. If you need a PDF document in a different version to be fully accessible, please contact the associated school district for assistance.
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.
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.
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.
To reference the 2018-2019 SDE Assignment Credential Manual, go to the ISEE website > ISEE Manuals > 2018-2019 > Assignment Credential Manual.
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).