Purpose

BYU-Idaho is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP). BYU-Idaho is working toward accreditation of its educator preparation programs under the AAQEP standards with an anticipated Quality Assurance Review in Fall 2023.To provide information on common indicators and transparency to stakeholders and the public, this report is provided. These indicators demonstrate program quality. The publicly available report consists of 5 sections reporting program performance and candidate achievement data.

Performance & Candidate Achievement Data

1. Overview and Context

Brigham Young University—Idaho is a private undergraduate institution affiliated with the Church of Jesus Christ of Latter-Day Saints and is located in Rexburg, Idaho. BYU-Idaho has a long history from its beginnings as Bannock Stake Academy in 1888, transitioning to Ricks college in 1923, becoming the largest junior college in the nation by 1999, and officially transitioned to the 4-year institution BYU-Idaho in 2001. BYU-Idaho offers a full range of academic associate and bachelor’s degrees.

BYU-Idaho provides initial licensure in the areas of elementary, secondary, and special education at the undergraduate level. These programs reside across colleges and departments, and are supported by the Office of Teacher Preparation. All programs have been approved to provide institutional recommendations for licensure with the State of Idaho. The available programs are listed below with the enrollment and completion data.

Teaching candidates complete pre-student teaching clinical experiences in southeast Idaho partner schools. Candidates student teach with one of several possible partner districts located in Idaho (southeast Idaho and Caldwell), Utah (Weber, Jordan, and Granite school districts), Arizona (Mesa Public Schools), and Nevada (Clark County School District). When candidates complete all requirements for graduation and licensure, the University submits an application to the state for each graduate to obtain a teaching license from the state of Idaho.

2. Enrollment and Completion Data

Table 1 shows enrollment and completion data from the 2020-2021 and 2019-2020 academic years respectively.

Enrollment & completion data

Students are counted as candidates once they reach junior status with satisfactory GPA and dispositions ratings.

Added or discontinued Programs

  • A special education minor has been proposed that will allow elementary education majors to minor in special education and receive the special education (k-8) endorsement.
  • It has been proposed that the Art Education major and the Art Education minor be discontinued, so moving forward beyond 2022 Art education will only offer the composite major.
  • It has been proposed that the French Education minor be discontinued.

3. Program Performance Indicators

The program performance information applies to the academic year 2020-2021.

Program Performance indicators

  1. Total enrollment This figure is an unduplicated count, i.e., individuals earning more than one credential may be counted in more than one line above but only once here.

    1189 (current)

  1. Total number of unique completers (across all programs) included in table 1. This figure is an unduplicated count, i.e. individuals who earned more than one credential may be counted in more than one line above but only once here.

    347

  1. Number of recommendations for certificate, license, or endorsement included in Table 1.

    340

  1. Cohort completion rates for candidates who completed the various programs within their respective program’s expected timeframe and in 1.5 times the expected timeframe (for us this means they completed the program in fewer than 12 full time semesters).

    84% of candidates completed their degree in 12 or fewer semesters. 12% completed their degree in 8 or fewer semesters. (there is overlap between the two groups). 8 semesters is the minimum number that a new student would be able to complete the program, and although we encourage students to plan for graduation in 8 semesters, it is challenging to complete all education requirements including student teaching in 8 semesters, but we are using that as the expected time frame, so 1.5 times that would be 12 semesters.

  1. Summary of state license examination results, including teacher performance assessments, and specification of any examinations on which the pass rate (cumulative at time of reporting) was below 80%.

    The overall percent of students passing the Praxis tests was 96%. No exams reported lower than 80% pass rate for 2019-20 completers.

  1. Narrative explanation of evidence available from program completers, with a characterization of findings.

    Program completers are surveyed in January of their first year of teaching to assess completer perception of preparation to teach. The survey questions are aligned with the InTASC standards, with the following results. Questions related to

    The Learner & Learning: 62% rate their preparation as being proficient or distinguished, with 32% rating it as providing the basic necessities, and 3 % marking it as unsatisfactory.

    • Question 4 - use a variety of assessments (e.g. observation, portfolios, tests, performance tasks, anecdotal, records) to determine student strengths, needs and programs.
    • Question 8 - teach in ways that support new English language learners.
    • Question 10 - teach students with a wide variety of exceptional needs.
    • Question 11 - honor diverse cultures and incorporate culturally responsive curriculum.
    Completer Learner and learning

    Content Knowledge: 90% rate their preparation as being proficient or distinguished, with 7% marking it as basic, and less than 1% marking it as unsatisfactory.

    • Question 1 – teach the concepts, knowledge, and skills of my discipline(s) in ways that enable students to learn.
    • Question 3 - use knowledge of learning subject matter curriculum and student development to plan instruction.
    Completer Content Knowledge

    Instructional Practice: 78% rate their preparation as being proficient or distinguished, with 17% marking it as basic, and less than 2% marking it as unsatisfactory.

    • Question 2 - use instructional strategies that promote active student learning.
    • Question 5 - choose teaching strategies for different instructional purposes and to meet different students’ needs.
    • Question 6 - evaluate the effects of my actions and modify plans accordingly.
    • Question 7 - encourage students to see question and interpret ideas from diverse perspectives.
    • Question 9 - help students learn how to assess their own learning.
    • Question 13 - use technology to enhance learning and learning environments.
    Completer Instructional Practice

    Professional Responsibility: 80% rate their preparation as being proficient or distinguished, with 14% marking it as basic, and 2% marking it as unsatisfactory.

    • Question 12 - have a positive effect on student achievement according to state assessments.
    • Question 14 - understand value of working with colleagues, families, community, & agencies in meeting student needs.
    • Question 15 - use self-reflection as a means of improving instruction.
    • Question 16 - maintain accurate records.
    Completer Professional Responsibility

    Specific quesions reveal an area for improvement is working with English Language Learners.

  1. Narrative explanation of evidence available from employers of program completers, with a characterization of findings.

    Employers of completers are surveyed in January of their second year of teaching to assess employer perception of completer preparation to teach. The survey questions are aligned with the InTASC standards, with the following results. Questions related to

    The Learner & Learning: 82% rate their preparation as being proficient or distinguished, with 16% rating it as providing the basic necessities, and less than 1 % marking it as unsatisfactory.

    • Question 4 - The teacher uses a variety of assessments (e.g. observation, portfolios, tests, performance tasks, anecdotal, records) to determine student strengths, needs and programs.
    • Question 8 - The teacher uses strategies that support new English language learners.
    • Question 10 - The teacher uses strategies to support learners with a wide variety of exceptional exceptionalities.
    • Question 11 - The teacher honors diverse cultures and incorporates culturally responsive curriculum, programs, and resources.
    Employer Learner and learning

    Content Knowledge: 90% rate their preparation as being proficient or distinguished, with 7% marking it as basic, and less than 1% marking it as unsatisfactory.

    • Question 1 – The teacher applies the concepts, knowledge, and skills of their discipline(s) in ways that enable learners to grow.
    • Question 3 - The teacher uses knowledge of learning, subject matter, curriculum and learner development to plan instruction.
    Employer Content Knowledge

    Instructional Practice: 78% rate their preparation as being proficient or distinguished, with 17% marking it as basic, and less than 2% marking it as unsatisfactory.

    • Question 2 - The teacher uses instructional strategies that promote active learning.
    • Question 5 - The teacher chooses teaching strategies for different instructional purposes and to meet different learner’s strengths, needs, and programs.
    • Question 6 - The teacher evaluates the effects of his/her actions and modifies plans accordingly.
    • Question 7 - The teacher encourages learners to see, question, and interpret ideas from diverse perspectives.
    • Question 9 - The teacher helps learners assess their own learning.
    • Question 13 - The teacher uses technology to enhance learning and learning environments.
    Employer Instructional Practice

    Professional Responsibility: 80% rate their preparation as being proficient or distinguished, with 14% marking it as basic, and 2% marking it as unsatisfactory.

    • Question 12 - The teacher has a positive effect on student achievement according to state assessments.
    • Question 14 - The teacher understands the value of working with colleagues, families, and community agencies to meet learner needs.
    • Question 15 - The teacher uses self-reflection as a means of improving performance.
    • Question 16 - The teacher maintains accurate records.
    Completer Professional Responsibility

    In each case, there is a percentage of respondents that did not respond to some questions, so that is why the totals may not add to 100%.

    Specific quesions confirmed that an area for improvement is working with English Language Learners. Overall there is alignment between feedback from completers and employers indicating that the BYU-Idaho programs are providing solid preparation for teaching.

  1. Employment (and/or more schooling)rates for the immediate prior year’s completers, if known

    83% of the 2019-20 graduates have verified employment teaching school for the 2020-21 school year.

4. Candidate Academimc Performance Indicators

Below is a report on select measures of candidate/completer performance related to AAQEP Standards 1 and 2, including the program’s expectations for successful performance and indicators of the degree to which those expectations are met.

Expectations and performance on Standard 1: Candidate and Completer Performance and Standard 2: Completer Professional Competence and Growth

Professional Dispositions Assessment

Performance Expectation: Students strive to develop dispositions necessary for teaching throughout the program. It is expected that 80% of student ratings will be at the proficient or exemplary levels.

Dispositions Performance

Danielson Framework for Teaching (FFT) Evaluations

The Danielson FFT is used to evaluate performance of candidaes in their clinial experiences. It is expected that 75% of all ratings will be at the proficient level (3).

Danielson FFT Performance

Praxis Exams

The Praxis is used to ensure acquisition of content knowledge. Passing Praxis is exams is required of candidates prior to student teaching. The expectation is that the first-time pass rate for praxis exams will be 75%.

Praxis First-Time Performance

Completer Survey

The completer survey is administered during completers’ first year of teaching, and they rate their preparation and performance. We expect 80% of ratings to be at the proficient or distinguished level

Completer Preparation

Employer Survey

The employer survey is administered during completers’ second year of teaching and employers rate the teachers’ preparations with respect to the questions aligned with the InTASC standards. We expect 80% of ratings to be at the proficient or distinguished level.

Employer

5. Notes on Progress, Accomplishment, and Innovation

This sections describes recent program accomplishments, efforts to address challenges, current priorities, and innovations that are in plan or process

Many challenges have been revealed through the pandemic.

  • The challenge of adequate clinical experiences has been especially challenging but has also moved things forward in creating remote experiences that will potentially allow us to extend courses and eventually programs to online students.
  • The ElEd program is developing an online course for practicums.
  • A handbook for the EPP has been developed and published and is available online for faculty and staff.
  • Improved tracking of recruitment efforts to see what impact they are having.
  • Expanded Student Teaching opportunities into Caldwell, Idaho.
  • Began a post bachelors program to allow students who had graduated in a disipline to return to BYU-Idaho to obtain teaching credentials.

Consumer Information

Student Loan Default Rates

The default rates for student loans acquired while attending BYU-Idaho.

U.S.Teacher Shortage Areas

Teacher shortage areas are published by the U.S.department of education

Education Programs

BYU-Idaho offers a wide range of education majors and minors.