Teacher Preparation and Educational Leadership | College of Education and Human Sciences

ENDORSEMENT PROGRAM ACCREDITATION

Initial Licensure Programs

Program	Grade Bands
Agricultural Education	6-12
Biology	7-12
Business, Marketing & Information Technology	6-12
Chemistry	7-12
Early Childhood Inclusive	Birth-Grade 3
Earth & Space Science	7-12
Elementary Education	K-6
English Language Arts	7-12
Family & Consumer Sciences Occupational	6-12
Math	6-12
Music	PK-12
Physics	7-12
School Psychologist	PK-12
Science	7-12
Secondary English	6-12
Skilled & Technical Sciences	6-12
Social Sciences	6-12
Special Education Generalist	6-12, K-8, K-12
Special Education Early Childhood	Birth – PK
Speech Language Pathology	B-Age 21
World Language (Spanish, Chinese, French, German, Russian, Latin, Japanese & Arabic)	6-12

Advanced Licensure Programs

Endorsement Programs	Grade Bands
Bilingual Education	PK-6, 7-12
Coaching	9-12
Early Childhood Education	PK-3
English as a Second Language	PK-6, 7-12
Health Sciences Education	6-12
Information Technology	PK-12
Instructional Technology Leadership	PK-12
Journalism & Media Education	7-12
Orientation & Mobility Specialist (Special Services permit)	B-21
Principal	PK-12, PK-8, 7-12
Reading Specialist	PK-12
Skilled & Technical Sciences Education -Skilled Specific	9-12
Special Education Behavior Intervention Specialist	B-12
Special Education Deaf or Hard of Hearing	B-12
Special Education Early Intervention Specialist	B-PK
Special Education Supervisor	B-12
Special Education Visual Impairment	B-12
Speech	7-12
Superintendent	PK-12
Theatre	7-12
Work-Based Learning	9-12

DEPARTMENTS

Seven departments are engaged in preparing our future educators.

See our accreditation page for more information.

ACCREDITATIONS

Accreditation helps separate UNL from other teacher preparation programs.

Why?

It assists with quality assurance through external peer review.
Provides standards for what new teachers need to know and experience to enter as classroom-ready teachers.
Promotes continuous improvement and program self-assessment.
Connects with national and state accountability systems.
Supports quality preparation.

Accredited Programs

Educator Preparation Programs – Council for the Accreditation of Educator Preparation (CAEP) and Nebraska Department of Education.
School Psychology – The Ph.D. in school psychology is accredited by the Commission on Accreditation of the American Psychological Association, and the Ph.D. and Ed.S. in school psychology are approved by the National Association of School Psychologists.
Speech Language Pathology – The M.S. in speech-language pathology and the Au.D. in audiology are accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association (ASHA)
Music Education – The Bachelor’s and Master’s in Music Education are accredited by the National Association of Schools of Music.

See our accreditation page for more information.

MEASURE 1: COMPLETER IMPACT AND EFFECTIVENESS

The Nebraska Department of Education (NDE) collects data each year from first- and third-year teachers and their employers for initial programs. The collected data is an indicator of teacher effectiveness based on InTasc standards as reported by both the teacher and the principal. The EPP participated in a NDE committee to develop a state survey to collect completed impact and effectiveness for advanced programs and is designing its own based on the state draft. Implementation will be Fall 2026.

UNL and State survey response rates.

Assessor	Survey Type	UNL Response Rate	State Response Rate
Principals	1^st Year Teacher Survey	67%	67%
Principals	3^rd Year Teacher Survey	61%	67%
Teachers	1^st year Teacher Survey	45%	47%
Teachers	3^rd Year Teacher Survey	42%	43%

First year teachers employed in the 2024-2025 school year are May and August 2024 initial program completers.

Third year teachers employed in the 2024-2025 school year were May/August initial program completers.

Completer Effectiveness

1^st year Teacher (2024-2025 School Year)

Would you consider this teacher effectively prepared for continuing employment in your district?
	N	Yes	No
UNL FYT by Principal	120	117	3

Do you believe you were prepared to be an effective 1^st year teacher?
	N	Yes	No
UNL FYT by Teacher	80	66	14

Summary of 1^st Year Teacher Survey (2024-2025 School Year):
Principal responses indicate that UNL teachers are effectively prepared (98%). Data illustrates the majority of first year teacher respondents felt effectively prepared (82.5%). Survey results indicate that completers and employers agree the EPP effectively prepares first year teachers

3^rd Year Teacher (2024-2025 School Year)

Would you consider this teacher effectively prepared for continuing employment in your district?
	N	Yes	No
UNL TYT by Principal	90	88	2

Do you believe you were prepared to be an effective 3^rd year teacher?
	N	Yes	No
UNL TYT by Teacher	62	54	8

Summary of 3^rd Year Teacher Survey (2024-2025 School Year):
Principal responses indicate that UNL third year teachers are effectively prepared (97.7%). Data illustrates that most third-year teachers felt effectively prepared (87%). Survey results illustrate that completers and employers agree the EPP preparation is effective for third year teachers.

Impact on P-12 Learning

1^st year Teacher (2024-2025 School Year)

Based upon the performance of this first-year teacher, how would you rate his/her impact on student learning?
	N	Ineffective	Somewhat Effective	Moderately Effective	Highly Effective
UNL FYT by Principal	120	2	11	51	56

Based upon your performance as a first-year teacher, how would you rate your impact on student learning?
	N	Ineffective	Somewhat Effective	Moderately Effective	Highly Effective
UNL FYT by Teacher	80	0	6	55	19

Summary of 1^st Year Teacher Survey (2024-2025 School Year):
Principal responses indicate that UNL prepared teachers positively impact student learning in their first year of employment at moderately or highly effective levels (89.1%). First-year teacher results reflect a positive student impact at a moderately or highly effective level (92.5%). Survey results illustrate that the EPP effectively prepares first year teachers to positively impact student learning.

3^rd Year Teacher Survey (2024-2025 School Year)

Based upon the performance of this third-year teacher, how would you rate his/her impact on student learning?
	N	Ineffective	Somewhat Effective	Moderately Effective	Highly Effective
UNL TYT by Principal	90	1	8	37	44

Based upon your performance as a third-year teacher, how would you rate your impact on student learning?
	N	Ineffective	Somewhat Effective	Moderately Effective	Highly Effective
UNL TYT by Teacher	62	0	3	38	21

Summary of 3^rd Year Survey (2024-2025 School Year):
Principal responses indicate that UNL prepared teachers positively impact student learning in their third year of employment at moderately or highly effective levels (95.1%). Third-year teacher results reflect a positive student impact at a moderately or highly effective level (90%). Survey results reflect that the EPP effectively prepares teachers to have a positive impact on student learning in their third year of employment.

MEASURE 2. SATISFACTION OF EMPLOYERS AND STAKEHOLDER INVOLVEMENT

Stakeholder Involvement

UNL initial programs engage with P-12 partners in a variety of collaborative partnerships. Memorandums of Understanding (MOUs) and other agreements are developed between the P-12 partners with the UNL educator preparation programs to support clinical experiences for candidates. These P-12 partners also engage in annual Professional Education Committee (PEC) meetings with educator preparation faculty. The primary focus of the PEC is to review program data, including the Nebraska Department of Education 1^st and 3^rd Year survey data, Nebraska Clinical Practice Evaluation data as well as new and existing assessments from other instruments the program uses to assess candidates. An additional Advisory Board will be implemented for the EPP in academic year 2025-2026 to improve and increase stakeholder involvement and input.

Satisfaction of Employers/Completers

The Nebraska Department of Education (NDE) administers the Nebraska First Year Teacher Survey and Third Year Survey to both principals and to 1^st and 3^rd year teachers (Spring 2024). Evaluation indicators are based on the Council of Chief State School Officers (CCSSO) and Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards, 2011.

NDE 1^st Year Survey

2023-2024 1^st Year Teacher Survey by Principals*

UNL response rates: First year teacher survey by principals: 60%

Nebraska response rates: First year teacher survey by principals: 58%

NDE Standards (1-10)	Assessment Rubric Description	3		2		1		0		N	Mean	Mode
		n	%	n	%	n	%	n	%
Standard 1 Learner Development	Uses knowledge of students to meet needs	23	16.79%	83	60.58%	29	21.17%	2	1.46%	137	1.93	2
	Builds on student strengths to facilitate learning	22	16.06%	84	61.31%	29	21.17%	2	1.46%	137	1.92	2
Standard 2 Learner Differences	Identifies differentiation in student needs	17	12.41%	87	63.50%	30	21.90%	3	2.19%	137	1.86	2
	Differentiates instruction to meet student needs	17	12.41%	80	58.39%	38	27.74%	2	1.46%	137	1.82	2
	Brings multiple perspectives and cultural resources to content and discussions	15	10.95%	93	67.88%	27	19.71%	2	1.46%	137	1.88	2
Standard 3 Learning Environments	Promotes a positive classroom environments through clear expectations	40	29.20%	76	55.47%	19	13.87%	2	1.46%	137	2.12	2
	Uses and communicates clear task and behavioral expectations to support an environment of learning	28	20.44%	74	54.01%	31	22.63%	4	2.92%	137	1.92	2
Standard 4 Content Knowledge	Uses and communicates content knowledge	22	16.06%	100	72.99%	14	10.22%	1	0.73%	137	2.04	2
	Uses academic vocabulary and grammar	26	18.98%	99	72.26%	11	8.03%	1	0.73%	137	2.09	2
	Provides opportunities for students to demonstrate their content knowledge	22	16.06%	95	69.34%	19	13.87%	1	0.73%	137	2.01	2
Standard 5 Application of Content	Helps students link concepts and enagage in critical thinking	14	10.22%	82	59.85%	38	27.74%	3	2.19%	137	1.78	2
	Engages students in the development of literacy and communication skills	17	12.41%	93	67.88%	24	17.52%	3	2.19%	137	1.91	2
Standard 6 Assessment	Matches instructions and assessments to learning objectives	18	13.14%	96	70.07%	22	16.06%	1	0.73%	137	1.96	2
	Uses formative and summative classroom assessments that facilitate learning	16	11.68%	96	70.07%	23	16.79%	2	1.46%	137	1.92	2
	Amends instructional strategies and adapts interventions as needed	14	10.22%	87	63.50%	33	24.09%	3	2.19%	137	1.82	2
	Provides differentiated instruction and assessments that positively impacts learning	10	7.30%	90	65.69%	35	25.55%	2	1.46%	137	1.79	2
Standard 7 Planning for Instruction	Plans sequenced learning experiences and performance tasks linked to learning objectives	17	12.41%	97	70.80%	20	14.60%	3	2.19%	137	1.93	2
	Plans and implements multiple ways for students to demonstrate their knowledge and skills	16	11.68%	88	64.23%	31	22.63%	2	1.46%	137	1.86	2
Standard 8 Instructional Strategies	Incorporates digital tools and technologies into instruction	21	15.33%	100	72.99%	15	10.95%	1	0.73%	137	2.03	2
	Uses evidence-based strategies to support critical thinking and content learning	12	8.76%	87	63.50%	37	27.01%	1	0.73%	137	1.80	2
	Organizes and manages the learning environment to maximize student engagement	22	16.06%	83	60.58%	28	20.44%	4	2.92%	137	1.90	2
Standard 9 Professional Learning and Ethical Practice	Invites constructive feedback and responds positively	37	27.01%	82	59.85%	15	10.95%	3	2.19%	137	2.12	2
	Sets and implements goals to improve practice	25	18.25%	89	64.96%	20	14.60%	3	2.19%	137	1.99	2
Standard 10 Leadership and Collaboration	Communicates professionally - oral, written, and electronic	30	21.90%	90	65.69%	16	11.68%	1	0.73%	137	2.09	2
	Responds to people, problems, and crises effectively	28	20.44%	81	59.12%	24	17.52%	4	2.92%	137	1.97	2

2023-2024 1^st Year Teacher Survey by Teachers*

UNL response rates: First year teacher survey by teachers: XX%

Nebraska response rates: First year teacher survey by teachers: 54.91%

*First year teachers employed in the 2023-2024 school year are May 2023 graduates and initial completers at the undergraduate level and initial completers during the 2022-2023 academic year at the graduate level.

NDE Standards (1-10)	Assessment Rubric Description	3		2		1		0		N	Mean	Mode
		n	%	n	%	n	%	n	%
Standard 1 Learner Development	Uses knowledge of students to meet needs	21	15.22%	87	63.04%	30	21.74%	0	0.00%	138	1.93	2
	Builds on student strengths to facilitate learning	28	20.29%	88	63.77%	21	15.22%	1	0.72%	138	2.04	2
Standard 2 Learner Differences	Identifies differentiation in student needs	19	13.77%	85	61.59%	33	23.91%	1	0.72%	138	1.88	2
	Differentiates instruction to meet student needs	14	10.14%	76	55.07%	44	31.88%	4	2.90%	138	1.72	2
	Brings multiple perspectives and cultural resources to content and discussions	29	21.01%	83	60.14%	21	15.22%	5	3.62%	138	1.99	2
Standard 3 Learning Environments	Promotes a positive classroom environment through clear expectations	60	43.48%	63	45.65%	13	9.42%	2	1.45%	138	2.31	2
	Uses and communicates clear task and behavioral expectations to support an environment of learning	34	24.64%	71	51.45%	25	18.12%	8	5.80%	138	1.95	2
Standard 4 Content Knowledge	Uses and communicates content knowledge	28	20.29%	95	68.84%	14	10.14%	1	0.72%	138	2.09	2
	Uses academic vocabulary and grammar	28	20.29%	92	66.67%	18	13.04%	0	0.00%	138	2.07	2
	Provides opportunities for students to demonstrate their content knowledge	22	15.94%	93	67.39%	23	16.67%	0	0.00%	138	1.99	2
Standard 5 Application of Content	Helps students link concepts and enagages in critical thinking	16	11.59%	87	63.04%	35	25.36%	0	0.00%	138	1.86	2
	Engages students in the development of literacy and communication skills	14	10.14%	89	64.49%	33	23.91%	2	1.45%	138	1.83	2
Standard 6 Assessment	Matches instructions and assessments to learning objectives	28	20.29%	88	63.77%	21	15.22%	1	0.72%	138	2.04	2
	Uses formative and summative classroom assessments that facilitate learning	32	23.19%	83	60.14%	21	15.22%	2	1.45%	138	2.05	2
	Amends instructional strategies and adapts interventions as needed	21	15.22%	79	57.25%	34	24.64%	4	2.90%	138	1.85	2
	Provides differentiated instruction and assessments that positively impacts learning	19	13.77%	84	60.87%	33	23.91%	2	1.45%	138	1.87	2
Standard 7 Planning for Instruction	Plans sequenced learning experiences and performance tasks linked to learning objectives	28	20.29%	82	59.42%	27	19.57%	1	0.72%	138	1.99	2
	Plans and implements multiple ways for students to demonstrate their knowledge and skills	25	18.12%	78	56.52%	34	24.64%	1	0.72%	138	1.92	2
Standard 8 Instructional Strategies	Incorporates digital tools and technologies into instruction	31	22.46%	79	57.25%	24	17.39%	4	2.90%	138	1.99	2
	Uses evidence-based strategies to support critical thinking and content learning	21	15.22%	92	66.67%	25	18.12%	0	0.00%	138	1.97	2
	Organizes and manages the learning environment to maximize student engagement	19	13.77%	78	56.52%	37	26.81%	4	2.90%	138	1.81	2
Standard 9 Professional Learning and Ethical Practice	Invites constructive feedback and responds positively	51	36.96%	73	52.90%	14	10.14%	0	0.00%	138	2.27	2
	Sets and implements goals to improve practice	37	26.81%	84	60.87%	17	12.32%	0	0.00%	138	2.14	2
Standard 10 Leadership and Collaboration	Communicates professionally - oral, written, and electronic	55	39.86%	72	52.17%	10	7.25%	1	0.72%	138	2.31	2
	Responds to people, problems, and crises effectively	45	32.61%	70	50.72%	18	13.04%	5	3.62%	138	2.12	2

2023-2024 3rd Year Teacher Survey by Principals**

UNL response rates: Third year teacher survey by principals: 57%

Nebraska response rates: Third year teacher survey by principals: 64%

NDE Standards (1-10)	Assessment Rubric Description	3		2		1		0		N	Mean	Mode
		n	%	n	%	n	%	n	%
Standard 1 Learner Development	Uses knowledge of students to meet needs	27	28.42%	56	58.95%	12	12.63%	0	0.00%	95	2.16	2
	Builds on student strengths to facilitate learning	30	31.58%	54	56.84%	11	11.58%	0	0.00%	95	2.20	2
Standard 2 Learner Differences	Identifies differentiation in student needs	27	28.42%	58	61.05%	10	10.53%	0	0.00%	95	2.18	2
	Differentiates instruction to meet student needs	23	24.21%	57	60.00%	15	15.79%	0	0.00%	95	2.08	2
	Brings multiple perspectives and cultural resources to content and discussions	24	25.26%	60	63.16%	11	11.58%	0	0.00%	95	2.14	2
Standard 3 Learning Environments	Promotes a positive classroom environment through clear expectations	46	48.42%	39	41.05%	10	10.53%	0	0.00%	95	2.38	3
	Uses and communicates clear task and behavioral expectations to support an environment of learning	34	35.79%	49	51.58%	11	11.58%	1	1.05%	95	2.22	2
Standard 4 Content Knowledge	Uses and communicates content knowledge	32	33.68%	58	61.05%	5	5.26%	0	0.00%	95	2.28	2
	Uses academic vocabulary and grammar	30	31.58%	59	62.11%	6	6.32%	0	0.00%	95	2.25	2
	Provides opportunities for students to demonstrate their content knowledge	34	35.79%	56	58.95%	5	5.26%	0	0.00%	95	2.31	2
Standard 5 Application of Content	Helps students link concepts and enagages in critical thinking	24	25.26%	56	58.95%	15	15.79%	0	0.00%	95	2.09	2
	Engages students in the development of literacy and communication skills	26	27.37%	58	61.05%	11	11.58%	0	0.00%	95	2.16	2
Standard 6 Assessment	Matches instructions and assessments to learning objectives	33	34.74%	55	57.89%	7	7.37%	0	0.00%	95	2.27	2
	Uses formative and summative classroom assessments that facilitate learning	29	30.53%	57	60.00%	9	9.47%	0	0.00%	95	2.21	2
	Amends instructional strategies and adapts interventions as needed	28	29.47%	56	58.95%	11	11.58%	0	0.00%	95	2.18	2
	Provides differentiated instruction and assessments that positively impacts learning	28	29.47%	57	60.00%	10	10.53%	0	0.00%	95	2.19	2
Standard 7 Planning for Instruction	Plans sequenced learning experiences and performance tasks linked to learning objectives	32	33.68%	60	63.16%	3	3.16%	0	0.00%	95	2.31	2
	Plans and implements multiple ways for students to demonstrate their knowledge and skills	31	32.63%	57	60.00%	7	7.37%	0	0.00%	95	2.25	2
Standard 8 Instructional Strategies	Incorporates digital tools and technologies into instruction	28	29.47%	65	68.42%	2	2.11%	0	0.00%	95	2.27	2
	Uses evidence-based strategies to support critical thinking and content learning	26	27.37%	56	58.95%	13	13.68%	0	0.00%	95	2.14	2
	Organizes and manages the learning environment to maximize student engagement	35	36.84%	51	53.68%	8	8.42%	1	1.05%	95	2.26	2
Standard 9 Professional Learning and Ethical Practice	Invites constructive feedback and responds positively	37	38.95%	51	53.68%	7	7.37%	0	0.00%	95	2.32	2
	Sets and implements goals to improve practice	33	34.74%	55	57.89%	7	7.37%	0	0.00%	95	2.27	2
Standard 10 Leadership and Collaboration	Communicates professionally - oral, written, and electronic	32	33.68%	51	53.68%	12	12.63%	0	0.00%	95	2.21	2
	Responds to people, problems, and crises effectively	30	31.58%	48	50.53%	16	16.84%	1	1.05%	95	2.13	2

2023-2024 3rd Year Teacher Survey by Teachers**

UNL response rates: Third year teacher survey by teachers: 51%

Nebraska response rates: Third year teacher survey by teachers: 56%

**Third year teachers employed in the 2023-2024 school year are May 2021 graduates and initial completers at the undergraduate level and initial completers during the 2020-2021 academic year at the graduate level.

NDE Standards (1-10)	Assessment Rubric Description	3		2		1		0		N	Mean	Mode
		n	%	n	%	n	%	n	%
Standard 1 Learner Development	Uses knowledge of students to meet needs	14	16.47%	63	74.12%	8	9.41%	0	0.00%	85	2.07	2
	Builds on student strengths to facilitate learning	19	22.35%	60	70.59%	6	7.06%	0	0.00%	85	2.15	2
Standard 2 Learner Differences	Identifies differentiation in student needs	15	17.65%	54	63.53%	16	18.82%	0	0.00%	85	1.99	2
	Differentiates instruction to meet student needs	7	8.24%	49	57.65%	29	34.12%	0	0.00%	85	1.74	2
	Brings multiple perspectives and cultural resources to content and discussions	17	20.00%	53	62.35%	15	17.65%	0	0.00%	85	2.02	2
Standard 3 Learning Environments	Promotes a positive classroom environment through clear expectations	45	52.94%	38	44.71%	2	2.35%	0	0.00%	85	2.51	3
	Uses and communicates clear task and behavioral expectations to support an environment of learning	24	28.24%	49	57.65%	10	11.76%	2	2.35%	85	2.12	2
Standard 4 Content Knowledge	Uses and communicates content knowledge	29	34.12%	53	62.35%	3	3.53%	0	0.00%	85	2.31	2
	Uses academic vocabulary and grammar	27	31.76%	54	63.53%	4	4.71%	0	0.00%	85	2.27	2
	Provides opportunities for students to demonstrate their content knowledge	26	30.59%	56	65.88%	3	3.53%	0	0.00%	85	2.27	2
Standard 5 Application of Content	Helps students link concepts and enagages in critical thinking	10	11.76%	62	72.94%	13	15.29%	0	0.00%	85	1.96	2
	Engages students in the development of literacy and communication skills	14	16.47%	64	75.29%	7	8.24%	0	0.00%	85	2.08	2
Standard 6 Assessment	Matches instructions and assessments to learning objectives	16	18.82%	58	68.24%	11	12.94%	0	0.00%	85	2.06	2
	Uses formative and summative classroom assessments that facilitate learning	20	23.53%	56	65.88%	9	10.59%	0	0.00%	85	2.13	2
	Amends instructional strategies and adapts interventions as needed	13	15.29%	53	62.35%	18	21.18%	1	1.18%	85	1.92	2
	Provides differentiated instruction and assessments that positively impacts learning	9	10.59%	59	69.41%	16	18.82%	1	1.18%	85	1.89	2
Standard 7 Planning for Instruction	Plans sequenced learning experiences and performance tasks linked to learning objectives	26	30.59%	52	61.18%	7	8.24%	0	0.00%	85	2.22	2
	Plans and implements multiple ways for students to demonstrate their knowledge and skills	21	24.71%	57	67.06%	7	8.24%	0	0.00%	85	2.16	2
Standard 8 Instructional Strategies	Incorporates digital tools and technologies into instruction	29	34.12%	48	56.47%	8	9.41%	0	0.00%	85	2.25	2
	Uses evidence-based strategies to support critical thinking and content learning	21	24.71%	55	64.71%	9	10.59%	0	0.00%	85	2.14	2
	Organizes and manages the learning environment to maximize student engagement	14	16.47%	57	67.06%	13	15.29%	1	1.18%	85	1.99	2
Standard 9 Professional Learning and Ethical Practice	Invites constructive feedback and responds positively	29	34.12%	52	61.18%	4	4.71%	0	0.00%	85	2.29	2
	Sets and implements goals to improve practice	26	30.59%	55	64.71%	4	4.71%	0	0.00%	85	2.26	2
Standard 10 Leadership and Collaboration	Communicates professionally - oral, written, and electronic	35	41.18%	44	51.76%	6	7.06%	0	0.00%	85	2.34	2
	Responds to people, problems, and crises effectively	24	28.24%	47	55.29%	14	16.47%	0	0.00%	85	2.12	2

MEASURE 3. CANDIDATE COMPETENCY AT COMPLETION

Initial Completer Licensing

Praxis Content Assessment: Required by the Nebraska Department of Education for licensure, the purpose of this test is to assess a beginning teacher’s understanding, knowledge and skills. In addition to content knowledge, the exam also assesses teaching strategies, educational psychology, instructional processes, diverse learners and professional issues.

The table below provides information on the UNL educator preparation program candidate performance at completion by endorsement program as designated by the Nebraska Department of Education for the last two years. Praxis content exam data was not reported for programs with five or less test takers.

Initial Program

UNL				Nebraska
Academic Year	# Taking Exam	% Passing	Mean	Exam Cut Score	% Passing	Mean	# Taking Exam
Agricultural Education
2022-2023	19	95%	167.37		95%	167.3	19
2023-2024	12	100%	174		92%	171	13
Biology
2022-2023	1	*	*	154	90%	158.02	10
2023-2024	3	*	*	154	38%	151.13	8
BMIT
2022-2023	9	89%	164.67	154	90%	171.34	29
2023-2024	2	*		154	86%	166.93	14
Chemistry
2022-2023	2	*	*	146	100%	154.61	5
2023-2024	1	*	*	146	*	*	1
Early Childhood Inclusive
2022-2023	6	100%	173	160	83%	169	84
2023-2024	2	*	*	160	74%	166	82
Earth & Space Science – no program completers
Elementary Education
2022-2023	165	93%	167.73		91%	166.96	566
2023-2024	94	89%	166.3		86%	166.1	421
English Language Arts/Secondary English
2022-2023	22	75%	176.41	168	86%	175.44	108
2023-2024	4	*	*	168	72%	172.20	66
Family & Consumer Sciences
2022-2023	17	88%	163.82	153	85%	162.11	27
2023-2024	7	86%	162.29	153	93%	160.36	14
Math
2022-2023	15	93%	182.07	159	88%	175.7	57
2023-2024	3	*	*	159	77%	168.27	26
Music
2022-2023	19	89%	165.16	152	88%	161.57	74
2023-2024	17	88%	165.47	152	84%	163.82	45
Physics
2022-2023	0	*	*	145	*	*	2
2023-2024	0	*	*	145	*	*	0
Science
2022-2023	1	*	*	141	*	*	3
2023-2024	4	*	*	141	95%	168	20
Skilled & Technical Sciences – No exam required for licensure
Social Science
2022-2023	30	97%	169	154	92%	167.44	91
2023-2024	15	87%	166	154	82%	164	71
Special Education Generalist
2022-2023	34	97%	170.88	151	98%	172.26	216
2023-2024	19	100%	170.05	151	97%	171.88	156
World Language-Spanish
2022-2023	7	57%	165.29	156	56%	160.31	32
2023-2024	2	*	*	156	73%	169.13	15
World Language-French
2022-2023	4	*	*	162	43%	159.43	7
2023-2024	2	*	*	162	67%	162.83	6
World Language-German
2022-2023	1	*	*	163	*	*	1
2023-2024	0	*	*	163	*	*	0
World Language-Latin
2022-2023	1	*	*	155	*	*	1
2023-2024	0	*	*	155	*	*	0
*no completers in Russian (inactive) and no exam required for other languages

Advanced Program Candidate Competency at Completion

Advanced Program Completer Licensing

Praxis Content Assessment: Required by the Nebraska Department of Education for licensure, the purpose of this test is to assess a completer’s understanding, knowledge and skills required for specialized educational work. In addition to content knowledge, the exam also assesses strategies, leadership, educational psychology, instructional processes, diverse learners and professional issues.

The table below provides information on the UNL educator preparation program advanced program completer performance by endorsement program as designated by the Nebraska Department of Education. Praxis content exam data was not reported for programs with five or less test takers.

UNL				Nebraska
AY	# Taking Exam	% Passing Exam	Mean	Exam Cut Score	% Passing Exam	Mean	# Taking Exam
Educational Administration Leadership Superintendent (district)
2022-2023	2	*	*	162	92%	171.68	37
2023-2024	2	*	*	162	86%	169	37
Educational Administration Leadership(building)
2022-2023	14	93%	168.93	146	98%	167.88	291
2023-2024	12	100%	167.25	146	99%	168.25	177
School Psychologist
2022-2023	6	100%	178	155	100%	178.50	28
2023-2024	3	*	*	155	38%	151.13	8
Reading Specialist
2022-2023	0	*	*	165	81%	169.41	32
2023-2024	1	*	*	165	65%	166.93	14
School Counselor – no completers (inactive program)
SPED Deaf or Hard of Hearing
2022-2023	4	*	*	160	67%	169	6
2023-2024	3	*	*	160	*	*	3
SPED Visual Impairments
2022-2023	4	*	*	163	*	*	4
2023-2024	4	*	*	163	*	*	4

MEASURE 4. ABILITY OF COMPLETERS TO BE HIRED

Candidates who complete the UNL educator preparation program have a high rate of employment in the area in which they were prepared and pursuing licensure in both Nebraska and other states. The data illustrates the employability of initial and advanced program completers for positions for which they have been prepared. Completer data for those who have not chosen employment or licensure, are pursuing other opportunities or who have not notified the EPP of employment status are included.

Initial Completers

Year

Certified

FT Teacher

PT Teacher

State

Substitute

Other or Unknown

2024-2025

May 24 completers

N=319

85

27%

9

3%

4

13%

29

9%

2023-24

May 23 completers

N=260

225

87%

9

3%

2

1%

24

9%

Initial Completer Employment Status by Content Area for 2024-2025 (2023-2024 completers)

Please note that candidates are counted in more than one subject area if they completed multiple programs but are only counted once in the employment data. For example, a candidate prepared in Elementary Education & Special Education is counted as a completer in both programs but only counted in the area in which they are employed). The employment data is based on survey information and licensure verifications for employment. Completers are counted in the Other/Unknown column because they may have chosen other fields of employment, pursued of out of state licensure without verification or failed to report their plans/employment status.

Preparation Area	Completers	Teaching FT/PT	Other Or Unknown
Agricultural Education	9	7	2
Biology	1	1	0
Business, Marketing, Info Tech	3	3	0
Chemistry	1	1	0
Early Childhood Inclusive	4	3	1
Elementary Education	126	98	28
Special Education	19	19	0
English Language Arts/Secondary English	9	7	2
FCS Occupational	11	10	1
Math	9	6	3
Music (Nationally Accredited)	26	16	10
Science	6	6	0
Social Science	26	24	2
Skilled & Technical Sciences	3	3	0
Early Childhood Special Education	1	1	0
World Language (French, Spanish, German, Latin)	6	5	1

2023-2024 Initial Completers are employed in the following School Districts for the 2024-2025 School Year:

Ashland Greenwood Public Schools
Battle Creek Public Schools
Beatrice Public Schools
Bellevue Public Schools
Bennington Public Schools
Chase County Schools
Crete Public Schools
Diller-Odell Public Schools
Elkhorn Public Schools
Fairbury Public Schools
Fremont Public Schools
Hayes Center Public Schools
High Plains Community Schools
Lakeview Community Schools
Lincoln Public Schools
Malcolm Public Schools
Meridian Public Schools
Millard Public Schools
Newman Grove Public Schools
North American Martyrs School
Omaha Public Schools
Papillion LaVista Community Schools
Sandy Creek Schools
Seward Public Schools
St. Vincent De Paul Elementary
Sutherland Public Schools
Waverly School District 145
Wayne Community Schools
Westside Community Schools
Wynot Public Schools
York Public Schools

Advanced Program Completers Hiring

UNL Advanced Program completers are employed in a variety of public and private school districts. Below is information from 2023-2024 completers who have obtained endorsements from the Nebraska Department of Education in the fields of their preparation, qualifying them for positions for which they may be employed. A list of districts employing our advanced completers is also included.

Educational Leadership and Supervision Graduate Endorsement

3 completers obtained licensure as a Superintendent with the Nebraska Department of Education. (district)
18 completers obtained licensure as a P-12 administrator, 1 completer obtained out of state licensure and 17 obtained licensure by the Nebraska Department of Education (building)

Special Education Graduate Endorsement

7 Visual Impairment completers obtained licensure, with 4 completers obtaining out of state licensure and 3 being issued licensure by the Nebraska Department of Education.
- UNL offers one of the few Visual Impairment preparation programs in the nation resulting in completers being from across the country.
9 Deaf or Hard of Hearing completers obtained licensure, with 3 completers receiving out of state licensure and 6 being issued licensure by the Nebraska Department of Education.

Reading Specialist Graduate Endorsement

There were no completers in 2023-2024

Speech Language Pathologists Program (nationally accredited by ASHA)

19 completers obtained licensure from the Nebraska Department of Education

School Psychology Program (nationally accredited by NASP)

Four completers obtained licensure, 3 from the Nebraska Department of Education and 1 from the Illinois Department of Education

2023-2024 Advanced Program Completers in the UNL educator preparation program are employed in the following districts or the 2024-2025 school year:

Papillion LaVista Community Schools
Lincoln Public Schools
High Plains Community Schools
Battle Creek Public Schools
Omaha Public Schools
Westside Community Schools

Other states in which completers hold employment:

Colorado
Illinois
Kansas
South Dakota
Tennessee
Wisconsin

Educator Preparation Program Accreditation

CAEP Review

The Data

Completer Effectiveness

Impact on P-12 Learning

Advanced Program Candidate Competency at Completion