Advanced Programs

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).

*Three students passed their certification test after August 31, 2025, and are not included as completers in the 24-25 data

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 2024-2025 academic year, the number of completers (graduates who obtained their degree and educational certification) and their employer evaluation rating.  

The K-12 program has been ranked #1 in the nation in Educational Administration and Supervision by U.S. News and World Report for the last three years. Our K-12 advanced degree program graduates strong leaders for Michigan schools, districts, ISDs, MDE and key professional associations. The document provides additional information regarding the program. 

Data includes the years 2023 and 2024. View the graphs.

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 2025 degree and obtainment of the educational administration certification. 

2024 - 2025, K-12 MA: 

• Montrelle Baldwin
• Madison Berman
• Jovaughn Carver
• Jaleah Hawthorne
• David Hughes
• John Klee
• Daniel Mattar
• Wendy Ruegsegger
• Amanda Theuerkorn
• Jackee Thompson
• Lauren Tippie
• Taylor Villarreal 

2024 - 2025, Ed.D: 

• Marcelle Al-Zoughbi
• Jorhie Elizabeth Beadle
• Matea Caluk
• Laura Fennell Castle
• Erin Gotra
• Michael Jay Hastings
• Nathan James Leale
• Randall Levi
• Erin Marie North
• Ali Marie Sanchez
• Carla Smith 

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.  

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

• Class 2025 K-12 Administration 100% employed
• Class 2025 Reading Specialist: 100% employed
• Class 2025 School Psychology: 20% employed and 80% pursuing advanced degree

Our Advanced Programs have advisory boards. We also have an MSU EPP Advisory Board (see Advisory Brochure).

Our programs work with external and internal programs to make a lasting change on schools and communities. We are committed to working hands-on in classroom environments in urban contexts and beyond. 

In the college, we work with the Office of K-12 Outreach to design informative and relevant professional development for Michigan educators. The attached Impact Report highlights some of the collective work and involvement.

Spearheaded by MSU CED K-12 Administration Faculty with the support of graduate students, we partner with school districts to further our impact. The Spartan Partner School is an example of stakeholder involvement in our advanced programs. 

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 2024-2025 academic year, the number of completers (graduates who obtained their degree and educational certification) and their employer evaluation rating.  

View K-12 Outreach the K-12 Fact Sheet.

*Three students passed their certification test after August 31, 2025, and are not included as completers in the 24-25 data

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 2024-2025 academic year, the number of completers (graduates who obtained their degree and educational certification) and their employer evaluation rating. 

Educator Effectiveness Label options were: 

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

All of the advanced program graduates during 2024-2025 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. 

View the graphs below in a larger format.

2023-2024 Advanced Program Gender and Ethnicity Initial Cohorts 

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

The provider ensures that candidates for professional specialties develop an understanding of the critical concepts and principles of their discipline and facilitates candidates’ reflection of their personal biases to increase their understanding and practice of equity, diversity, and inclusion. The provider is intentional in the development of their curriculum for candidates to demonstrate their ability to effectively work with diverse P-12 students and their families.

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.

The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions appropriate for their professional specialty field.

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 demonstrates that the quality of advanced program candidates is an ongoing and intentional focus so that completers are prepared to perform effectively and can be recommended for certification where applicable.

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 documents the satisfaction of its completers and their employers with the relevance and effectiveness of their preparation.

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 maintains a quality assurance system that consists of valid data from multiple measures and supports continuous improvement that is sustained and evidence-based. The system is developed and maintained with input from internal and external stakeholders. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements, and highlight innovations.

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.

The EPP has the fiscal and administrative capacity, faculty, infrastructure (facilities, equipment, and supplies) and other resources as appropriate to the scale of its operations and as necessary for the preparation of candidates to meet professional, state, and institutional standards. For EPPs whose institution is accredited by an accreditor recognized by the U.S. Secretary of Education (e.g., SACSCOC, HLC), such accreditation will be considered sufficient evidence of compliance with Standard.6. If an EPP’s institution is not accredited by an accreditor recognized by the U.S. Secretary of Education, the EPP must address each component of ST 6 in narrative supported by evidence.

The EPP has the fiscal capacity as appropriate to the scale of its operations. The budget for curriculum, instruction, faculty, clinical work, scholarship, etc., supports high-quality work within the EPP and its school partners for the preparation of professional educators.

The EPP has administrative capacity as appropriate to the scale of its operations, including leadership and authority to plan, deliver, and operate coherent programs of study so that their candidates are prepared to meet all standards. Academic calendars, catalogs, publications, grading policies, and advertising are current, accurate, and transparent.

The EPP has professional education faculty that have earned doctorates or equivalent P-12 teaching experience that qualifies them for their assignments. The EPP provides adequate resources and opportunities for professional development of faculty, including training in the use of technology.

The EPP has adequate campus and school facilities, equipment, and supplies to support candidates in meeting standards. The infrastructure supports faculty and candidate use of information technology in instruction.

Freestanding EPPs relying on CAEP accreditation to access Title IV of the Higher Education Act must demonstrate 100% compliance with their responsibilities under Title IV of the Act, including but not limited to on the basis of student loan default rate data provided by the Secretary, financial and compliance audits, and program reviews conducted by the U.S. Department of Education. Freestanding EPPs will need to provide narrative and evidence for all components of ST 7.