CAEP Accountability Measures (for CHEA Requirements)

The information on this page presents the accountability measures as required by the Council for the Accreditation of Educator Preparation (CAEP). 

Measure 1 (Initial): Completer Effectiveness. 

a) Impact on P-12 Learning and Development

Oral Roberts University College of Education (COE) has developed a mentoring program to support first-year teachers who graduated and teach in local school districts. This program carries no cost to the district and participants who complete the program receive three graduate credit hours towards a master degree. 

One of the requirements for completion is for the alumni to provide P-12 student assessment data such as the STAR test results, Phonics Inventory, ESGI assessment or the MAP test for example to the COE. The purpose of looking at benchmark data is to determine if our graduates are having a positive impact on student learning and to determine where program improvements are needed to better prepare future ORU teacher candidates.

Data provided included the following benchmark assessment tools:

  • STAR assessment tools,
  • Phonics Inventory
  • ESGI assessment
  • MAP test.

2020-21- Peer mentoring data: Impact in learning and development (Peer mentoring data will be available Fall 2022)

2019-20 - Peer mentoring data: Impact on learning and development

2017-18 - Peer mentoring data: Impact of learning and development

2016-17 - Peer mentoring data: Impact on learning and development

b) Indicators of Teaching Effectiveness

The TLE Observation and Evaluation System (TLE) is an evidence-based process of teacher evaluation, feedback, and support anchored in five domain scores and 20 indicators reflecting national best practices and current research regarding effective instruction. Administrators using the TLE rubric evaluate teachers on all indicators. Ratings are 1 – Ineffective, 2 – Needs Improvement, 3 – Effective, 4 – Highly Effective, 5 – Superior. Scores of 3, 4 and 5 indicate performance that meets expectations.

TLE Data (2021)

For 2021, data is for 35 classroom teachers, 15 were secondary alumni. Classroom teahcers represented 4 school districts, including 8 secondary schools and 14 elementary schools.

TLE Data (2018-19)

For 2018, 11 were secondary alumni. Classroom teachers represented 13 school districts, including 6 secondary and 23 elementary schools.

2019 data is for 47 classroom teachers. Twelve are secondary alumni. Classroom teachers represented 11 school districts, including 9 secondary schools and 21 elementary schools.

The overall average across the five domains for secondary was:

  • 2021 - 3.4
  • 2019 - 3.708
  • 2018 - 3.29

The overall average across the five domains for elementary was:

  • 2021 - 3.48
  • 2019 - 3.608
  • 2018 - 3.736

Note: The Oklahoma State Department of Education did not require districts to report TLE data for 2019-2020 due to recent events affecting school activities.

Click below for average scores of the EPP's elementary and secondary teachers:

Data for previous year's average scores of the EPP's elementary and secondary teachers: 

Measure 2 (Initial and Advanced): Satisfaction of employer and stakeholder involvement. 

The employer survey is distributed annually to Oklahoma school district principals to measure their satisfaction of the preparation of the College of Education’s teacher education graduates for their assigned responsibilities in working with P-12 students.

Description of Assessment Instrument

EPP deans and directors work collaboratively with the state accrediting agency, the Oklahoma Office of Educational Quality and Accountability to create the First-Year Teacher Administrator Survey. The Office of Educational Quality and Accountability administers the survey to first-year teacher administrators annually. Administrators are also asked to rate their first-year teachers on classroom preparedness in the areas of performance, competency, disposition and professional development.

Click below to access the survey results:

Measure 3 (Initial and Advanced): Candidate competency at completion.

The following are certification exam pass rate results for College of Education program completers. Data are derived from the Title II Federal Pass Rate Reports and are posted on the University website annually in accordance with the Title II of the Higher Education Act (HEA).

Description of Assessment Instrument and Results

The EPP definition of a program completer aligns with the state certification requirements. The report consists of the passing and failure rates of students who have completed their teacher preparation program at ORU and have taken the Oklahoma Teacher Certification Examinations.

Below are the links to the EPP's Title II Report Cards (2016-2020):

and also the ORU EPP's Title II website

State Certification Exam Results - Program Completers

The teacher preparation program in Oklahoma is a competency-based program, integrating three knowledge bases: general, subject matter and pedagogy knowledge. The program design is required by the Oklahoma State Legislature, which in 1995 adopted HB 1549. That law requires that teacher candidates entering the teaching profession receive an initial license only after passing the certification exams

The following are Oklahoma Certification Exam pass rate results for the ORU College of Education program completers. The College of Education defines program completers as individuals who earn a teacher education degree and qualify for a teaching certificate. State performance data is provided for comparison points. 

At the advanced level, candidates seeking building and district level administrator’s certification must satisfactorily pass two OSAT Principal exams (Principal Common Core, Elementary Principal Specialty test, or Middle Principal Specialty Test, or Secondary Principal Specialty test). Candidates seeking district level or superintendent licensure must complete the OSAT exam.

Click on the link to access:

Cumulative GPA of Program Completers

The Oklahoma State Department of Education requires that teacher education candidates maintain a cumulative GPA of 2.5. The following is the average cumulative GPA of the ORU College of Education cohort of program completers:

  • GPA for 2020/21: AY 2020/21 Spring 2021: 3.75
  • GPA for 2019/20: AY 2019/20 Spring 2020: 3.62
  • GPA for 2018/19: AY 2018/19: Spring 2019: 3.53
  • GPA for 2017/18: AY 2017/18: Spring 2018: 3.44
  • GPA for 2016/17: AY 2016/17: Spring 2017: 3.52 

Description of Assessment Instrument and Results

All candidates must have a minimum 2.5 GPA on a 4.0 scale prior to entrance into the Professional Education Program. Candidates must maintain a minimum 2.5 GPA throughout the program. Those that fall below the GPA are placed on probation and work collaboratively with their advisor and the department chair to develop an action plan. Those that do not meet the requirements of the action plan are no longer in the program. The department chair provides guidance in helping them choose another major that is suitable. The median GPA of individuals completing the program in each academic year is calculated as part of the Title II Report.

Measure 4 (Initial and Advanced): Ability of completers to be hired. 

The EPP offers opportunities for candidates to be prepared in the following areas leading to an initial certification. Elementary education majors choose a second area of concentration from the following: English Language Learners, Special Education and Early Childhood for certification. Secondary education majors are listed below.

Elementary Majors

  • Elementary Education - Early Childhood  
  • Elementary Education - English Language Learner
  • Elementary Education - Special Education (Mild-moderate disabilities)


Secondary Majors

  • Art  (B.F.A with Professional Teaching)
  • Theatre/Speech (B.F.A with Professional Teaching)
  • Health & Physical Education Major (B.Ed)
  • English Education  (B.Ed)
  • English Language Teaching in the Global Classroom (B.Ed) (Middle School English plus ELL certification
  • Math Education  (B.Ed)
  • Music Instrumental or Vocal (B.Mu. with Professional Education)
  • Science Education with an emphasis in Biology (B.Ed)
  • Social Studies Education (B.Ed)

Advanced Programs

Initial Licensure
  • Master of Arts in Teaching (M.A.T)
    • Initial Teaching with Licensure
    • Initial teaching with Alternative Teaching Licensure
Advanced Licensure
  • Master of Education (M.Ed)
    • Christian School Administration
    • Public School Administration
  • Education Specialist
    • Educational Leadership - Christian Scool Administration
    • Educational Leadership - Public School Administration
  • Doctor of Education
    • Educatioanal Leadership - Christian Scool Administration
    • Educational Leadership - Public School Administration

Data is provided indicating the number of students certified in their respective certification areas which enables them to be hired in at least two certification areas (elementary and secondary) for which they have been prepared.  

University Career Services Post Graduate Survey Report

The ORU Career Services department collects data for graduates each year. Data are based on those graduates who participate in the survey.

Thirty five graduates (elementary, secondary and graduate level) participated in the 2020-21 survey. Of the 35 ( xx) graduates who reported, 0% were still seeking employment six months after graduation resulting in a 100% placement rate for the COE candidates. 2 graduats were continuing in further education.

Forty-six graduates participated in the 2019-20 survey. Aggregate data are provided for the EPP, as well as, data are disaggregated by individual programs, both at the initial and advanced. Of the 45 (60.81%) graduates reporting, 0% were still seeking employment six months after graduation, resulting in a 100% placement rate for the COE graduate and undergraduate candidates. 97.82% were employed and 2.17% were attending graduate school.

Also provided is a link to a post graduation survey of the EPP's graduates on post-graduation status.

Cost of Attendance

Below are the College of Education’s tuition and fees for the academic year. The expected time to complete the initial teacher education program is four years. For the advanced programs offered at the master level, the expected length of time to complete the program is two years. For advanced programs offered at the doctoral level, the expected length of time to complete the program is three to four years.

Below are links to cost of education for initial and advanced candidates.


The University as well as the College of Education, offers numerous scholarship opportunities to students. Students are encouraged to apply for scholarships each year.

Below are links to scholarship opportunities:

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