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.
2022-23 - Peer Mentoring data: Impact on learning and development
2021-22 - Peer mentoring data: Impact on learning and development
2020-21- Peer mentoring data: Impact on learning and development (No peer mentoring data for 2020-21)
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 (2023)
To be updated
TLE Data (2022)
As at the time of submission of the Council for the Accreditation of Educator Preparation (CAEP), TLE data for 2021-2022 was not available from the State Department of Education (SDE).
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
- 2021-22 Elementary 2022 TLE Observation and Evaluation Scores
2021-22 Secondary 2022 TLE Observation and Evaluation Scores
Data for previous year's average scores of the EPP's elementary and secondary teachers:
- 2019-21 Elementary 2021 TLE Observation and Evaluation Scores
- 2019-21 Secondary 2021 TLE Observation and Evaluation Scores
- 2018-19 Elementary 2019 TLE Observation and Evaluation Scores
- 2018-19 Secondary 2019 TLE Observation and Evaluation Scores
- 2017-18 Secondary 2017 TLE Observation and Evaluation Scores
- 2017-18 Secondary 2018 TLE Observation and Evaluation Scores
- 2016-17 Elementary TLE Observation and Evaluation Scores
- 2016-17 Secondary TLE Observation and Evaluation Scores
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:
- 2022-23 Mentor-administrator survey results
- 2021-22 Mentor-administrator survey results
- 2020-21 Mentor-administrator survey results
- 2019-20 Mentor-administrator survey results
- 2018-19 Mentor-administrator survey results
- 2017-18 Mentor-administrator survey results
- 2016-17 Mentor-administrator 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 (2016-2022):
- 2023 Title II Pass Rate Report
- 2022 Title II Pass Rate Report
- 2021 Title II Pass Rate Report
- 2020 Title II Pass Rate Report
- 2019 Title II Pass Rate Report
- 2018 Title II Pass Rate Report
- 2017 Title II Pass Rate Report
- 2016 Title II Pass Rate Report
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:
- 2022-23 The ability of completers to meet licencing requirements data
- 2021-22 The ability of completers to meet licensing requirements data
- 2020-21 The ability of completers to meet licensing requirements data
- 2019-20 The ability of completers to meet licensing requirements data
- 2018-19 The ability of completers to meet licensing requirements data
- 2017-18 The ability of completers to meet licensing requirements data.
- 2016-17 The ability of completers to meet licensing requirements data.
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 2022/23: AY 2022/23 Spring 2023: 3.73
- GPA for 2021/22: AY 2021/22 Spring 2022: 3.77
- 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 in Education Leadership (M.Ed)
- Building Level School Administration
- Interdisciplinary
- Teaching
- Education Specialist in Educational Leadership
- Christian Scool Administration
- Public School Administration
- Higher Education Teaching
- Higher Education Administration
- Doctor of Education in Educational Leadership
- Christian Scool Administration
- Public School Administration
- Higher Education Teaching
- Higher Education 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.
- 2022-23 Ability of completers to be hired
- 2021-22 Ability of completers to be hired
- 2020-21 Ability of completers to be hired
- 2019-20 Ability of completers to be hired
- 2018-19 Ability of completers to be hired
- 2017-18 Ability of completers to be hired
- 2016-17 Ability of completers to be hired
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 2021-22 survey. Of the 35 graduates who reported, none (0%) were still seeking employment six months after graduation resulting in a 100% placement rate for the COE candidates. 5 graduates were continuing in further education.
Nineteen graduates participated in the 2020-21 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 19 graduates reporting, 0% were still seeking employment six months after graduation, resulting in a 100% placement rate for the COE graduate and undergraduate candidates. 18 were employed and 1 was attending graduate school.
Also provided is a link to a post graduation survey of the EPP's graduates on post-graduation status.
- 2022-23 Survey of completers post-graduation
- 2021-22 Survey of completers post graduation
- 2020-21 Survey of completers post graduation
- 2019-20 Survey of completers post graduation
- 2018-19 Survey of completers post graduation
- 2017-18 Survey of completers post graduation
- 2016-17 Survey of completers post graduation
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.
Scholarships
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: