Annual Reporting Measures
The information on this page presents the eight annual reporting measures as required by the Council for the Accreditation of Educator Preparation (CAEP).
1. Impact on P-12 Learning and Development
a) 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.
b) Data provided included the following benchmark assessment tools:
- STAR assessment tools,
- Phonics Inventory
- ESGI assessment
- MAP test.
2. Indicators of Teaching Effectiveness
a) 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 (2018-19): For 2018, 11 are secondary alumni. Classroom teachers are from thirteen school districts which include six secondary and 23 elementary schools.
2019 data: are for 47 (2019) classroom teachers. For 2019, 12 are secondary alumni. Classroom teachers are from eleven school districts which include nine different secondary and 21 elementary schools.
For 2019, the overall average across the five domains for secondary was 3.708 and for 2018, the average was 3.29. For elementary in 2019, the overall average across the five domains was 3.608 and for 2018, the overall average for the five domains was 3.736.
Note: The Oklahoma State Department of Education did not require districts to report TLE data for 2019-2020 due to recent events afffecting schools' activities.
b) Click on the link below for average scores of the EPP's elementary and secondary teachers.
- 2018-19 Elementary 2019 TLE Observation and Evaluation Scores
- 2018-19 Secondary 2019 TLE Observation and Evaluation Scores
Data for previous year's average scores of the EPP's elementary and secondary teachers:
- 2017-18 Elementary 2017 TLE Observation and Evaluation Scores
- 2017-18 Elementary 2018 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
3. Satisfaction of Employer and employment milestones
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.
a) 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 their preparedness for the classroom in the areas of performance on their responsibilities, competencies, disposition and professional development in the role
b) Data is provided for survey results received for the 2016-17 to 2018-19 surveys.
Click on the link below to access the survey.
- 2019-20 Mentor-administrator survey results
- 2018-19 Mentor-administrator survey results
- 2017-18 Mentor-administrator survey results
- 2016-17 Mentor-administrator survey results
4. Satisfaction of Completers
The First-Year Teacher survey is distributed annually to program completers who are employed in Oklahoma school districts to measure their satisfaction with the preparation received in the College of Education’s teacher education programs.
a) 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 Survey. The Office of Educational Quality and Accountability administers the survey to first-year teachers annually. First year teachers are asked to rate their preparedness to teach based on the Oklahoma 10 General Competencies for Teacher Licensure and Certification. The survey measures the level of satisfaction of the first year teacher and are in several areas, some key areas measured are listed below:
Level of preparation:
- The site of delivery of educator preparation courses.
- Model of student teaching experience.
- Areas in need of more preparation.
- Awards, honors, degrees or certificates received.
b) Data is provided for the 2016-17 to 2019-20 surveys.
Please click on the links below:
- 2019-20 First-year teacher survey results
- 2018-19 First-year teacher survey results
- 2017-18 First-year teacher survey results
- 2016-17 First-year teacher survey results
5. Graduation Rates
a) Graduation rates have been defined as the initial program completer's ability to complete their degree within 150% of the published time for a four year degree. Data is provided through the EPP's Office of Institutional Effectiveness for the graduation rates of first time degrees completed within a six year period. The data also includes master level students; Masters in Alternate Teaching certificates.
b) Please click on links below for the graduation rates.
- 6 year graduation rate from 2014
- 6 year graduation rate from 2013
- 6 year graduation rate from 2012
- 6 year graduation rate from 2011
- 6 year graduation rate from 2010
6. Ability of Completers to Meet Licensing Requirements
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).
a) 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.
b) Below are the links to the EPP's Title II Report Cards (2016-2018).
Data for 2019 Title II Pass Rates was not available at the time of submitting the CAEP annual report. A request has been made to the relevant agency and the data will be updated as soon as the data becomes available.
and also the
c) 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:
- 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.
d) 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:
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 academic year 2017-18 is calculated as part of the Title II Report.
- 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
7. Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared (Initial and Advanced)
a) The EPP offers opportunities for candidates to be prepared in the following areas leading to an initial certification. Elementary, English Language Learners, Special Education and Early Childhood majors also choose a second area of concentration in which they are also certified.
- Early Childhood Education (B.S) with dual licensure
- Elementary Education (B.S) with dual licensure
- English Language Learners Ed*
- Special Education Mild-moderate disabilities with dual licensure
- English in the Language Teaching in the Global Classroom (B.A) with secondary school English (7-9) teaching certification
- Art Education Specialization (B.F.A)
- Theatre Major: Teacher certification track (B.F.A)
- Health & Physical Education Major (B.S)
- English Education Major (B.A)
- Math Education Major (B.S)
- French Major with a concentration in professional education (B.A)
- Spanish Major with a concentration in professional education (B.A)
- Music Education Majoor (B.M.E)
- Science Education with an emphasis in Biology (B.S)
- History Major with a concentration in professional education (B.A)
- Master of Arts in Teaching (M.A.T)
- Initial Teaching with Licensure
- Initial teaching with Alternative Teaching 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
b) Data is provided indicating the number of students certified in their respective certification areas which enables their ability to be hired in at least two certification areas (elementary) and secondary for which they have been prepared.
- 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
c) The ORU Career Services department collects data for graduates each year. Data are based on those graduates who participate in the survey. 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.
- 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
8. Student Loan Default Rate (Initial and Advanced)
a) The U.S. Department of Education releases official cohort default rates once per year. A cohort default rate is the percentage of a school's borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or William D. Ford Federal Direct Loan (Direct Loan) Program loans during a particular federal fiscal year (FY), October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year. The student loan default rate is provided by the University’s Office of Institutional Effectiveness.
The student loan default rate is defined as the number of students who entered into repayment during a given year and defaulted at any time within the next three years.
b) See the table below for the University and EPP's loan default rates for initial and advanced programs (combined).
|University default rate||8.2||9.7||8.4||5.4|
|No. of University Students||0||907||898||898|
|College of Education - default rate||0||0.11||0||0.11|
|No. of COE Students||-||1||-||1|
c) 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: