National & State Accreditation/Approval
Xavier University School of Education is fully accredited by the Teacher Education Accreditation Council (TEAC) through 2022. TEAC transitioned to the Council for the Accreditation of Educator Preparation (CAEP) effective July 1, 2013. For additional information on CAEP, visit their website at http://www.caepnet.org.
Additionally, all of the School of Education licensure programs are approved through the Ohio Department of Higher Education (ODHE).
CAEP Annual Reporting Measures
CAEP has eight annual reporting measures used to provide information to the public on the School of Education's outcomes and impact on P-12 students. The following is the list of CAEP measures with links to pieces of evidence that provide supporting evidence for each measure:
Impact on P-12 Student Learning and Development
The School of Education measures both our candidate's and graduate's impact on P-12 student learning and development. During the student teaching semester, candidates complete a performance-based assessment called edTPA. The state of Ohio provides Value-Added data for current K-12 teachers prepared by Xavier University and working in Ohio public schools to measure their impact on their students' learning and development.
The Value-Added data indicates that over half of the Xavier University graduates are rated at "average" or above. In addition, these graduates report that over half (64%) are teaching in schools that received a D or F for the building Value-Added score.
Indicators of Teaching Effectiveness
Ohio's system for evaluating K-12 teachers (Ohio's Teacher Evaluation System) provides educators with a detailed view of their performance, with a focus on specific strengths and opportunities for improvement. Each teacher employed in an Ohio public school is evaluated using the evaluation framework which is aligned to the Ohio Standards for the Teaching Profession. Teachers receive an evaluation classification based on their performance. A similar rating system exists for principals, known as the Ohio Principal Evaluation System (OPES). Unfortunately, the data is not reported due to low numbers of principals who receive the OPES evaluation and report as Xavier University graduates.
In 2018-2019, 93% of teachers prepared at Xavier University were rated as “accomplished” or “skilled.” The effectiveness ratings of teachers prepared at Xavier improved as the teachers gained more experience, indicating growth over time. For example, 100% of teachers who earned licenses in 2016 were rated as “accomplished” or “skilled” in 2018-2019. Additionally, over half of the teachers who earned licenses in 2015 and 2016 were rated as "accomplished." Xavier graduates, compared to state averages, have a greater "accomplished" rating over four years and a lower "developing" rating. This indicates that Xavier graduates are prepared to enter the classroom and are successful in the long-term as teachers.
In Spring 2020, the School of Education implemented a measurement of student teaching called the Candidate Preservice Assessment of Student Teaching (CPAST). This tool measures candidate performace formatively at the midterm point of student teaching and then summatively at the end of student teaching. This tool has been validated and is used at a number of Educator Preparation Providers (EPPs) both in Ohio and across the United States. Below is the first implementation of the data in Spring 2020. Note, only the midterm evaluation was completed for this semester due to the COVID-19 pandemic closing schools across the country.
Based on the data, Xavier candidates were on par with their peers across the state and nation. Since this was a new tool for cooperating teachers and supervisors (who were extensively trained), there is still a learning curve to the process. Candidates scored at or above a 2.0 (meets expectations) on a number of the dispositional measurements.
Satisfaction of Completers
To gather information on alumni satisfaction with the quality of preparation provided by their educator preparation programs, the Ohio Department of Higher Education administers a survey aligned with the Ohio Standards for the Teaching Profession (OSTP), Ohio licensure requirements, and elements of national accreditation. The survey goes out to the candidates across the state completing student teaching and the principal internship.The same survey is given to both in-service teachers and principals after their first year on the job; unfortunately, the return rate was low and data are not available for the past academic year. Additionally, the Principal Intern Survey data return rate was low and not available for the past academic year.
Program Completer Information
Each year, Xavier University's School of Education produces a number of high-quality educators, ready to make a positive impact on their students and their communities. A program completer is defined as someone who has completed all of the requirements for an educator preparation program and has received a State of Ohio license. The School of Education monitors the number of licenses awarded each year. The following document shows the number of licenses per program over the last five years.
Licensure Exam Pass Rates
As part of the process of becoming a licensed educator in Ohio, candidates must pass licensure exams. Depending on the content area, the tests for initial licensure are the Ohio Assessment for Educators (OAEs) and the ACTFL/LTI exams for candidates who wish to teach world languages. For the advanced programs, including most endorsements and all administration licenses, candidates are required to complete the OAEs related to their content area.
The School of Education tracks the degree to which program completers remain in the teaching profession. This is measured through the records provided by the state for Xavier University-prepared teachers who enter and persist in the Ohio Resident Educator four-year teacher development system and are working in Ohio public schools.
The data indicate that nearly 100% of Xavier University graduates persist through their first four years of teaching, well exceeding reported statistics that teachers often leave the field within the first five years of teaching.
Student Loan Cohort Default Rate
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 during a particular federal fiscal year (FY). The U.S. Department of Education releases official cohort default rates once per year.
Xavier University Consumer Information
Per the requirements of the Higher Education Opportunity Act of 2008 (HEOA), Xavier University publishes information from various administrative areas. The link below will take you to the disclosure site.
Ohio Department of Higher Education Educator Preparation Performance Report
To continuously improve the quality of educator preparation programs in Ohio, Ohio Revised Code 3333.048 requires the Chancellor of Higher Education and the Superintendent of Public Instruction to establish and publish metrics for institutions of higher education that prepare educators and other school personnel. Reports are available for all institutions in the state.
Title IITitle II of the federal Higher Education Act requires annual reports on the quality of teacher preparation. The reports provide information on a number of measures including enrollment, clinical experiences, licensure test pass rates, and other measures.
Professional Licensure Disclosure
In order to comply with federal directives, Xavier University provides details about the process of obtaining a license/certificate in other states for all professional licensure programs, including Education.
Interactive University Factbook
Xavier University's Office of Institutional Research has prepared a web-based Factbook that shows charts and graphs regarding enrollment, completion, graduation rates, tuition, faculty and staff information, career outcomes, and more.