School of Education



The School of Education at Xavier University is fully accredited by the Council for the Accreditation of Educator Preparation (CAEP) until 2029 for programs leading to initial teaching licenses, and advanced licenses.  

Council for the Accreditation of Educator Preparation
1140 19th Street NW, Suite 400
Washington, DC 20036

National & State Accreditation/Approval

Xavier University's School of Education Initial Licensure Programs and Advanced Programs are fully accredited by the Council for the Accreditation of Educator Preparation (CAEP) effective July 1, 2013. For additional information on CAEP, visit their website at

Additionally, all of the School of Education licensure programs are approved through the Ohio Department of Higher Education (ODHE)

Initial Programs under CAEP approval include Primary Education (PK-5); Primary Education (PK-5) with Montessori Credential; Middle Childhood Education (4-9); Adolescent/Young Adult Education (7-12) in Integrated Language Arts, Integrated Mathematics, Integrated Social Studies, Life Science, Life Science/Chemistry, Life Science/Physics, Physical Science: Chemistry, and Physical Science: Physics; Multi-Age Education (PK-12) in second language (French, German, Greek, Latin, and Spanish), Music, Drama/Theatre, and Visual Arts; Intervention Specialist (PK-12) in Mild/Moderate Educational Needs, Moderate/Intensive Educational Needs; and Early Childhood Intervention Specialist (PK-5). Advanced Programs under CAEP review include Educational Administration (Principal & Administrative Specialists) and Superintendent.

CAEP Accountability Measures

CAEP has four annual accountability 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:

Measure I. Completer Effectiveness and Impact on P-12 Learning and Development 

The School of Education measures our graduate's impact and effectiveness on P-12 student learning and development. The Value-Added data for teachers 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. Due to the COVID-19 pandemic impacting the 2019-2020 and 2020-2021, Value-Added data was not gathered by the State of Ohio for those reporting years. 

The Principal Value-Added data takes into account the building grade and teachers' value-added score and may be part of a principal's annual evaluation. The data indicates that half of Xavier University principal alumni are working at school rated "A" and are frequently working with high minority populations. Due to the COVID-19 pandemic impacting the 2019-2020 and 2020-2021 academic years, Value-Added data was not gathered by the State of Ohio for those reporting years. 

Overall, the value-added data demonstrate that Xavier-prepared educators make a positive impact on student learning in diverse school settings, including highest-need schools.

Value-Added Data 2018-2019

Value-Added Data 2017-2018

Principal Value-Added Data 2017-2019

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). 

In 2020-2021, 100% of teachers prepared at Xavier University since 2017-2018, were rated as “skilled.” The effectiveness ratings of teachers prepared at Xavier improved as the teachers gained more experience, indicating growth over time.  For example, over 65% of teachers who earned licenses in 2016-2017 were rated as “accomplished,” and the remainder were rated as “skilled” in 2020-2021. 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. 

The OPES data show an overall positive summative evaluation by supervisors: in nearly all cases, principals are proficient/accomplished by the 3rd year of the principalship. Overall, 91% of completers are at proficient or accomplished. Due to the COVID-19 pandemic, there is no OPES data to report for the 2019-2020 academic year. These previous years' results indicate a strong pattern of the SOE’s licensed principal completers consistently meeting expectations for performance and fully demonstrating most or all competencies for principals. 

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 performance 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. 

OTES Data 2020-2021

OTES Data 2019-2020

OTES Data 2018-2019

OTES Data 2017-2018

CPAST Data Spring 2020

Meaure II. Satisfaction of Employers and Stakeholder Involvement

 Employers Satisfaction

Xavier University consistently receives informal feedback on Xavier University graduates. However, in an effort to validate informal feedback, in collaboration with other public and private higher education institutions, a survey was created by the collaborative group of professionals. The survey is administered by Ohio University. In 2020-2021, some overarching themes in graduates’ strengths were collaborative, content knowledge, well-rounded, and student-centered. Graduates’ Data-driven decision-making emerged as an area of growth. All respondents indicated they would recommend Xavier University to future candidates/students who want to earn a teaching license, endorsement, or other credential.

Stakeholders Involvement

Xavier University School of Education actively pursues opportunities to build and maintain community school partnerships. Some examples include the School of Education Advisory Board, providing timely professional development, and community engaged service learning projects. While some activities in the 2020-2021 academic year were limited due to the COVID Pandemic, feedback from advisory board, school districts, the community, and research, were used to develop workshops that reflect the stakeholders’ immediate needs. These remote workshops included, Facilitating Resilience and Strategic Coaching.

School of Education Advisory Board

The School of Education Advisory Board continues to meets each semester to collaborate on continual program progress and related interests. The Advisory Board members are Xavier employees, public and private school districts leadership, and community group leaders. A variety of topics are reviewed which enhance effectiveness in meeting the needs of all constituents. The Advisory Board guides the School of Education in areas of growth and areas of need. Additionally, the School of Education offers professional development workshops based on the feedback from the advisory board and other constituents.

School Partnerships

Xavier University has partnerships with area school districts to offer high need programs and professional development, identified by and tailored to meet their school district’s needs. In 2020-2021 the School of Education offered Teaching of English to Speakers of Other Languages Endorsement, Transition to Work Endorsement, Gifted Endorsement, and Superintendent Licensure in partnership with area school districts.

Educators for Justice Club

Educators for Justice work annually with two area food pantries, Crayons to Computers, and the Ignatian Leadership Group. Additionally, they collaborate with other School of Education faculty to host a Christmas celebration for Cincinnati Public School students. They also offer Cincinnati Public School students tutoring.

Community Engaged Learning for Educators

Community engaged learning courses are available for faculty and students to build a reciprocal exchange with communities near and far for mutual benefit and development. Undergraduate students and supervising faculty are engaged with the community throughout their program in school districts and community groups. The initiative increases student and faculty exposure, participation, and partnerships, in community awareness and involvement.  

Measure III. Candidate Competency at Program Completion 

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. 

Five Year Program Completer Report 2016-2021

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. 

OAE Pass Rates 2020-2021

OAE Pass Rates 2019-2020

OAE Pass Rates 2018-2019

OAE Pass Rates 2017-2018

Completer Satisfaction 

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 in-service teachers after their first year on the job, which is listed below as the Resident Educator Survey Data; however, due to the impact of the COVID-19 pandemic, return rates are low for the 2019-2020 academic year. Additionally, the Principal Intern Survey data return rate was low and not available for the 2019-2020 academic year. Xavier University initial and advanced license 2020-2021 students aggregate data indicate that pre-service and first-year in-service are satisfied with their preparation programs. Xavier's institution average exceeds the state average in the majority of survey questions. 

Ohio Department of Higher Education Preservice Survey Data 2020-2021

Ohio Department of Higher Education Preservice Survey Data 2019-2020

Ohio Department of Higher Education Preservice Survey Data 2018-2019

Ohio Department of Higher Education Preservice Survey Data 2017-2018

Resident Educator Survey Data 2020-2021

Resident Educator Survey Data 2019-2020

Ohio Department of Higher Education Principal Intern Survey Data 2020-2021

Ohio Department of Higher Education Principal Intern Survey Data 2017-2018

Measure IV. Ability of Completers to be Hired in Positions for Which They Have Prepared

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. 

The Educational Administration program will be completing an employer survey within the next academic year to track satisfaction of employers with Xavier University's principals, superintendents, and administrative specialists. 

Resident Educator Data 2020-2021

Resident Educator Data 2019-2020

Resident Educator Data 2018-2019

Resident Educator Data 2017-2018

Consumer Information

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.

Student Loan Default Rate 2015-2017

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. 

Xavier University Consumer Information

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. 

Educator Preparation Performance Report - 2021

Educator Preparation Performance Report - 2020

Title II

Title 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.

Title II - Ohio Information

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.

Professional Licensure Disclosures  

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. 

Interactive Factbook

For additional information regarding School of Education accreditation, please contact Dr. Debora Kuchey, Associate Professor, Licensure and Accreditation Co-Coordinator, at or 513-745-3714 or Ms. April Thomas, Licensure and Accreditation Co-Coordinator, at or 513-745-3701.