COE 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 (ORU 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: 1) STAR assessment tools, 2) Phonics Inventory, 3) ESGI assessment,  and 4) MAP test.

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


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 (2016-17) are provided for 27 classroom teachers.  Of those, seven are secondary alumni.  Classroom teachers are from eight school districts which include seven different secondary and nine elementary schools.  Data presented are disaggregated by secondary and elementary/early childhood education, with the average being 3.65, with the highest averages for both groups being in the area of professional growth and commitment to continuous improvement (3.93 and 3.96).

b) Click on the link below for average scores of the EPP's elementary and secondary teachers.

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 2016/17. 

Click on the link below to access the survey.

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: 

  1. The site of delivery of educator preparation courses
  2. Model of student teaching experience
  3. Areas in need of more preparation
  4. Awards, honors, degrees or certificates received.

b)  Data is provided for the survey received for 2016/17.

Please click on the link below

2016/17 First-year teacher survey results



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 2010

6 year graduation rate from 2011



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 is the link to the 2016 Title II Report Card

2016 Title II Pass Rate Report

and also the

ORU EPP's Title II website

c) State Certification Exam Results - Program Completers

The teacher preparation program in Oklahoma is a competency-based program, integrating three knowledge bases: general knowledge, subject matter knowledge, 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:

 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 2016-17 is calculated as part of the Title II Report.

 GPA for 2016/17

AY 2016/17: Spring 2017: 3.515



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. 


 Elementary  Majors
 Secondary Majors
 Secondary Majors
 Early Childhood Education Art Education  Modern Foreign Language 
 Elementary Education   Communication Arts  Music Education
 English Language Learners Ed*  Health & Physical Education  Science Education
 Special Education  English Education  Social Studies Education
 English Language Teaching in the  Global Classroom  Math Education  
ADVANCED programs
ADVANCED programs
ADVANCED programs
Curriculum and Instruction   Building Level Administrator District Level Administrator 


  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.  

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. Thirty-six graduates participated in the 2016-17 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 36 graduates reporting, 0% were still seeking employment, resulting in a 100% placement rate for the COE graduate and undergraduate candidates. 94% had accepted employment and 6% were continuing education.

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

2016/17 Survey of completers post graduation


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)


   FY14 (2014-2017  FY15 (2015-2018
University  5.0  8.2
COE  EPP  0.106 0



Cost of Attendance

c) 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.

Undergraduate cost of education

Advanced program cost of education


d) 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 is a link to University scholarship opportunities.

Scholarship Opportunities

A list of available scholarships offered through the College of Education are provided at the link below:

College of Education Scholarships