Accreditation
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
202-223-0077
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 Visit the CAEP Website.
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 Science, 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, and Spanish), Music, Drama/Theatre, and Visual Arts; Intervention Specialist (K-12) in Mild/Moderate Educational Needs, Moderate/Intensive Educational Needs; and Primary Intervention Specialist (PK-5). Advanced Programs under CAEP approval 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 2022-2023 Value-Added data for teachers indicates that 94% of the Xavier University graduates are rated at "average" or above. 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 2022-2023 data was insignificant as there were less then 10 reported. 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.
Principal Value-Added Data 2022-2023
Principal Value-Added Data 2021-2022
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 2022-2023, the majority of teachers prepared at Xavier University since 2018-2019, were rated as “skilled.”
The 2022-2023 OPES data offer insignificant results as less than ten (10) were reported.
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.
Candidates scored at or above a 2.0 (meets expectations) on all but one dispositional measurements in the final Spring 2024 assessment. An area of potential growth that emerged relates to communication with parents and guardians. Candidates scored 1.95 in this area. Xavier programs will seek additional opportunities for candidates to demonstrate and sharpen this skill.
Measure 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 2021-2022, some overarching themes in graduates’ strengths were collaborative, content knowledge, well-rounded, and student-centered. Graduates’ classroom management 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. In the 2021-2022 academic year feedback from advisory board, school districts, the community, and research, were used to make changes to current program offerings, primarily in primary education. Additionally, the School of Education partnered with Xavier University Police Department and the Department of Criminal Justice to offer School Threat Assessment Training to local school districts.
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 2021-2022 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 2020-2024Licensure 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.
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.
Ohio Department of Higher Education Preservice Survey Data 2022-2023
Ohio Department of Higher Education Preservice Survey Data 2021-2022
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
Resident Educator Survey Data 2022-2023
Resident Educator Survey Data 2021-2022
Resident Educator Survey Data 2020-2021
Resident Educator Survey Data 2019-2020
Ohio Department of Higher Education Principal Intern Survey Data 2022-2023
Ohio Department of Higher Education Principal Intern Survey Data 2021-2022
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 indicates that 96.6% of Xavier University graduates persisted through their first four years of teaching, well exceeding reported statistics that teachers often leave the field within the first five years of teaching.
Resident Educator Data 2022-2023
Resident Educator Data 2021-2022
Resident Educator Data 2020-2021
Resident Educator Data 2019-2020
Resident Educator Data 2018-2019
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 2016-2018
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 - 2023
Educator Preparation Performance Report - 2022
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.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.
For additional information regarding School of Education accreditation, please contact Ms. April Thomas, Licensure and Accreditation Coordinator, at thomasa7@xavier.edu or 513-745-3701.