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Accreditation

Oklahoma State University is accredited as a National Council for Accreditation of Teacher Education (NCATE) legacy site based on our last accreditation visit in 2014, at which time the institution received no areas for improvement. Our new accreditors, the Council for the Accreditation of Educator Preparation (CAEP) accreditation visit was spring 2022, but results are not yet determined. With that in mind, the below will refer to our NCATE legacy visit conducted in 2014 at this time. With that in mind, the below will refer to our NCATE legacy visit conducted in 2014 at this time. Our state accrediting body is the Office of Educational Quality and Accountability (OEQA), which reviews our educator preparation program (EPP) in tandem with national accreditors, also assessing state-level requirements. Oklahoma State University provides annual reporting data to both entities.


Frequently Asked Questions

  • What does it mean to have received no areas for improvement from our last accreditation visit?

    Oklahoma State University is proud to have met and in some cases exceeded accreditation requirements upon our last review. However, accreditation is a dynamic process and one we do not take lightly. Educator Preparation (Professional Education Unit) faculty at both the initial and advanced levels are always in a continuous improvement process, working to collect data on our programs and make informed decisions toward improvement based on our data. We are also careful to assess the effectiveness of our assessments themselves to ensure timely, accurate data on which to base our decisions.

  • How does Oklahoma State University assess impact on P-12 learners (CAEP Standard 4.1)?

    The Oklahoma Association of Colleges of Teacher Education (OACTE) was awarded a State Chapter Support Grant (SCSG) from the American Association of Colleges of Teacher Education for 2017-2018. Through this grant we determined what data would be accessible from our P-12 partner school districts around the state which employ a significant portion of our program completers in their early careers. We met with multiple regions’ superintendents and determined the data that school districts report having available. We then compared regional data at the state level in order to determine availability of data for Standard 4.1, as well as the best means of obtaining this data directly from our completers’ employers. 

     

    Because of the above grant work, we receive STAR and iStation Data from a partner district:

    STAR Data

    iStation Data

     

    We also have Teacher Leader Effectiveness data for completers. There are a variety of these formats, all below. 

     

    Marzano Focused Teacher 2019-2020

    Marzano Leader 2014-2019

    McREL Principal 2014-2021

    Tulsa Counselor 2014-2019

    Tulsa Librarian 2015-2020

    Tulsa SL Path/Sch Psych 2014-2019

    Tulsa Teacher 2019-2020

     

    Finally, impact on student learning case studies, while delayed by COVID-19, were conducted in Spring 2021.

     

    Case Study Data Annual Report

  • How does Oklahoma State University assess teaching effectiveness (former years’ data for the prior 4.2 standard)?

    Oklahoma State University, through a Data Governance Council made up of Educator Preparation Professionals in concert with OEQA and the Oklahoma State Dept. of Education, have made Teacher and Leader Effectiveness (TLE) assessment data available to universities in order to determine and verify our program completers’ success in the field, as well as identify opportunities for improvement in the preparation of current and future candidates. There are a few measures for this, but the two most common assessments for which we have a large enough sample size to provide results publicly are the Tulsa Teacher Model and the Marzano Teacher Evaluation attached below. 

     

  • Does Oklahoma State University gather feedback from employers (CAEP Standard R4.2 and Advanced Program Standard 4.1)?

    Yes, we do this in multiple ways. Every year the Professional Education office hosts the annual Professional Education Advisory Board meeting for which stakeholders are invited to campus in order to offer important feedback to faculty. At this meeting superintendents, principals (who also employ many of our graduates in addition to hosting them for field experiences and internships), mentor teachers, recent graduates, etc. come together to discuss the program in depth. Each program’s group advises faculty on strengths that should be nourished and opportunities for improvement. This feedback is then discussed and utilized by the full program faculty group to inform their respective continuous improvement processes.

     

    We also survey all Oklahoma public school employers of our recent graduates to gather feedback. This survey data is provided through the Oklahoma Data Governance Council annually. Either the supervising principal or the recent graduate’s mentor completes this survey.

     

    Finally, advanced programs have begun conducting focus groups annually, alternating between completers on odd years and employers on even years. These data are too detailed to post, but they are provided in the SSR as part of our suite of evidence for advanced program areas.

  • Does OSU gather feedback from program completers (CAEP Standard R4.3 and Advanced Standard 4.2)?

    Yes, as noted above, program completers typically participate in the annual advisory group meeting. We also analyze results of the First Year Teacher Survey provided by the Data Governance Council to inform programs’ and the EPP’s continuous improvement.

     

    Finally, advanced programs have begun conducting focus groups annually, alternating between completers on odd years and employers on even years. These data are too detailed to post, but they are provided in the SSR as part of our suite of evidence for advanced program areas.

  • Does Oklahoma State University track graduation rates?

    2019 Report Year Data

    When figured at six years from matriculation (when a student begins at the institution), the graduation rate for initial certification programs is 83 percent who earn a bachelor’s degree within that timeframe. Using the same calculation for advanced program areas, the graduation rate was 78.7 %. Most of our graduate students work full-time, thus a portion of our students may take longer to earn their degree. 

     

    The six year graduation rate of those earning the specific degree they sought at the bachelor’s level is 63.8 percent, while the same calculation for graduate level candidates was 77% percent. 

     

    2020 Reporting Year Data 

    When figured at six years from matriculation (when a student begins at the institution), the graduation rate for initial certification programs is 81.2 percent who earn a bachelor’s degree within that timeframe. Using the same calculation for advanced program areas (calculated at 6 years for master’s and 9 years for doctorate), the graduation rate was 71.4%. Most of our graduate students work full-time, thus a portion of our students may take longer to earn their degree.  

     

    The six year graduation rate of those earning the specific degree they sought at the bachelor’s level is 68.8 percent.  For graduate students, those earning the specific degree they pursued as they matriculated remains 71.4% as graduate students seldom (and in this case none did) change majors.  

     

    2021 Reporting Year Data 

    When figured at six years from matriculation (when a student begins at the institution), the graduation rate for initial certification programs is 85.4% who earn a bachelor’s degree within that timeframe. Using the same calculation for advanced program areas (calculated at 6 years for master’s and 9 years for doctorate), the graduation rate was 74.5%. Most of our graduate students work full-time, thus a portion of our students may take longer to earn their degree. 

     

    The six year graduation rate of those earning the specific degree they sought at the bachelor’s level is 71.2%.  For graduate students, those earning the specific degree they pursued as they matriculated remains 74.5% as graduate students seldom (and in this case none did) change majors. 

  • How does Oklahoma State University assess candidates’ ability to certify upon completing the program?

    We have multiple points of data on this, a large portion of which is captured in our annual Title II report below. However, we also offer all certification exam results for convenience and maximum transparency. Scores vary based on sample size (and those with fewer than 6 examinees may not be reported for privacy reasons). The OGET is required for admission to Professional Education, and the OSAT must be taken prior to the internship. The PPAT performance assessment is taken during the internship, the culminating experience for an initial certification educator candidate prior to program completion. Advanced certification candidates take the appropriate exams during their program prior to completion (exam timeline is detailed on each program’s certification check sheet at the initial and advanced levels).

  • What is the likelihood for completers to be hired in education positions for which they have been prepared (initial and advanced)?

    The Oklahoma State School Board Association (OSSBA, 2018) reported 596 teaching vacancies as of August 1, 2019. Further, 3,833 emergency certifications have been issued for the 2021-2022 academic year as of April of 2022, a new record for the state for this temporary certificate only provided at administrator request when the school does not have a certified applicant. The intensity of the teacher shortage is felt in Oklahoma’s rural, urban, and suburban districts alike. There is an incredible need for teachers and specialists at advanced levels in all areas in the state of Oklahoma. The Oklahoma SDE Supply & Demand Study is available here. As evidenced in the report, all certification areas are in great need, initial and advanced. 

     

    Oklahoma State University’s completers have ample employment opportunities in their fields of study across the U.S. and beyond, however. In addition to Oklahoma-based employers, our graduates are actively sought by districts in Texas, California, Colorado, New Mexico, Arkansas, Kansas, with employers from each of these states attending the Educator Job Fair. Further, we offer internship (“student teaching”) opportunities abroad, and we have also had completers who were recruited and accepted employment teaching in Costa Rica, for example. 

     

    We also provide candidates with the Occupation Outlook Handbook.

     

    We do receive employment data for those who accept employment in Oklahoma public schools via the Data Governance Council (see First Year Teacher Survey above) for initial and advanced level completers. However, it is more difficult to track those who seek employment out of state or outside public school settings. To address this challenge, we are implementing a new system of employment data collection Summer 2022 in which a GRA will follow up with an employment survey at the end of June, the end of July, and Sept. 15 and reach out individually as well until we have at least 80% participation in the survey. 

  • What is the student loan default rate at Oklahoma State University? 

    The draft loan default rate provided to the institution in Fall 2021, the most recent figure available for Oklahoma State University, is 2.7%.

  • What programs were reviewed and what was their status at the time of the last accreditation visit in 2014?
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