ACCREDITATION

The Educator Preparation Program at Oklahoma Baptist University strives to maintain the highest of standards as it prepares its completers to go

into classrooms across this country and positively impact lives of young people. The EPP supports the state accreditation standards as defined

by the Office of Education Quality and Accountability, OEQA, and the national accreditation standards as defined by the Council for the

Accreditation of Educational Preparation, CAEP.

In meeting these standards the Educator Preparation Program at OBU provides information regarding its program to the public.

1. Do the students who graduate from your program impact student learning in a positive way when they go into classrooms and begin

teaching?

That is a complicated question to answer. School sites and classrooms can vary a great deal depending upon the demographic composition

of its student body. The Educator Preparation Program determined the best way to measure this was to follow benchmark testing, which

follows student growth from the beginning of the school year to the end of the year. Completers from OBU who are now teaching graciously

granted us permission to review the benchmark testing of their students, and it was determined that our completers do positively impact

student learning. The chart below shows student growth percentiles for reading and math as measured by the STAR benchmark assessment.

Star Early Literacy and Reading Assessment Yearly Student Growth Measure

Aggregated Summary Data

Cohort

Year

Number of

Completers

Below

Acceptable

Range

34 or below

Acceptable

Range

35-65

Above

Acceptable

Range

65 or above

Total %

Completers

Showing Acceptable or

Above on Growth

Measure

Cycle One

2015-2016 7 0 7 0 100%

Cycle Two

2016-2017 8 0 6 2 100%

Cycle Three

2017-2018 11 3 6 2 80%

*Fall only

The licensure areas represented in this measure are:

2015-2016 - 3 Early Childhood, 4 Elementary

2016-2017 - 3 Early Childhood, 5 Elementary

2017-2018 - 2 Early Childhood, 8 Elementary, 1 Special Education

(*Note: At OBU many of our completers were double majors of Early Childhood and Elementary; All Special Education Majors were

double majors with either Early Childhood or Elementary. Therefore, breaking them out from these three areas doesn’t seem

necessary.)

Star Math Assessment Yearly Student Growth Measure

Aggregated Summary Data

Cohort

Year

Number of

Completers

Below

Acceptable

Range

34 or below

Acceptable

Range

35-65

Above

Acceptable

Range

65 or above

Total %

Completers

Showing Acceptable or

Above on Growth

Measure

Cycle One

2015-2016 5 0 8 0 100%

Cycle Two

2016-2017 8 0 8 0 100%

Cycle Three

2017-2018

*Fall only

10 2 6 2 80%

The licensure areas represented in this measure are:

2015-2016 - 1 Early Childhood, 4 Elementary

2016-2017 - 3 Early Childhood, 5 Elementary

2017-2018 - 0 Early Childhood, 9 Elementary, 1 Special Education

2. Do the completers from your program get good evaluations from their administrators? Are they successful as

measured by their evaluators?

Students who had graduated from OBU and are now teaching graciously gave us permission to access their evaluations. In

addition OEQA sent evaluation data for first-year teachers who are teaching in Oklahoma. The charts below demonstrate that our

graduates are receiving excellent evaluations with many rated “Highly Effective”.

Teacher Leadership Evaluation Data

OEQA 2017 First Year Completers

Aggregated Summary Evaluation

Tool

Completers

N=

School

Districts

N=

Average

of

Total

Score

Range Ineffective

0-1.79

N=

Needs

Improve-

ment

1-2.79

N=

Effective

2.8-3.79

N=

Highly

Effective

3.8-4.79

N=

Superior

4.8-5.0

N=

Marzano

5

3

3.28

2.2-

4.0

0

1

2

2

0

Tulsa

12

6

3.43

2.9-

4.65

0

0

9

3

0

Combined

Totals

17

9

n/a

n/a

0

1

11

5

0

Percentages 6% 65% 29%

Shawnee-OBU Completer Cohort:

Three Cycles of Aggregated Summary Data

Cohort

Year

Semester

Observed

Completers

N =

Average

of

Overall

Scores

Range

Of

Scores

Effective

2.8-3.79

N / %

Highly

Effective

3.8-4.79

N / %

Total %

Completers

Scoring as

Effective/

Highly

Effective

Cycle One

2014-15 Fall 7 3.56 3.1-4.15 5 / 71% 2 / 29% 100%

2014-15 Spring 7 3.6 3.15-4.5 6 / 86% 1 / 14% 100%

Cycle Two

2015-16 Fall 8 3.5 3-4.2 7 / 88% 1 / 12% 100%

2015-16 Spring 10 3.78 3-4.6 5 / 50% 5 / 50% 100%

Cycle Three

2016-17 Fall 8 3.51 3-4.2 5 / 63% 3 / 37% 100%

2016-17 Spring 14 3.77 3.1-4.65 6 / 43% 8 / 57% 100%

Cycle Four (Fall Only)

2017-18 Fall 9 3.79 3.3-4.3 5 / 56% 4 / 44% 100%

3. Do you receive any feedback from administrators or mentor teachers as to how well prepared they think your graduates are to begin

their careers in the classroom?

The Office of Educational Quality and Accountability surveys administrators/mentors of first-year teachers in Oklahoma and sends those results

to the college that prepared them. The 2016-17 survey, which shows the questions that were asked of administrators/mentors of OBU first-year

teachers, is shown below. View the surveys from 2014-15 and 2015-16. The surveys indicate that the completers are generally well prepared

when they go into the classrooms.

OEQA Employer Satisfaction Survey of First Year Completers 2016-2017

Please indicate your level of agreement : Disagree Agree 1. The teacher understands how learners grow and develop. (InTASC 1) 0 (0%) 7 (100%) 2. The teacher recognize that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical area. (InTASC 1)

0 (0%) 7 (100%)

3. The teacher designs and implements developmentally appropriate and challenging learning experiences. (InTASC 1)

0 (0%) 7 (100%)

4. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (InTASC 2)

1 (14%) 6 (86%)

5. The teacher works with others to create environments that support individual and collaborative learning. (InTASC 3)

1 (14%) 6 (86%)

6. The teacher encourage positive social interaction, active engagement in learning, and self-motivation (InTASC 3)

0 (0%) 7 (100%)

7. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) they teach. (InTASC 4)

1 (14%) 6 (86%)

8. The teacher creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. (InTASC 4)

0 (0%) 7 (100 %)

9. The teacher understands how to connect concepts to each other and to authentic local and global issues. (InTASC 5)

0 (0%)

7(100%)

10. The teacher knows how to use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving. (InTASC 5)

1 (14%) 6 (86%)

11. The teacher understands and uses multiple methods of assessments to engage learners in their own growth and guide learners’ decision making. (InTASC 6)

2 (29%) 5 (71%)

12. The teacher understands and uses multiple methods of assessment to monitor learner progress and to guide decision-making. (InTASC 6)

1 (14%) 6 (86%)

13. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy. (InTASC 7)

0 (0%) 7 (100%)

14. The teachers plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of learners and the community context. (InTASC 7)

0 (0%) 7 (100%)

15. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (InTASC 8)

0 (0%) 7 (100%)

16.The teacher integrates technology effectively and appropriately into instruction. (InTASC 8)

0 (0%) 7 (100%)

17. The teacher engages in ongoing professional learning and use evidence to continually evaluate practice, particularly the effects of choices and actions on others (learners, families, other professional, and the community). (InTASC 9)

0 (0%) 7 (100%)

18. The teacher engages in ongoing professional learning and uses evidence to continually adapt practice to meet the needs of each learner. (InTASC 9)

0 (0%) 7 (100%)

19. The teacher sees appropriate leadership roles and opportunities to take responsibility for student learning. (InTASC 10)

0 (0%) 7 (100%)

20. The teacher seeks appropriate leadership roles and opportunities to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth. (InTASC 10)

0 (0%) 7 (100%)

4. How about your graduates, your completers? How well prepared do they feel after they have been in the classroom for nearly a

school year?

OEQA also surveys first-year teachers in Oklahoma and provides that data to the schools of education. In addition we survey our graduates

usually from years 1-5 in experience. The survey administered by the Education Preparation Program at OBU in December of 2017 is shown

below. View the 2014-2015, 2015-2016, and 2016-2017 surveys by OEQA and the EPP. In general completers perceive themselves to be

prepared to enter the classroom. The EPP reviews all responses and revises coursework and preparation based upon this feedback.

Oklahoma Baptist University First-Fifth Year Completer Survey Results

Spring 2018 My educator preparation program prepared me to: Disagree Agree 1. Understand how learners grow and develop. (InTASC 1) 0 (0%) 44 (100%) 2. Recognize that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical area. (InTASC 1)

0 (0%) 44 (100%)

3. Design and implement developmentally appropriate and challenging learning experiences. (InTASC 1)

4 (10%) 40 (90%)

4. Use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (InTASC 2)

6 (16%) 38 (84%)

5. Work with others to create environments that support individual and collaborative learning. (InTASC 3)

1 (2%) 43 (98%)

6. Encourage positive social interaction, active engagement in learning, and self-motivation (InTASC 3)

1 (2%) 43 (98%)

7. Understand the central concepts, tools of inquiry, and structures of the discipline(s) I teach. (InTASC 4)

2 (4%) 42 (96%)

8. Create learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. (InTASC 4)

3 (7%) 41 (93%)

9. Understand how to connect concepts to each other and to authentic local and global issues. (InTASC 5)

3 (7%) 41 (93%)

10. Know how to use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving. (InTASC 5)

1 (2%) 43 (98%)

11. Understand and use multiple methods of assessments to engage learners in their own growth and guide learners’ decision making. (InTASC 6)

2 (4%) 42 (96%)

12. Understand and use multiple methods of assessment to monitor learner progress and to guide my decision-making. (InTASC 6)

3 (7%) 41 (93%)

13. Plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy. (InTASC 7)

4 (9%) 40 (91%)

14. Plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of learners and the community context. (InTASC 7)

2 (4%) 42 (96%)

15. Understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (InTASC 8)

3 (7%) 41 (93%)

16. Integrate technology effectively and appropriately into instruction. (InTASC 8)

15 (34%) 29 (66%)

17. Engage in ongoing professional learning and use evidence to continually evaluate my practice, particularly the effects of my choices and actions on others (learners, families, other professional, and the community). (InTASC 9)

2 (4%) 42 (96%)

18. Engage in ongoing professional learning and use evidence to continually adapt practice to meet the needs of each learner. (InTASC 9)

2 (4%) 42 (96%)

19. See appropriate leadership roles and opportunities to take responsibility for student learning. (InTASC 10)

0 (0%) 44 (100%)

20. Seek appropriate leadership roles and opportunities to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth. (InTASC 10)

1 (2%) 43 (98%)

Overall, I felt I was well prepared. 5 (11%) 39 (89%)

5. Oklahoma Baptist University is known for high academic standards and rigorous expectations. Are the candidates in the Education

Preparation Program successful in moving through the program and graduating?

All programs at OBU do have high academic standards, but we also provided extensive support and individual attention in supporting our

students in reaching high academic achievement. Our candidates are successful in reaching graduation as shown on the charts below.

Cohort #1 Entered Spring 2014

Licensure Area Entered Graduated Percentages

Early Children 4 4 100%

Elementary 7 7 100%

Early/Elementary 3 3 100%

SPED/Early 1 1 100%

SPED/Elementary 4 2 50%

Social Sciences 1 1 100%

Math 4 4 100%

English 2 2 100%

Science 1 1 100%

Vocal Music

Instrumental Music 1 1 100%

Physical Ed

Total 28 26 93%

Cohort #2 Entered Fall 2014

Licensure Area Entered Graduated Percentages

Early Children

Elementary 6 4 67%

Early/Elementary 2 2 100%

SPED/Early

SPED/Elementary

Social Sciences 2 2 100%

Math

English 1 1 100%

Science

Vocal Music 1 1 100%

Instrumental Music

Physical Ed 1 1 100%

Total 13 11 85%

Cohort #3 Entered Spring 2015

Licensure Area Entered Graduated Percentages

Early Children 4 2 50%

Elementary 13 12 92%

Early/Elementary 2 2 100%

SPED/Early 1 1 100%

SPED/Elementary 3 2 67%

Social Sciences 2 2 100%

Math 3 3 100%

English 7 6 86%

Science 1 1 100%

Vocal Music 3 3 100%

Instrumental Music 5 4 80%

Physical Ed 4 3 75%

Total 48 41 85%

Cohort #4 Entered Fall 2015

Licensure Area Entered Graduated Percentages

Early Children 5 3 60%

Elementary 9 7 78%

Early/Elementary 3 3 100%

SPED/Early

SPED/Elementary 3 2 67%

Social Sciences

Math 1 1 100%

English

Science

Vocal Music

Instrumental Music

Physical Ed 1 1 100%

Total 22 17 *77%

*Percentages will increase when the 4 remaining Candidates graduate in Spring 2018

6. Oklahoma requires people who want to teach to pass three tests, the OGET, OSAT, and OPTE. How do your students do on those

tests?

Our candidates do very well, exceeding the passing rates for the state on virtually all testing. Typically OBU has overall the highest pass rates of

all of the institutions in the state. This first chart summarizes OBU candidate performance on the OSAT, Oklahoma Subject Area Test, scores

over a three-year period. The next set of charts shows passing rates for OBU candidates for 2016-17 in the areas of the OGET, OSAT, and OPTE.

View similar results for 2014-15 and 2015-16.

OSAT Licensure Areas and Testing Years

Number of Candidates Tested

Qualifying Score

State Mean

EPP Mean

EPP Range

% of State Passing

% of EPP Passing

Early Childhood

2014-15 N=14 240 248 259 227-282 77% 79% 2015-16 N=10 240 239 245 212-262 50% 80%

2016-17 N=16 240 233 239 212-273 42% 56%

Elementary Education (ELED)

ELED Subtest #1

2014-15 N=30 240 248 249 224-278 70% 70%

2015-16 N=17 240 253 252 230-267 78% 82% 2016-17 N=30 240 252 265 235-286 76% 97%

ELED Subtest #2

2014-15 N=22 240 248 256 224-291 74% 82%

2015-16 N=13 240 250 259 237-285 66% 92%

2016-17 N=31 240 249 268 225-297 66% 81%

Special Education

2014-17 N=14 240 244 250 228-268 63% 85%

Social Studies Education (SSED)

SSED US History 2014-17 N=11 240 247 250 209-280 62% 64%

SSED World History

2014-2017 N=5 240 238 255 233-284 48% 60%

Math Education--Secondary

2014-17 N=11 240 255 260 221-293 80% 91% Instrumental Education

2014-17 N=9 240 259 269 260-280 88% 100%

Vocal Education

2014-17 N=7 240 245 262 242-277 62% 100%

English Education--Secondary

2014-2017 N=10 240 250 259 210-286 70% 76% Science Education—Secondary (SED)

SED Biology

2014-17 N=3 240 231 262 251-273 38% 100%

SED Physical Science

2014-17 N=1 240 254 263 263 75% 100%

Health/Physical Education

2014-17 N=11 240 240 243 212-266 50% 57%

OSAT Data Chart:

CAEP Standard 1.1—InTASC 4: Content Knowledge

CAEP Standard 1.2—InTASC 4: Content Knowledge

7. Do OBU graduates find positions teaching?

OBU graduates are much sought after by public schools in the

area. The only completers who aren’t teaching in a public

school are those who chose to go on to further studies, go on

missions, or teach in a private school setting.

** Every student that wanted a job, received a teaching job. Some students choose to go to graduate school and others to teach internationally

or in private schools.

8. What is the cost to attend OBU? What is the default rate there?

Knowing that it is a private university and tuition and other costs can be a concern, OBU is very sensitive in keeping costs as low as possible. By

the time scholarships and other financial supports are applied, the effective cost of OBU is very comparable to the costs of the public

comprehensive universities in Oklahoma. Our default rate is well below the national average. The information below will provide additional

information related to costs.

School Default Rates FY 2014, 2013, and

2012

Record 1 of 1

Oklahoma Baptist University

Employment Rate

Teaching in Public Education

Graduation

Year

Number of

Graduates

Hired in

Public

Education

Not Hired

in Public

Education

OR

Information

Unknown

Rate of

Completers

Hired in

Public

Education

2017 45 34 11 75%

2016 40 26 14 65%

2015 43 30 13 70%

OPE

ID

School

Type

Control

PRGMS

FY2014

FY2013

FY2012

003164

OKLAHOMA BAPTIST

UNIVERSITY

500 WEST UNIVERSITY

SHAWNEE OK 74801-2590

Master's

Degree

or

Doctor's

Degree

Private

Both

(FFEL/FDL)

Default

Rate

4.2

6.9

8.7

No. in

Default

20

27

33

No. in

Repay

467

389

377

Enrollment

2,178

2,077

1,993 figures

Percentage

21.4

18.7

18.9 Calculation

ENROLLMENT: To provide context for the Cohort Default Rate (CDR) data we include enrollment data (students enrolled at any time during the year)

and a corresponding percentage (borrowers entering repayment divided by that enrollment figure). While there is no direct relationship between the

timing of when a borrower entered repayment (October 1 through September 30) and any particular enrollment year, for the purpose of these data,

we have chosen to use the academic year ending on the June 30 prior to the beginning of the cohort year (e.g., FY 2014 CDR Year will use 2012-2013

enrollment).

Current Date : 09/28/2017

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