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Accreditation

²Ø¾«¸ó is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, master’s, and doctoral degrees. ²Ø¾«¸ó may offer credentials and diplomas at approved degree levels. Questions about the accreditation of ²Ø¾«¸ó may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling 404.679.4500, or by using information available on SACSCOC’s website (). 

CAEP’s mission is to advance excellent educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P`12 student learning.

²Ø¾«¸ó's CAEP accreditation status is effective between October 2019 and December 2025. The next site review will take place in spring 2025. The accreditation status and term are posted on the .

CACREP accredits master’s and doctoral degree programs in counseling and its  that are offered by colleges and universities in the United States and throughout the world. Xavier University's Counseling Program, housed in the Division of Education and Counseling, is accredited by the . 

Programs

Programs included in the current accreditation cycle:

CAEP Accountability Measures

As a component of the Council for the Accreditation of Educator Preparation (CAEP) accreditation, every Education Preparation Provider (EPP) must report and prominently display data on its website relating to Annual Reporting Measures established by CAEP. EPPs may select the data they present if it is appropriate to CAEP’s measures.   Performance and outcomes of the ²Ø¾«¸ó’s educator preparation program completers are measured and reported annually.  Data reflects the most recent figures released by the Louisiana Board of Regents.

CAEP Impact and Outcome Measures

Measure 1: Completer Impact and Effectiveness – (Component R4.1)   

DATA DASHBOARDS – The Louisiana Board of Regents developed individual Teacher Preparation Data Dashboards to provide the public with data with respect to state-approved teacher preparation programs offered by public universities, private universities, and private providers at the undergraduate (traditional programs) and the graduate (alternate programs) levels. The data dashboards include information on enrollment, completion, retention, licensure test pass rates and performance.

COMPASS is Louisiana’s educator support and evaluation system. Teachers at Louisiana public schools are evaluated using the COMPASS system each year. There are two parts of COMPASS, Student Growth and Professional Practice. Each part accounts for half of the final Compass evaluation, which includes an assessment of student data, one formal observation, and one informal observation (LDOE). A minimum of 10 completers for each program is needed to analyze COMPASS results. COMPASS assesses the performance of new teachers (teachers with less than two years of teaching) and their impact on K–12 student learning and development.  

Initial Licensure - Traditional Undergraduate Program 

• - ²Ø¾«¸ó does not have Completer Impact and Effectiveness data for undergraduate students for the year 2024 because there were fewer than 10 completers who received Compass scores.
• - ²Ø¾«¸ó does not have Completer Impact and Effectiveness data for undergraduate students for the year 2023 because there were fewer than 10 completers who received Compass scores.
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Initial Licensure - Alternative Graduate Program 

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**The 2025 LA Board of Regents Data is provided by the Louisiana Board of Regents and will not be released until late spring/early summer 2026.

Measure 2: Completer’s ability to meet licensing requirements (Component R3.3)

²Ø¾«¸ó’s EPP ensures candidates are able to apply their knowledge of content at the appropriate progression levels. Evidence provided demonstrates candidates know central concepts of their content area (InTASC Standard 4) and are able to apply the content in developing equitable and inclusive learning experiences (InTASC Standard 5) for diverse P-12 students. In Louisiana, completers must pass Praxis II (content knowledge) and the Principles of Teaching and Learning (PLT), to qualify for initial licensure. Xavier’s teacher preparation program requires all candidates to pass all parts of the Praxis exams as a requirement for completion.  On occasion, candidates attempt more than once to pass the exams.  The data below demonstrates competency at completion- 100% successfully pass Praxis Exams. 

Initial Licensure - Traditional Undergraduate Program 

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Initial Licensure - Alternative Graduate Program 

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Measure 3: Persistence Rate of Completers who Taught in Public Schools in Louisiana for Five Years (Component R3.1)

Undergraduate Programs

The following table identifies the number and percentage of undergraduate candidates who completed teacher preparation programs during a specific year and taught in public schools in Louisiana during the following five years. Completers have the option of teaching in public or private schools in Louisiana or schools in other states. This table only pertains to teachers who taught in public schools in Louisiana.

Initial Licensure - Traditional Undergraduate Program 

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Alternate Programs

The following table identifies the number and percentage of alternate candidates who completed teacher preparation programs during a specific year and taught in public schools in Louisiana during the following five years. Completers have the option of teaching in public schools in Louisiana, private schools in Louisiana, or schools in other states. This table only pertains to teachers who taught in public schools in Louisiana.

Initial Licensure - Alternative Graduate Program 

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Measure 4: Ability of Completers to Meet Workforce Needs (Component R3.1)

²Ø¾«¸ó’s EPP consistently places completers in high-need schools (HNS) and produces program completers in high-need certification areas (HNC).  A high-need school (HNS) is a school that meets one or more of the following criteria: Low-income students: A high percentage of students come from low-income families; Teacher turnover: The school has a high teacher turnover rate; Teacher qualifications: The school has a high percentage of teachers who are not certified or licensed, or who teach in subjects outside their field; and Free or reduced price lunch: At least one school in the district has 50% or more of students eligible for free or reduced price lunch. Some high-need certification (HNC) areas include: STEM: Science, technology, engineering, and mathematics, Special education: Teachers work with students with disabilities to provide tailored instruction and support; Foreign language: Teachers instruct students in languages other than English and English as a Second Language (ESL): Teachers help non-native English speakers improve their language skills.  

²Ø¾«¸ó’s EPP has strategies for recruiting students into our programs that reflect the K-12 students in the Greater New Orleans Metropolitan area. In February 2025, Louisiana had 683,215 students enrolled in K-12 public schools. This represents a decline from previous years, hitting the lowest level in 16 years. Black and White students comprise similar percentages of the public school population, and approximately 73% of students are considered economically disadvantaged. The vast majority (69.3%) of K-12 students attend traditional public schools, with magnet schools serving a smaller percentage (3.1%), and private school choice programs impacting 1.1% of students. Approximately 2.2% of Louisiana families homeschool their children. Similarly in the New Orleans Metropolitan area, where ²Ø¾«¸ó is located, there were 47,968 PreK-12 students enrolled in public schools, including NOLA-PS schools and Type 2 charter schools (Type 2 charters are those overseen by the Louisiana State Board of Elementary and Secondary Education) the vast majority of New Orleans public school students are Black (76.4%) and, as has been the trend in recent years, the percentage of White and Latinx students enrolled in New Orleans public schools continues to increase. The vast majority of New Orleans public school students are from low-income households. The data presented here demonstrates our ability to recruit graduate and undergraduate students that reflect the K-12 students in the Greater New Orleans Metropolitan area. 

2023-2024 Teacher Preparation Quality Rating Score (TPQRS)

2022-2023 Teacher Preparation Quality Rating Score (TPQRS)

2021-2022 Teacher Preparation Quality Rating Score (TPQRS)

The 2025 Teacher Preparation Quality Rating Score (TPQRS) is provided by the Louisiana Department of Education and will not be released until fall 2026.

Measure 5: Satisfaction of Completers (Component R4.3)

Xavier’s Office of Institutional Research and Decision Support coordinates the implementation of the Satisfaction of Completers Survey. The Satisfaction of Completers Survey is emailed only to graduate completers (based on a university decision the university does not send the survey to undergraduate completers). It was recently realized the university does differentiate in the survey between majors (elementary/middle/secondary) and the decision has been made to ask the University for this disaggregated Information moving forward.

The data from the 2022-2025 survey responses are below:

Spring 2025 Graduate Exit Survey:

Master of Arts in Teaching   Program Report  

2 of 2 graduating students responded to the survey, a response rate of 100%. 

It's standard policy not to report any data (not just for surveys, all data) where the number of respondents is less than five to protect anonymity, so there's no C&I grad report for AY 2024-2025.

Spring 2024 Graduate Exit Survey:  

Master of Arts in Teaching Program Report  

Seven of nine graduating students responded to the survey, a response rate of 78%.  

Based on their experiences, 100% (7 of 7 respondents) would recommend the program to others.   

*Where totals do not sum to exactly 100% it is due to rounding to whole numbers  

Spring 2023 Graduate Exit Survey:  

Master of Arts in Teaching Program Report   

Sixteen graduating students responded to the survey, a response rate of 100%.  

Based on their experiences, 69% (11 of 16 respondents) would recommend the program to others, one (6%) would not, and the remaining four respondents (25%) were unsure at this time.   

*Where totals do not sum to exactly 100% it is due to rounding to whole numbers  

Spring 2022 Graduate Exit Survey:  

Master of Arts in Teaching Program Report   

Fifteen of Eighteen graduating students responded to the survey, a response rate of 83.3%.  

Based on their experiences, 100% of graduating students would recommend the MAT Program to others.   

*Where totals do not sum to exactly 100% it is due to rounding to whole numbers 

ACCOUNTABILITY REPORTS