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Accreditation

´ó²¤Âܸ£Àûµ¼ is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, master’s, and doctoral degrees. ´ó²¤Âܸ£Àûµ¼ may offer credentials and diplomas at approved degree levels. Questions about the accreditation of ´ó²¤Âܸ£Àûµ¼ 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.

´ó²¤Âܸ£Àûµ¼'s current CAEP accreditation status is  at the Initial Licensure Level. The next site review will take place in spring 2027.

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

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 

• 2025 - Board of Regents will release this data in fall 2026
• - ´ó²¤Âܸ£Àûµ¼ 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.
• - ´ó²¤Âܸ£Àûµ¼ 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.
• – p. 32

Initial Licensure - Alternative Graduate Program 

• 2025 - Board of Regents will release this data in fall 2026
• – p. 36
• – p. 34
• – p. 34

Measure 2: (Initial and Advanced): Satisfaction of employers and stakeholder involvement. (R4.2, R5.3, RA4.1)

In the fall 2025 semester, XULA EPP contacted EPP graduates from 2022, 2023, 2024, and 2025 and obtained permission to contact their employers so that their employers could provide an evaluation of their readiness and preparedness to teach K-12 students. We also asked for this information from alumni so that the data received would help improve our teaching programs. More than 10 completers responded and provided administrators’ names and email addresses. The survey was sent in January 2026. One administrator responded, and below is their evaluation of XULA EPPs completer.

Employer feedback collected from a school administrator provides evidence regarding the effectiveness of graduates from ´ó²¤Âܸ£Àûµ¼ in meeting professional teaching standards and supporting diverse learners. The respondent, a Vice Principal with five years of administrative experience in a public urban high school in New York, evaluated the performance of a program completer currently employed at their school.

Overall, the administrator expressed strong satisfaction with the graduate’s performance across multiple areas of professional teaching practice. Ratings across twelve competencies—including subject mastery, pedagogical practice, lesson planning, assessment use, collaboration, and classroom management—were overwhelmingly positive. The respondent indicated “Agree” for ten competencies and “Strongly Agree” for two competencies, suggesting that the program completer consistently demonstrates effective instructional practices aligned with district and professional standards.

Particularly strong ratings were reported in the areas of student advocacy and the ability to provide real-world applications of academic concepts. The administrator described the graduate as a strong advocate for students and advisees, maintaining high expectations while remaining approachable, supportive, and responsive to student needs. This feedback indicates that the completer effectively embodies professional dispositions that promote student success and equitable learning opportunities.

Qualitative comments further highlighted the graduate’s instructional strengths. According to the respondent, the teacher deeply engages with the curriculum and intentionally designs instruction that is culturally relevant and developmentally appropriate. The administrator noted that the graduate internalizes curricular content in order to create meaningful learning experiences that actively engage students with the material. These characteristics reflect strong preparation in instructional planning, culturally responsive pedagogy, and student-centered teaching approaches.

The administrator also emphasized the graduate’s ability to work effectively within a diverse educational environment. The school context described in the survey includes a medium-sized urban high school serving a highly diverse student population and staffed by a diverse teaching faculty. Within this environment, the program completer was perceived as capable of adapting instruction to meet the needs of diverse learners while maintaining strong professional relationships with colleagues, students, and the broader school community.

While the feedback was overwhelmingly positive, the administrator also provided constructive recommendations for program improvement. Suggestions included increasing emphasis on culturally relevant curriculum integration, providing teacher candidates with exposure to the most current and engaging instructional strategies, and strengthening preparation in both general education and special education practices. These recommendations align with contemporary educational priorities related to inclusive instruction, differentiated learning, and culturally responsive teaching.

In summary, employer feedback indicates that graduates of ´ó²¤Âܸ£Àûµ¼ demonstrate strong professional competence, a commitment to student advocacy, and the ability to create meaningful and engaging learning experiences for diverse student populations. The administrator described the graduate as “amazingly talented” and noted that the school community is fortunate to have the individual as part of its faculty. This feedback provides evidence that the educator preparation program is successfully preparing candidates to meet professional teaching standards and to contribute positively to diverse school settings.

The feedback indicates that the ´ó²¤Âܸ£Àûµ¼ program is producing graduates who are effective, compassionate educators capable of working in diverse urban school environments. The program may benefit from further emphasis on culturally responsive pedagogy and inclusive teaching practices to align with evolving educational demands.

Link to survey:

Measure 3: (Initial and Advanced): Candidate competency at completion. (R3.3)

Candidate competency at program completion is determined by program assessments that reflect content and professional knowledge, those that serve as culminating assessments in programs like certification exams and clinical evaluations.

• PRAXIS EXAM Passage Chart September 2024-August 2025
• PRAXIS EXAM Passage Chart September 2023-August 2024
• PRAXIS EXAM Passage Chart September 2022-August 2023
• 2025 Residency and Internship Clinical Evaluations

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

´ó²¤Âܸ£Àûµ¼’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.

´ó²¤Âܸ£Àûµ¼’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 ´ó²¤Âܸ£Àûµ¼ 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.

The Louisiana Department of Education (LDOE) Teacher Preparation Quality Rating Score (TPQRS) evaluates the effectiveness of teacher preparation programs by measuring their ability to produce, train, and place highly effective teachers in high-need schools, rated on a four-level scale from "Ineffective" to "Highly Effective". Each provider receives a performance profile that includes information regarding the quality of the preparation experience, the extent to which they are meeting Louisiana's workforce needs, and the impact of their program completers on student learning.

2024-2025 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.

2023-2024 Teacher Preparation Quality Rating Score (TPQRS)

2022-2023 Teacher Preparation Quality Rating Score (TPQRS)

ACCOUNTABILITY REPORTS