The Moreland Difference
Results matter at Moreland University
Measuring achievements and outcomes as they relate to the Moreland University’s mission—teaching teachers around the world to be resourceful problem solvers and tech-savvy educators through an online, collaborative, activity-based learning system designed for tomorrow’s students in a dynamic and diverse world.
Our Accreditations and Approvals
Moreland University is proud to share the approval and accreditations earned for the exceptional programs in teacher education.
Distance Education Accrediting Commission
Accredited by the Distance Education Accrediting Commission. The Distance Education Accrediting Commission is listed by the U.S. Department of Education as a recognized accrediting agency. The Distance Education Accrediting Commission is recognized by the Council for Higher Education Accreditation (CHEA).
You can find our DEAC Student Achievement Disclosure form here.
The Office of the State Superintendent for Education
The Office of the State Superintendent for Education reviews and approves all programs operating in Washington, DC, and leading to a teaching license.
The Higher Education Licensure Commission
The Higher Education Licensure Commission (“HELC”, the “Commission”) is a Five-Member Mayoral appointed regulatory, consumer protection authority. They are responsible for public protection with regard to legitimate quality education in the District of Columbia.
The Office of Certification at the West Virginia Department of Education
The Office of Certification at the West Virginia Department of Education provides for the approval of all permits, authorizations, and certifications for licensure for educators who wish to work in West Virginia’s public schools.
Program Approvals
Distance Education Accrediting Commission
Accredited by the Distance Education Accrediting Commission. The Distance Education Accrediting Commission is listed by the U.S. Department of Education as a recognized accrediting agency. The Distance Education Accrediting Commission is recognized by the Council for Higher Education Accreditation (CHEA).
Council for the Accreditation of Educator Preparation
Moreland University is accredited by CAEP for initial teacher preparation in the following programs: Art (all grades); Early Childhood Education; Education Research; Educational Technology; Elementary Education; Elementary Mathematics Resource; English as a Second Language; Health and Physical Education; Middle School English; Middle School General Education; Middle School Mathematics; Middle School Science; Middle School Social Studies; Modern Foreign Languages; Music—Vocal and Instrumental; Secondary Biology; Secondary Chemistry; Secondary Computer Science; Secondary English; Secondary General Science; Secondary Mathematics; Secondary Physics; Secondary Social Studies; Special Education; Special Education (non-categorical); Teaching Multilingual Learners.
CAEP Accountability Measures
CAEP Measure 1: Completer Impact and Effectiveness
Contribution to P-12 Student Learning Growth
Data for Measure 1 is under development to align with 2022 phase-in plans. Moreland’s improvement plan measures the effectiveness of teacher candidates’ professional growth over the span of one year upon completion of the program. In progress are planned updates to our alumni engagement and partnership surveys to collect data that measures effectiveness of teacher candidates who complete our program. Additionally, we will work in collaboration with our clinical placement sites and district partnerships to identify opportunities to track our teacher candidates directly alongside student achievement metrics. Data for this measure is expected to become available to the public by January 2023.
Application of Professional Knowledge, Skills, and Dispositions in the P-12 Classroom
In alignment with Component R4.1 Completer Effectiveness, this measure shows evidence of application of professional knowledge, skills, and dispositions by program completers. Moreland University uses the data provided by the Office of the State Superintendent of Education (OSSE) in the District of Columbia. This information is found in the Educator Preparation Provider Report issued annually to Moreland University.
The graph represents candidates and completers of Moreland University’s Teacher Certification Program from 2019-2020 who were employed in the District of Columbia in their first year of teaching during the 2020-2021 School Year (SY). Data is separated by D.C. city wards with comparison among Moreland Candidates & Completers (dark blue), Alternate Route Organization or Institution Programs in D.C. (medium blue), and Candidates & Completers citywide (orange).
Moreland University uses this data because the majority of program completers seek certification in the District of Columbia. OSSE has noted that the dataset was impacted by the COVID-19 pandemic. However, data for three of four Candidates/Completers with first year employment in D.C. was available to OSSE showing 100% of those individuals rated as effective or higher.
CAEP Measure 2: Satisfaction of Employers and Stakeholder Involvement
Employer Satisfaction
When asked about their satisfaction levels with candidates from Moreland’s program either employed in their school or placed there to complete their clinical practice program, administrators responded favorably. According to data collected from school supervisors in November 2021, seventy-one percent reported they were very satisfied with the completers’ performance in the areas of impact on student learning and performance as well as student growth and development. 73% reported they were very satisfied with the completers’ knowledge and skills in the following areas: content knowledge, teaching strategies, and innovative methods.
CAEP Measure 3: Candidate Competency at Program Completion
To demonstrate the candidate competency at completion in alignment with CAEP Component R3.3, Moreland University reviews data from educator licensure exams. Most completers of Moreland University’s Teacher Certification Program seek certification in the District of Columbia. Therefore, the data presented for this measure represents the District of Columbia. Use of D.C. data affords access to a larger sample size, increasing data reliability and accuracy of data trends.
The Office of the State Superintendent of Education (OSSE) in the District of Columbia requires individuals to demonstrate basic skills, subject content, and pedagogy knowledge. Passing scores on the respective Praxis exams are required by OSSE in addition to appropriate teacher preparation. Each year, OSSE produces an Educator Preparation Provider Report for approved providers. The data in the first chart titled “Moreland University Praxis Pass Rates in SY 2020-21” was retrieved from that report. The data showed that in 2020-2021, candidates and completers of Moreland University’s Teacher Certification Program achieved an overall pass rate of 95% compared to 92% pass rate among all test takers in the District of Columbia. Similarly, the first-time pass rate for candidates and completers of Moreland University’s program (94%) was higher than all first-time test takers in the District of Columbia (89%). OSSE does acknowledge this data is limited based on the receipt of scores from candidates and completers.
To provide an additional source of completer data for CAEP Component R3.3, summary pass rates retrieved from 2020-2021 District of Columbia Title II data were also examined by Moreland University. As previously mentioned, District of Columbia data represents the majority of completers but is limited by receipt of scores. The use of Title II data addresses limitations of the OSSE reported Praxis data, examining a larger population of District of Columbia test-takers from Moreland University.
Title II defines summary pass rates as “the proportion of program completers who passed all tests they took for their areas of specialization among those who took one or more tests in their specialization areas”. For the 2020-2021 reporting period, out of 303 test-takers from Moreland University, 87% achieved passing Praxis exam scores. Data from the previous two years is also presented for comparison purposes.
CAEP Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared
Graduates of the TEACH-NOW program were surveyed in April 2021 and asked questions about their current employment. Out of 654 respondents, approximately 75% indicated full time employment as a teacher and 8% indicated employment in an alternate teaching capacity including substitute or part-time teaching.
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