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.

Council for the Accreditation of Educator Preparation

CAEP is the principal accrediting body for schools of education in the United States. We were the first online program to be accredited by CAEP.

National Council for State Authorization Reciprocity Agreements

The National Council for State Authorization Reciprocity Agreements authorizes program providers to operate across state lines.

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 Arizona Department of Education

The Arizona Department of Education reviews and approves all programs operating in Arizona 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.

Data from Academic Year 2019-20


Impact on P-12 Learning & Development (CAEP Measure 1)

During this reporting period, when 855 of our candidates obtained their District of Columbia teaching license, the District of Columbia released a significant report. The Office of the State Superintendent of Education released an education preparation provider report, which examines the supply of educators from DC-approved education preparation providers.

The report includes LEA faculty and staff data collected from October 2017 to October 2020. Section 4 (pages 22-23) shows the percentage of program completers from Moreland University employed as first-year teachers in DC LEAs who earned ratings of effective or higher for school years 2018-19 and 2019-20. In the first chart (below, and on page 22), 90.6% of Moreland University completers were rated ‘effective or higher’ during their first year of teaching, across the District of Columbia. The second chart (below, and on page 23) breaks down the effectiveness data by Ward within the District.

Indicators of Teaching Effectiveness (CAEP Measure 2)

Our TEACH-NOW® Teacher Preparation Certificate Program features a robust clinical placement program, in which teaching candidates are evaluated on numerous occasions by a supervising mentor teacher as well as a Moreland University clinical instructor, relative to the InTASC Model Core Teaching Standards. Please see the results below from the clinical placement portion of our program during Academic Year 2019-20.

All Teacher Certification Candidates were evaluated using the InTASK Standards. Evaluations include a candidate assessment, and are followed by mentor evaluations and instructor evaluations. The standards are grouped, with each observation focused on a specific group. The self-assessment and final observation represent a cumulative review of all 10 standards, which are rated on a 4-point scale. Aggregate data for candidates during academic year 2019-20.

Satisfaction of Employers and Employment Milestones (CAEP Measure 3)

Employer Satisfaction

When asked about their satisfaction levels with graduates from our program employed in their school(s), school administrators responded favorably. Eighty-three percent reported that our candidates were either very well prepared or well prepared, compared against candidates from other teacher preparation program backgrounds, after observation in the classroom. Ninety-six percent reported that they would consider hiring another graduate of our program.

Employment Milestones

Our graduates are successful in reaching key employment milestones after completing our programs. Thirty-one percent reported receiving a promotion. Forty-eight percent reported receiving an increase in pay. Fourteen percent reported receiving an award for outstanding teaching. Finally, forty percent reported having been given a leadership opportunity in their school.

Alumni Reported. Alumni Survey (2020)

Satisfaction of Completers (CAEP Measure 4)

Ninety-five percent of alumni were satisfied or very satisfied with our program. Ninety-one percent rated our programs excellent or very good. Ninety-one percent rated our instructors excellent or very good. Ninety-eight percent would recommend our programs to others. Finally, eight-nine percent indicated that our programs helped them to achieve their personal or professional goals.

Graduation Rates (CAEP Measure 5)

We enjoy outstanding retention and graduation rates. Our retention rate stands at 99.7% and our graduation rate is 94.2%.

Rates indicate the percentage of Certification candidates who finished the 36-week program within 72 weeks (2 times the length of the program)

Ability of Completers to Meeting Licensing, and Any Additional State Requirements (CAEP Measure 6)

We file Title II reports annually for every state we are approved in. We invite you to visit the Title II website, where you can access our public reports.

Please find below our candidates’ scores on three levels of Principles of Learning and Teaching PRAXIS exams, when qualifying for their teaching license. Our candidates’ scores are shown on the green line, with the blue line representing all test takers (US and worldwide) who took the same test.

5622 Principles of Learning & Teaching, Grades K to 6

July 2019 to July 2020 | All n=8,502 TN n=137

5623 Principles of Learning & Teaching, Grades 5 to 9

July 2019 to July 2020 | All n=1,490 TN n=36

5264 Principles of Learning & Teaching, Grades 7 to 12

July 2019 to July 2020 | All n=7,624 TN n=147

Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared (CAEP Measure 7)

When asked about their employment situation currently and where they envision being 5 years from now, our graduates reported the following:

  • 76% are teaching full-time currently, and 72% expect to be teaching full-time in five years’ time
  • 86% are teaching in some capacity currently (part-time, substitute, etc.), and 77% expect to be doing the same in five years’ time
  • 90% are working in an education job of some kind currently (teaching, professional association for teachers, etc.), and 94% expect to be working in an education job in five years’ time
  • 10% are seeking an education job currently (unemployed or retired and seeking such a job), while 5% expect to be in that same situation in 5 years’ time

Student Loan Default Rates, and Other Consumer Information (CAEP Measure 8)

We are eligible for, but do not participate in, Title IV funding. Our candidates do not graduate our program with student loan debt.

The average time (2019-20 academic year) to complete our teacher preparation program is 285 days.



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