Quality first. All of our degree programs surpass the accepted standards established by experts in the field.
University of the Cumberlands is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award associate, baccalaureate, masters, educational specialist, and doctorate degrees. University of the Cumberlands also may offer credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of University of the Cumberlands 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 (www.sacscoc.org).
Strategic Plan
The 2025 Strategic Plan provides measurable goals and builds on the universities mission and values.
Assessment of Student Achievement
University of the Cumberland identifies, evaluates, and publishes goals and outcomes for student achievement.
State Authorization
Kentucky is a member of the State Authorization Reciprocity Agreement (SARA). University of the Cumberlands is an approved SARA institution. SARA allows institutions to offer distance education courses and programs to other SARA participating institutions and ensures adherence to national standards for postsecondary distance education. The University works through SARA processes and with states to ensure that when authorization or licensure of online programs is necessary, required approvals are secured.
It is the student’s responsibility to understand the current status or special requirements related to the authorization of distance education in their state of residence. For more information about SARA, please visit https://nc-sara.org/.
To determine if the online program is available in a specific state, please refer to the NCSARA Licensure document.
Requirements and restrictions change frequently, so check back often for the status of offerings in specific state.
While University of the Cumberlands (UC) strives to be in compliance with state licensure requirements where University programs are offered, UC cannot confirm whether the course or program meets requirements for professional licensure in a student’s state of residence. Licensure requirements are established by each state’s respective board(s) and must be met to be licensed. The student is advised to contact their applicable licensing board(s) to determine if the program meets requirements for licensure in the student’s state of residence. Although a program may be available in a specific state, there may be additional obligations required by the institution. University of the Cumberlands has the right to determine if program will be available in each state.
Though SARA authorizes the University to offer its programs in member states, there is the possibility that other state requirements not covered by SARA (such as requirements from state licensing boards) could necessitate the restriction of certain programs in certain states. Please note that should a student choose to enroll in a restricted program in a particular state, there may be restrictions that could affect the student.
Examples could include:
- inability to sit for local licensing in that state
- ineligible for consumer protection that state
- A student may not be able to complete field placements (practicum, internship, clerkship, etc.). This could affect licensure or recognition of the degree to meet particular requirements.
Additionally, if a student moves during the course of his/her studies to a state where his/her program is restricted, please be aware that the student is taking a risk and may not be able to complete that program or use any of the credit earned towards licensing in that field of study in the new state of residence. Please note that the risks listed above are not exhaustive. Please verify with an individual state’s professional licensing board to ensure plans are not impacted by these risks.
A full list of all applicable state board contact information can be found at: https://www.nc-sara.org/professional-licensure-directory.
CAEP Accountability Measures
The Council for the Accreditation of Educator Preparation (CAEP) is responsible for the oversight of accredited programs and ensures the proper teaching and administrator standards are fully implemented for its accredited programs. CAEP accreditation is widely considered as the top educator preparation program-specific accreditation. The School of Education at University of the Cumberlands complies with all CAEP standards across School of Education programs at the initial and advanced levels.
Data from various sources here provide a snapshot of the School of Education programs at the University of the Cumberlands and is intended to assist prospective and current candidates, faculty, accrediting bodies, and the public.
The following programs were reviewed and approved by CAEP during our Spring 2020 accreditation visit:
- Bachelor of Arts (BA) in Education
- Bachelor of Science (BS) in Education
- Master of Arts in Teaching (MAT)
- Master of Arts in Education – Teacher Leader, Literacy Specialist, and School Counseling (MAED)
- Educational Specialist in School Counseling and School and District Administration (EdS)
- Rank I in School and District Administration
- Endorsement in ESL and Teacher Leader
Measures of Program Impact
Measure 1: (Initial and Advanced) Completer Effectiveness and Impact on P-12 Learning and Development (CAEP Component R4.1)
Our completers are employed in several districts in Kentucky and surrounding states. To get a snapshot of the teaching effectiveness and impact of p-12 learning and development of our completers, we examine data from various sources including completer case studies. Case studies include observation of our completers in years 1 and 3 in initial and initial graduate programs. Classroom assessment data are collected and analyzed as part of the case studies. We were unable to complete classroom observations as part of our case studies in 2020-2021 because of limited access to schools due to COVID. For 2020-2021, we analyzed pre- and post-test data provided by partnering schools. The data were collected for both teacher-made tests and a variety of standardized tests including MAP, iReady, and ACT. Our Graduating Senior Survey, and Completer Surveys were also analyzed to determine effectiveness and impact of our completers. Analysis of data from all three sources show our completers to be effective and employers are satisfied with our completers.
Completer Impact Case Study
Graduating Senior Survey
Completer Survey Initial
Completer Satisfaction Advanced Programs
Measure 2: (Initial and Advanced) Employer Satisfaction and Stakeholder Involvement (CAEP Component R4.2, R5.3, R4.1)
Through our Employer Satisfaction surveys, employers report their satisfaction of our completers in initial, graduate initial, and advanced programs. Employers across all programs indicate an overall satisfaction with our candidates. The majority of responding employers report they are satisfied with completer preparation and anticipate completers will reach employment milestones. Data are gathered during in-person P-12 stakeholder meetings and with electronic surveys.
In addition to employer surveys, many local administrators serve on our Education Preparation Advisory Committee and our P-12 Advisory Committee. Through this stakeholder involvement, employers and other stakeholders participate in a beneficial partnership with the School of Education providing valuable feedback used in continuous program improvement. Both groups meet twice per year, in the fall and spring, to receive department and program updates, discuss practical application of knowledge and skills for candidates, and provide programatic feedback. The Educator Preparation Advisory Committee votes on proposed policy and procedure changes and candidate action plans.
Employer Satisfaction Initial
Employer Satisfaction Initial Grad
Employer Satisfaction Advanced
Stakeholder Involvement
Measures of Program Outcomes
Measure 3: (Initial and Advanced) Completer Competency at Completion (CAEP Component R3.3)
Completers demonstrate competency at completion by taking the Praxis required for each program. Completers consistently score above the cut score on all exams except health and physical education in the initial and initial graduate programs and above state average in all programs. Advanced programs completers consistently maintain a first-time pass rate of 85% and higher in all programs. Initial program completers consistently score 3 or higher on a 4-point scale on Kentucky Teacher/InTasc standards. They consistently score the highest on Standards 3, Learning Environment, and 9, Professional Learning and Ethical Practice.
Initial UG Praxis
Initial Graduate Praxis
Advanced Programs Praxis
Institution Praxis Data
Title II Report
Initial InTasc Standards
Measure 4: (Initial and Advanced) Ability of Completers to be Hired
University of the Cumberlands’ completers are employed throughout Kentucky and surrounding states with the highest number employed in Jefferson, Jessamine, and Fayette counties. Employment tracking is completed with personal contacts, EPSB data, and reports generated at the state level. Nearly 70% of our completers are employed in Kentucky three years after graduation and are earning a median annual income of approximately $50,000.
Completer Employment Data
Completer Employment Data - Advanced
Post-Secondary Feedback Report
- Bachelor of Arts (BA) in Education
- Bachelor of Science (BS) in Education
- Master of Arts in Teaching (MAT)
- Master of Arts in Education – Teacher Leader, Literacy Specialist, and School Counseling (MAED)
- Educational Specialist in School Counseling and School and District Administration (EdS)
- Rank I in School and District Administration
- Endorsement in ESL and Teacher Leader
Measure 1: (Initial and Advanced) Completer Effectiveness and Impact on P-12 Learning and Development (CAEP Component R4.1)
Our completers are employed in several districts in Kentucky and surrounding states. To get a snapshot of the teaching effectiveness and impact of p-12 learning and development of our completers, we examine data from various sources including completer case studies. Case studies include observation of our completers in years 1 and 3 in initial and initial graduate programs. Classroom assessment data are collected and analyzed as part of the case studies. We were unable to complete classroom observations as part of our case studies in 2020-2021 because of limited access to schools due to COVID. For 2020-2021, we analyzed pre- and post-test data provided by partnering schools. The data were collected for both teacher-made tests and a variety of standardized tests including MAP, iReady, and ACT. Our Graduating Senior Survey, and Completer Surveys were also analyzed to determine effectiveness and impact of our completers. Analysis of data from all three sources show our completers to be effective and employers are satisfied with our completers.
Completer Impact Case Study
Graduating Senior Survey
Completer Survey Initial
Completer Satisfaction Advanced Programs
Measure 2: (Initial and Advanced) Employer Satisfaction and Stakeholder Involvement (CAEP Component R4.2, R5.3, R4.1)
Through our Employer Satisfaction surveys, employers report their satisfaction of our completers in initial, graduate initial, and advanced programs. Employers across all programs indicate an overall satisfaction with our candidates. The majority of responding employers report they are satisfied with completer preparation and anticipate completers will reach employment milestones. Data are gathered during in-person P-12 stakeholder meetings and with electronic surveys.
In addition to employer surveys, many local administrators serve on our Education Preparation Advisory Committee and our P-12 Advisory Committee. Through this stakeholder involvement, employers and other stakeholders participate in a beneficial partnership with the School of Education providing valuable feedback used in continuous program improvement. Both groups meet twice per year, in the fall and spring, to receive department and program updates, discuss practical application of knowledge and skills for candidates, and provide programatic feedback. The Educator Preparation Advisory Committee votes on proposed policy and procedure changes and candidate action plans.
Employer Satisfaction Initial
Employer Satisfaction Initial Grad
Employer Satisfaction Advanced
Stakeholder Involvement
Measure 3: (Initial and Advanced) Completer Competency at Completion (CAEP Component R3.3)
Completers demonstrate competency at completion by taking the Praxis required for each program. Completers consistently score above the cut score on all exams except health and physical education in the initial and initial graduate programs and above state average in all programs. Advanced programs completers consistently maintain a first-time pass rate of 85% and higher in all programs. Initial program completers consistently score 3 or higher on a 4-point scale on Kentucky Teacher/InTasc standards. They consistently score the highest on Standards 3, Learning Environment, and 9, Professional Learning and Ethical Practice.
Initial UG Praxis
Initial Graduate Praxis
Advanced Programs Praxis
Institution Praxis Data
Title II Report
Initial InTasc Standards
Measure 4: (Initial and Advanced) Ability of Completers to be Hired
University of the Cumberlands’ completers are employed throughout Kentucky and surrounding states with the highest number employed in Jefferson, Jessamine, and Fayette counties. Employment tracking is completed with personal contacts, EPSB data, and reports generated at the state level. Nearly 70% of our completers are employed in Kentucky three years after graduation and are earning a median annual income of approximately $50,000.
Completer Employment Data
Completer Employment Data - Advanced
Post-Secondary Feedback Report