Student Achievement Data

The University of St. Augustine for Health Sciences is proud of its students’ achievements and the success of its programs. The University has internal processes for assessing student learning and program success, and it adheres to standards and assessment processes established by accrediting bodies at the institutional and program levels.

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The University holds institutional accreditation from the WASC Senior College and University Commission (WSCUC) and various programmatic accreditations, including the Commission on Accreditation in Physical Therapy Education (CAPTE), the Accreditation Council for Occupational Therapy Education (ACOTE), the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA), and the Commission on Collegiate Nursing Education (CCNE).

The various accreditors sometimes have different requirements for data reporting. For example, some accreditors require data calculated for a calendar year; others require it calculated on an academic calendar; some calculate graduation rates on 100% of expected completion time; others use a 150%-time frame. Data presented on the USAHS website includes information on calculating data points to contextualize the information to be transparent. Please direct any questions to the University’s Office of Assessment and Institutional Research at oair@usa.edu.

 

Retention Rate

The University of St. Augustine for Health Sciences (USAHS) tracks retention rates by degree cohorts. USAHS bases the rates on institutional definitions and calculations, which may differ to some degree from calculation requirements by programmatic accreditation, state licensure, -and other retention rate calculation definitions.  The programmatic accreditations, state agencies, and/or Department of Education may utilize varying timeframes and/or student status when measuring retention and/or graduation.

The retention rate measures how many students enter the degree program and are retained one year later.  It is the number of students that enrolled in the fall term and reenrolled the following fall. The following retention tables are for students that entered the degree programs for the first time.

The data is as of March 2023.

Retention Rate by Program
Reporting Term
2020 FA 2021 FA 2022 FA
Program Cohort Sizea % Retained Cohort Sizea % Retained Cohort Sizea % Retained
Doctor of Physical Therapy (DPT) 235 97% 283 97% 305 93%
Flex Doctor of Physical Therapy (Flex DPT) 61 97% 92 91% 96 94%
Master of Occupational Therapy (MOT) 106 98% 108 96% 110 98%
Flex Master of Occupational Therapy (Flex MOT) 47 83% 60 93% 105 95%
Doctor of Occupational Therapy (OTD) 75 100% 95 99% 130 96%
Flex Doctor of Occupational Therapy (Flex OTD) <10 83% 18 89%
Master of Science in Speech-Language Pathology (MS-SLP) 52 94% 76 91% 80 95%
Doctor in Education (EdD) 21 76% 24 63% 13 69%
Master of Health Administration (MHA) <10 75% <10 80%
Master of Science in Nursing (MSN) 23 52% 33 67% 23 74%
Doctor of Nursing Practice (DNP) <10 50% 31 58% 51 73%
Post-Professional Doctor of Occupational Therapy (PPOTD) 19 79% 27 78% 25 76%

a To protect student anonymity, a cohort size of less than 10 is notated with <10.

Retention Rate by Program and Gender
Reporting Term
2020 FA 2021 FA 2022 FA
Program Gender Cohort Sizea % Retained Cohort Sizea % Retained Cohort Sizea % Retained
Doctor of Physical Therapy (DPT) Male
Female
105
130
96%
98%
128
155
98%
96%
132
173
92%
93%
Flex Doctor of Physical Therapy (Flex DPT) Male
Female
29
32
97%
97%
50
42
88%
95%
46
50
91%
96%
Master of Occupational Therapy (MOT) Male
Female
12
94
92%
99%
<10
101
71%
98%
<10
105
100%
98%
Flex Master of Occupational Therapy (Flex MOT) Male
Female
<10
38
78%
84%
<10
51
89%
94%
18
87
89%
97%
Doctor of Occupational Therapy (OTD) Male
Female
8
67
100%
100%
11
84
100%
99%
10
120
90%
97%
Flex Doctor of Occupational Therapy (Flex OTD) Male
Female

<10

83%


<10
14
75%
93%
Master of Science in Speech-Language Pathology (MS-SLP) Male
Female
Not specified
<10
50
50%
96%
<10
73
33%
93%
<10
77
<10
100%
95%
100%
Doctor of Education (EdD) Male
Female
Not specified
<10
17
75%
76%
<10
21
33%
67%
<10
<10
<10
100%
63%
0%
Master of Health Administration (MHA) Male
Female
<10
12
50%
100%


<10
<10
100%
67%
Master of Science in Nursing (MSN) Male
Female
<10
21
50%
52%
<10
31
50%
68%
<10
16
57%
81%
Doctor of Nursing Practice (DNP) Male
Female

<10

50%
<10
30
100%
57%
<10
45
67%
73%
Post-Professional Doctor of Occupational Therapy (PPOTD) Male
Female
<10
15
100%
73%
<10
25
100%
76%
<10
21
75%
76%

a To protect student anonymity, cohort size of less than 10 is notated with <10.


Retention Rate by Program and Race/Ethnicity

As student numbers for race/ethnicity groups cannot be grouped with specificity, two categories, “Minority” and “Other”, were created to capture the information to display data.  The “minority” category includes Hispanic/Latino, American Indian or Alaskan Native, Asian, Black, African American, and Native Hawaiian or Pacific Islander.   The “other” category includes two or more races, nonresident alien, and race and ethnicity unknown.

Reporting Term
2020 FA 2021 FA 2022 FA
Program Race/Ethnicityb,c Cohort Sizea % Retained Cohort Sizea % Retained Cohort Sizea % Retained
Doctor of Physical Therapy (DPT) White
Non-White
Other
120
91
24
97%
98%
100%
85
79
119
96%
95%
98%
119
126
60
92%
94%
90%
Flex Doctor of Physical Therapy (Flex DPT) White
Non-White
Other
27
23
11
96%
96%
100%
34
35
23
97%
89%
87%
26
38
32
96%
92%
94%
Master of Occupational Therapy (MOT) White
Non-White
Other
52
38
16
98%
97%
100%
38
27
43
97%
100%
93%
68
32
10
100%
94%
100%
Flex Master of Occupational Therapy (Flex MOT) White
Non-White
Other
16
25
<10
88%
80%
83%
19
24
17
95%
92%
94%
33
64
<10
97%
94%
100%
Doctor of Occupational Therapy (OTD) White
Non-White
Other
38
24
13
100%
100%
100%
25
26
44
100%
100%
98%
54
67
9
96%
96%
100%
Flex Doctor of Occupational Therapy (Flex OTD) White
Non-White
Other
<10
<10
<10
100%
50%
100%




<10
12
<10
100%
83%
100%
Master of Science in Speech-Language Pathology (MS-SLP) White
Non-White
Other
20
14
18
95%
86%
100%
34
28
14
91%
93%
86%
28
19
33
96%
100%
91%
Doctor of Education (EdD) White
Non-White
Other
13
<10
92%
50%
18
<10
<10
67%
25%
100%
<10
<10
<10
100%
57%
0%
Master of Health Administration (MHA) White
Non-White
<10
<10
100%
0%


2
2
50%
100%
Master of Science in Nursing (MSN) White
Non-White
Other
17
<10
53%
50%
21
12
71%
58%
15
<10
<10
73%
71%
100%
Doctor of Nursing Practice (DNP) White
Non-White
Other
<10
<10
0%
100%
19
12
58%
58%
20
30
<10
80%
70%
0%
Post-Professional Doctor of Occupational Therapy (PPOTD) White
Non-White
Other
11
<10
91%
63%
16
10
<10
88%
70%
0%
18
<10
78%
71%

a To protect student anonymity, a cohort size of less than 10 is notated with <10.
b Non-White category includes Hispanic/Latino, American Indian or Alaskan Native, Asian, Black, African American, Native Hawaiian or Pacific Islander, and two or more races.
c Other nonresident alien and race and ethnicity unknown.


Graduation Rate

The University of St. Augustine for Health Sciences (USAHS) tracks graduation rate by degree cohorts.  These rates are based on USAHS institutional definitions and calculations, which may differ to some degree from calculations required by programmatic accreditation, state licensure, and other graduation rate calculation definitions.  The programmatic accreditations, state agencies, and/or Department of Education may utilize varying timeframes and/or student status when measuring retention and/or graduation.  For example, programmatic accreditation examines data between January 1 to December 31.

Graduation rate is the percentage of students in a cohort that graduated within 150% of the expected completion time.  Completion time is based on the time and credits required for completion as outlined in the USAHS catalog.   The cohorts captured are based on the program length by reported calendar year.

CAPTE, ACOTE, and CAA accreditation requirements on graduation and licensure pass rates are located on the respective program’s web pages.

The data is as of March 2023.

Graduation Rate at 150% by Degree
Reporting Year
2020 2021 2022
Program Cohort Sizea % Cohort Sizea % Cohort Sizea %
Doctor of Physical Therapy (DPT) 432 96% 710 98% 677 97%
Flex Doctor of Physical Therapy (Flex DPT) 106 84% 102 82% 155 91%
Master of Occupational Therapy (MOT) 305 99% 286 98% 263 97%
Flex Master of Occupational Therapy (Flex MOT) 21 86% 33 85% 77 92%
Doctor of Occupational Therapy (OTD) 13 92% 87 95% 161 94%
Master of Science in Speech-Language Pathology (MS-SLP) 39 95% 89 93%
Doctor of Education (EdD) 14 29% 10 80% 28 79%
Master of Health Administration (MHA) 27 59% 40 65% 25 80%
Master of Science in Nursing (MSN) 28 32% 56 48% 76 55%
Doctor of Nursing Practice (DNP) 42 40% 90 47%
Post-Professional Doctor of Occupational Therapy (PPOTD) 21 62% 14 93% 21 76%

a To protect student anonymity, a cohort size of less than 10 is notated with <10.

Graduation Rate at 150% by Degree and Gender
Reporting Year
2020 2021 2022
Program Gender Cohort Sizea % Cohort Sizea % Cohort Sizea %
Doctor of Physical Therapy (DPT) Male
Female
215
217
94%
97%
322
388
98%
98%
309
368
96%
98%
Flex Doctor of Physical Therapy (Flex DPT) Male
Female
54
52
85%
83%
50
52
82%
83%
77
78
90%
92%
Master of Occupational Therapy (MOT) Male
Female
37
268
97%
99%
39
247
95%
98%
45
218
98%
97%
Flex Master of Occupational Therapy (Flex MOT) Male
Female
<10
19
100%
84%
<10
27
100%
81%
14
63
86%
94%
Doctor of Occupational Therapy (OTD) Male
Female
<10
<10
100%
89%
<10
80
100%
95%
16
145
81%
96%
Master of Science in Speech-Language Pathology (MS-SLP) Male
Female


<10
34
80%
97%
<10
87
50%
94%
Doctor of Education (EdD) Male
Female
<10
<10
0%
44%
<10
<10
100%
78%
<10
23
60%
83%
Master of Health Administration (MHA) Male
Female
<10
21
50%
62%
<10
31
78%
61%
<10
19
83%
79%
Master of Science in Nursing (MSN) Male
Female
<10
25
33%
32%
<10
50
50%
48%
<10
68
75%
53%
Doctor of Nursing Practice (DNP) Male
Female


10
32
30%
44%
12
78
58%
45%
Post-Professional Doctor of Occupational Therapy (PPOTD) Male
Female
<10
16
40%
69%
<10
13
0%
100%
<10
19
100%
74%

b To protect student anonymity, a cohort size of less than 10 is notated with <10.

Graduation Rate at 150% by Degree and Race/Ethnicity

As student numbers for race/ethnicity groups cannot be grouped with specificity, two categories, “Minority” and “Other,” were created to capture the information to display data.  The minority category includes Hispanic, American Indian/Alaskan Native, Asian, African American/Black, and Pacific Islander/Native Hawaiian.  “Other” includes two or more races, international students, and not specified/unknown.

Reporting Year
2020 2021 2022
Program Race/Ethnicityb,c Cohort Sizea % Cohort Sizea % Cohort Sizea %
Doctor of Physical Therapy (DPT) White
Non-White
Other
242
146
44
97%
95%
95%
388
271
51
98%
98%
96%
329
287
61
98%
97%
98%
Flex Doctor of Physical Therapy (Flex DPT) White
Non-White
Other
71
33
<10
87%
79%
50%
49
43
10
90%
74%
80%
90
55
10
92%
89%
90%
Master of Occupational Therapy (MOT) White
Non-White
Other
148
79
78
99%
99%
99%
110
67
109
98%
96%
99%
141
70
52
99%
96%
92%
Flex Master of Occupational Therapy (Flex MOT) White
Non-White
Other
13
<10
<10
85%
83%
100%
20
10
<10
80%
90%
100%
44
25
<10
91%
96%
88%
Doctor of Occupational Therapy (OTD) White
Non-White
Other
<10
<10
<10
100%
100%
75%
44
23
20
95%
100%
90%
54
41
66
96%
90%
95%
Master of Science in Speech-Language Pathology (MS-SLP) White
Non-White
Other




8
10
21
88%
90%
100%
30
23
36
93%
91%
94%
Doctor of Education (EdD) White
Non-White
Other
13

<10
31%

0%
<10
<10
<10
88%
0%
100%
26

<10
77%

100%
Master of Health Administration (MHA) White
Non-White
Other
10
16
<10
80%
50%
0%
17
18
<10
76%
44%
100%
12
12
<10
75%
83%
100%
Master of Science in Nursing (MSN) White
Non-White
Other
20
<10
<10
40%
14%
0%
34
18
<10
56%
44%
0%
49
22
<10
61%
41%
60%
Doctor of Nursing Practice (DNP) White
Non-White
Other




22
17
<10
23%
59%
67%
48
35
<10
40%
51%
71%
Post-Professional Doctor of Occupational Therapy (PPOTD) White
Non-White
Other
15
<10
<10
60%
100%
33%
10
<10
<10
100%
67%
100%
14
<10
<10
86%
67%
50%

a To protect student anonymity, a cohort size of less than 10 is notated with <10.
b Non-White category includes Hispanic/Latino, American Indian or Alaskan Native, Asian, Black, African American, Native Hawaiian or Pacific Islander, and two or more races.
c Other includes two or more races, international students, and not specify/unknown.


Learning Outcomes Assessment

USAHS continuously measured program effectiveness through the assessment of learning outcomes process.  Incorporated into the process are evidence-based decision-making and a systematic approach to program assessment.  Program-level assessment is derived from the institutional mission, aligning the Program Learning Outcomes (PLOs) to the Institutional Learning Outcomes (ILOs). Courses within the program contain key assignments designed to assess course learning outcomes that align with the PLOs, ensuring a program-level quality assurance process that supports the institutional mission.

Learning Outcomes Assessment
Degree Evidence used to determine that graduates have achieved stated outcomes Findings used
Master of Occupational Therapy (MOT)
& Master of Occupational Therapy Flex (MOT Flex)
& Doctor of Occupational Therapy (OTD)
Signature assignment; small-group presentation; fieldwork performance; NBCOT certification exam. Curriculum improvement, delivery methods
Doctor in Physical Therapy (DPT)
& Doctor in Physical Therapy Flex (DPT Flex)
Signature exam questions; NPTE exam pass rate; exit survey; CPI; graduate survey Curricular improvement; review exam questions or assignments for clarity and outcomes connection; remediation
Master of Science in
Speech-Language Pathology (MS-SLP)
Student Performance Rating Scale (SPRS) Curricular improvement
Doctor in Education (EdD) Signature assignments; dissertation research; exit survey Course revision; add an elective course
Post-Professional Doctor in Occupational Therapy (PPOTD) Signature assignments; exit surveys Continued monitoring capstone series; review assignments for outcomes alignment; continued collaboration with the Writing Center to support students
Master of Health Sciences (MHS) Signature assignments; alumni survey Review IPE alignment of learning outcomes; add elective courses to the program

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