Statement of Educational Effectiveness

Earlham School of Religion’s mission to prepare theologically diverse students for a pluralistic world through a curriculum that unites spiritual formation, academic study, social engagement, and vital ministry carries with it a commitment to educational programs that effectively accomplish this goal. To ensure this is the case, ESR has developed a robust assessment process for its MA and MDiv graduate degree programs overseen by a Program Assessment committee that includes administrative and teaching faculty, as well as a representative from our partner school, Bethany Theological Seminary. This process involves review of a wide range of measures including retention, completion, and vocational placement rates, entering and graduating student surveys, alumni/ae and employer surveys, and a formal review of capstone course rubric scores and sample assignments. This page is maintained by the Program Assessment Committee. 

Part of the program assessment process involves the recognition of the limitations of these measurements. Satisfaction with a program, for instance, may or may not correlate to academic success. From another angle, successful discernment may for some students mean that they are not called to complete a graduate degree. Nonetheless, it is our hope that through the use of a variety of measures we can gather a picture of overall effectiveness as well as areas for continued growth and development. The data presented below is organized into three broad categories: program completion, vocational placement, and student satisfaction.


I. Program Completion


ESR considers the residential M.Div. program to be a 3-year degree, and the Access M.Div. a 5-year degree. These numbers include both populations.

ESR's M.Div. curriculum was reduced from 84 to 75 credits hours beginning with the 2019-20 academic year in part to better align with these expectations for completion.


ESR considers the M.A. program a 2-year residential degree and a 3-year Access degree. 

ESR reduced its M.A. program from 45 to 42 credits beginning with the 2019-20 academic year to better align with this expectation.


II. Vocational Placement




III. Student Satisfaction