Educational Effectiveness

Statement of Educational Effectiveness

The Association of Theological Schools requires its member institutions to publish a statement of educational effectiveness.

In a questionnaire given upon completion of their studies graduating students of Newman Theological College in 2019-2020 indicated:

  • Most graduates at our school brought the following educational debt with them: None. The percentage that came with a debt load of $60,000 or more was: 3.2%. Most graduates at our school incurred the following amount of new educational debt during seminary: None. The percentage that had a debt load of $10,000 or less at the time of their graduation was: 12.9%, down from 25.7% last year. Our graduates most frequently estimated their monthly payment for educational debt as: None. The percentage that had a monthly payment of $349 or less was: 9.7%, down from 17.6% last year.
  • The three most important sources of income for our graduates included "Off-campus work,” “Savings,” and thirdly “Other.” 
  • The number of hours per week our M.Div. students worked this year was: 77.8% for “No paying job,” followed equally by 11.1% for “16-20hrs” or “More than 20 hours.”
  • Students were asked to measure their personal growth during study. The three top areas in which our graduates felt they were stronger were once again: “Trust in God,” "Respect for my own religious tradition," and “Ability to live my faith in daily life.” 
  • Graduates were asked to indicate their satisfaction with educational effectiveness in facilitation of skills related to their future work. The top areas for M.Div. graduates at our school were: “Knowledge of church polity/canon law’” followed jointly by “Ability to use and interpret Scripture,” ”Ability to conduct worship/liturgy,” “Ability to work effectively within my own religious tradition” and “Ability to think theologically.”
    On our main campus and over all programs, the three top areas of satisfaction were: “Ability to use and interpret Scripture” and “Ability to think theologically” as joint first place and thirdly “Ability to work effectively within my own religious tradition.”
  • Graduates cited the following as the three most important influences on their educational experience at our institution: "Interaction with students," "Introduction to different perspectives,” and “Personal life experiences.” The top two responses have been consistently highest for the past six years. 
  • The percentage of our M.Div. students who rated their field education or internship experience important or very important was: 77.70%.
  • For these students the greatest effect was: “Greater self-understanding.”
  • When asked how satisfied they had been with a variety of college services and academic resources, the top three rated choices of our graduates were: "Class size," “Accessibility of faculty,” and joint third “Accessibility of administrative/staff support” and “Upkeep of campus.” 
  • A list of seventeen statements was presented to graduates to explore their satisfaction with their college experience. The three joint most important sources were: "I have grown spiritually," “My personal faith has been respected,” and ”I know at least one faculty member well.” 
  • The percentage of our M.Div. graduates who anticipated full-time parish ministry was: 100.0%. 
  • The percentage of our other graduates (non M.Div.) who anticipated full-time "Secondary/prep school teaching" was: 33.3% for men and 83.3% for women.