Middle States Commission on Higher Education

A Message from President John Schol – 7.7.2026

Centenary University believes that transparency and accountability are essential to earning and maintaining the trust of our students, families, faculty, staff, alumni, donors, and community partners.

Over the past several years, the University experienced significant financial and administrative challenges. Expenses exceeded revenues, financial reporting and audits were delayed, budgets were based on overly optimistic assumptions, and the University fell behind in meeting certain financial obligations. While decisions were made with the intention of supporting Centenary’s mission and students, these practices ultimately raised concerns with our accrediting body and required immediate corrective action.

Earlier this year, a new leadership team was assembled with a clear mandate: strengthen the University’s financial stewardship while continuing to place student success at the center of every decision. Working closely with the Board of Trustees, faculty, and staff, the University has undertaken a comprehensive review of its operations and finances and has already implemented meaningful corrective measures.

Among the actions taken:

• Completion of a comprehensive financial audit and substantial progress toward completion of a second audit.
• Reduction of approximately $4 million in debt.
• Implementation of budget reductions and new financial controls.
• Adoption of a balanced budget by the Board of Trustees in June 2026.
• Strengthening of financial oversight, planning, and reporting processes.

Most importantly, these actions have been accomplished without compromising the quality of the student experience or our commitment to academic excellence.

As part of our commitment to full transparency, we are sharing the following statement required by the Middle States Commission on Higher Education:

“Centenary University is an accredited institution and a member of the Middle States Commission on Higher Education (MSCHE or the Commission) www.msche.org. Centenary University’s accreditation status is Non-Compliance Warning. The Commission’s most recent action on the institution’s accreditation status on June 25, 2026 was to warn the institution. MSCHE is recognized by the U.S. Secretary of Education to conduct accreditation and pre-accreditation (candidate status) activities for institutions of higher education including distance, correspondence education, and direct assessment programs offered at those institutions. The Commission’s geographic area of accrediting activities is throughout the United States”

It is important for our community to understand that Centenary University remains fully accredited. The warning issued by the Middle States Commission on Higher Education identifies areas that require prompt attention and improvement, and we have already taken significant steps to address those concerns. A Warning is the lowest-tiered corrective action issued by the Middle States Commission on Higher Education. It does not affect the validity of degrees, federal financial aid eligibility, or the University’s ability to operate as an accredited institution. 

We recognize that rebuilding confidence requires more than words. It requires sustained action, accountability, and measurable results. Over the coming months, we will continue to work diligently to demonstrate to the Middle States Commission on Higher Education and the broader University community that Centenary has the discipline, governance, and financial stewardship necessary to ensure a strong and sustainable future.

Our Students Continue to Excel

In the midst of the challenges, our students excel.

Over the past year, Centenary students have continued to achieve remarkable success in academics, athletics, leadership, and career preparation. One of our students earned a National Championship, and one of our teams was ranked third in the nation. Seven students received All-American Academic honors, while three students gained admission to highly competitive veterinary schools. Our business team placed third in a national competition, finishing behind the University of Wisconsin. Two of our coaches were named Coaches of the Year, and one team received a national Sportsmanship Award. These achievements reflect the talent, determination, and excellence of Centenary students and the faculty and staff who support them.

Centenary also continues to be recognized nationally for social mobility, student support, campus safety, and educational outcomes. These accomplishments demonstrate what has always been true about Centenary: our students are talented, determined, and capable of extraordinary achievement.

Our Faculty and Staff Remain Dedicated

The University’s faculty and staff also deserve recognition.

During a challenging period, they continued to place students first. Despite financial uncertainties and personal sacrifices, they remained committed to teaching, mentoring, advising, and supporting our students. Their dedication has been instrumental in ensuring that Centenary’s educational mission remained strong throughout this period.

Our Commitment Going Forward

The leadership of Centenary University is fully committed to addressing the concerns identified by the Middle States Commission on Higher Education and strengthening the institution for future generations.

We pledge to:

• Communicate openly and honestly with our community.
• Maintain accountability for our progress.
• Continue implementing measures that strengthen the University’s financial position.
• Preserve and enhance the quality of the student experience.
• Support the success of every Centenary student.

We are grateful for the continued confidence and support of our students, families, alumni, donors, faculty, staff, community leaders, and friends of the University.

Together, we will meet this challenge, strengthen our institution, and ensure that Centenary University continues to fulfill its mission for years to come.

John Schol
President

Learn more about Centenary University’s current MSCHE accreditation status. 

Distance Education Approval (by state)

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Disciplinary Accreditations

CAEP

CAEP advances excellent educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. CAEP stands on a strong foundation and rich history of accreditation in teacher and educator preparation. CAEP seeks to increase the value of accreditation and to increase participation, building on the decades of institutional knowledge of education’s previous accreditors. CAEP became fully operational as sole accrediting body for educator preparation providers as of July 1, 2013.

The following education programs are accredited by CAEP:

• Undergraduate Teacher Preparation Program, including Special Education: Reaccredited in 2015 for 7 years
• Graduate Programs in:
  • Educational Leadership: Reaccredited in 2012 for 7 years
  • Special Education and Reading: Reaccredited in 2015 for 7 years

Learn more about Centenary University’s current CAEP accreditation status.

Data displayed is for the 2023-2024 academic year.  Data for 2024-205 will be available mid-summer

CAEP Component 4.1

Impact on P-12 learning and development

CAEP Component 4.2

Indicators of teaching effectiveness

Summative Score is based on multiple measures of student achievement and teacher practice.
85.7% highly effective
14.3% Effective
0% Partially Effective
0% Ineffective
0% Not Evaluated.

Teacher Practice Score is measured on a teacher practice instrument selected by the school district from NJDOE approved instruments.
86.7% Highly Effective
13% Effective
0% Partially Effective
0% Ineffective
0% Not Evaluated.

Teacher SGP Score measures student growth on the standardized language arts and mathematics tests.
60% Highly Effective
20% Effective
0% Partially Effective
20% Ineffective
0% Not Evaluated

Teacher SGO Score is a combined score for the teachers’ Student Growth Objectives and measured by the districts’ evaluation system.
71.4% Highly Effective
28.6% Effective
0% Partially Effective
0% Ineffective
0% Not Evaluated

Note: Preschool – 3rd grade teachers and 8th – 12th grades do not have a standardized test.

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CAEP Component 4.3 and A.4.1

Satisfaction of employers and employment milestones

Employers were asked to rate completers in initial and advanced certification programs based on their meeting the professional standards for their employment area.

Undergraduate Teacher Preparation Program

New Jersey Professional Standards for Teachers aligned to INTASC Standards for undergraduate teacher preparation.

Professional Standard for Teachers	N	Always	Almost always	To some extent	Not at all
1: Learner Development	7	14.29%	42.86%	28.57%	14.29%
2: Learning Differences	7	14.29%	57.14%	14.29%	14.29%
3: Learning Environments	7	42.86%	28.57%	14.29%	14.29%
4: Content Knowledge	7	42.86%	28.57%	14.29%	14.29%
5: Application Content	7	14.29%	42.86%	28.57%	14.29%
6: Assessment	7	28.57%	14.29%	42.86%	14.29%
7: Planning for Instruction	7	14.29%	42.86%	28.57%	14.29%
8: Instructional Strategies	7	14.29%	57.14%	14.29%	14.29%
9: Professional Learning	7	28.57%	42.86%	0%	28.57%
10: Leadership Collaboration	7	14.29%	42.86%	28.57%	14.29%
11: Ethical Practices	7	28.57%	57.14%	0%	14.29%

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Graduate Teacher Leader Program 
Teacher Leader Model Standards

Professional Standard For Teacher Leaders	N	Always	Almost always	To some extent	Not at all
Domain 1: Fostering a Collaborative Culture to Support Educator Development and Student Learning	1	100%	0%	0%	0%
Domain 2: Accessing and Using Research to Improve Practice and Student Learning	1	100%	0%	0%	0%
Domain 3: Promoting Professional Learning for Continuous Development	1	100%	0%	0%	0%
Domain 4: Facilitating Improvements in Instruction and Student Learning	1	100%	0%	0%	0%
Domain 5: Promoting the Use of Assessments and Data for School and District Improvement	1	100%	0%	0%	0%
Domain 6: Improving Outreach and Collaboration with Families and Community	1	100%	0%	0%	0%
Domain 7: Advocating for Student Learning and the Profession	1	100%	0%	0%	0%

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Graduate Leadership Program 
New Jersey Professional Standards for Educational Leaders

Professional Standard for Educational Leaders	N	Always	Almost always	To some extent	Not at all
1: Missions, Vision, & Core Values	4	75%	25%	0%	0%
2: Ethical & Professional Norms	4	75%	25%	0%	0%
3: Equity & Cultural Responsiveness	4	50%	50%	0%	0%
4: Curriculum, Instruction, & Assessment	4	50%	25%	25%	0%
5: Community of Care & Support for Students	4	100%	0%	0%	0%
6: Professional Capacity of School Personnel	4	50%	25%	25%	0%
7: Professional Community for Teachers & Staff	4	50%	25%	25%	0%
8: Meaningful Engagement of Families & Community	4	25%	75%	0%	0%
9: Operations & Management	4	25%	75%	0%	0%
10: School Improvement	4	50%	25%	25%	0%

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Graduate Special Education Program
CEC Standards for Advanced Programs  

CEC Standard	N	Always	Almost always	To some extent	Not at all
1: Challenging Expectations	1	100%	0%	0%	0%
2: Professional Competence & Judgement	1	100%	0%	0%	0%
3: Meaningful and inclusive participation of Individuals with Exceptionalities	1	100%	0%	0%	0%
4: Collegiality	1	100%	0%	0%	0%
5: Relationships with Families	1	100%	0%	0%	0%
6: Use of data and research	1	100%	0%	0%	0%
7: Physical and psychological safety	1	100%	0%	0%	0%
8: Does not tolerate harmful practices	1	100%	0%	0%	0%
9: Professional ethics, standards, & policies	1	100%	0%	0%	0%
10: Advocates for professional conditions & resources	1	100%	0%	0%	0%
11: Engages in the improvement of the profession	1	100%	0%	0%	0%
12: Participates in the growth of dissemination of professional knowledge and skills	1	100%	0%	0%	0%

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Graduate Literacy Instruction Program
ILA Standard for Literacy Professionals 

ILA Standard of Literary Specialist	N	Always	Almost always	To some extent	Not at all
1: Foundational Knowledge	7	57.14%	28.57%	14.29%	0%
2: Curriculum & Instruction	7	57.14%	28.57%	14.29%	0%
3: Assessment & Evaluation	7	57.14%	28.57%	14.29%	0%
4: Diversity	7	57.14%	28.57%	14.29%	0%
5: Literate Environment	7	28.57%	42.86%	28.57%	0%
6: Professional Learning & Leadership	7	71.43%	14.29%	14.29%	0%

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Graduate School Counseling
ASCA Professional Standards and Competencies 

ASCA Professional Standard	N	Always	Almost always	To some extent	Not at all
Applies developmental, learning, counseling, and education theories to their practice.	1	0%	100%	0%	0%
Demonstrates understanding of educational systems, legal issues, research and trends in education.	1	100%	0%	0%	0%
Applies legal and ethical principles of the school counseling profession to their work.	1	100%	0%	0%	0%
Applies school counseling professional standards and competencies to their work.	1	0%	100%	0%	0%
Uses ASCA Mindsets & Behaviors for Student Success to inform the implementation of a school counseling program.	1	0%	0%	0%	0%
Demonstrates an understanding of the impact of cultural, social and environmental influences on student success and opportunities in their work.	1	0%	0%	0%	0%
Demonstrates leadership through the development and implementation of a school counseling program.	1	0%	0%	0%	0%
Demonstrates advocacy for a school counseling program.	1	0%	0%	0%	0%
Helps create systemic change through the implementation of a school counseling program.	1	0%	0%	0%	0%
Designs and implements instruction aligned to ASCA Mindsets & Behaviors for Student Success in large-group, small-group and individual settings.	1	0%	0%	0%	0%
Provides appraisal and advisement in large-group, small-group and individual settings.	1	0%	0%	0%	0%
Provides short-term counseling in small-group and individual settings.	1	0%	0%	0%	0%
Consults to support student achievement and success.	1	0%	0%	0%	0%
Collaborates with families, teachers, administrators, other school staff and education stakeholders for student achievement and success.	1	0%	0%	0%	0%
Creates with families, teachers, administrators, other school staff and education stakeholders for student achievement and success.	1	0%	0%	0%	0%
Creates school counseling program beliefs, vision and mission statements aligned with the school and district.	1	0%	0%	0%	0%
Identifies gaps in achievement, attendance, discipline, opportunity and resources.	1	0%	0%	0%	0%
Develops annual student outcome goals based on student data.	1	0%	0%	0%	0%
Develops and implements action plans aligned with annual student outcome goals and student data.	1	0%	0%	0%	0%
Assesses and reports program results to the school community.	1	0%	0%	0%	0%
Uses their time appropriately according to national recommendations and student/school data.	1	0%	0%	0%	0%
Establishes agreement with the principal and other administrators about the school counseling program.	1	0%	0%	0%	0%
Involved with the establishment and management of an advisory council for the school counseling program.	1	0%	0%	0%	0%
Use appropriate school counselor performance appraisal processes.	1	0%	0%	0%	0%

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CAEP Component 4.4 and A.4.2 

Satisfaction of completers

Satisfaction of completers in the Undergraduate Teacher Preparation Program is measured through a state survey asking about courses and fieldwork increasing confidence in their ability to plan, deliver, assess, and reflect on their classroom practice and recommend the program to others.

We want you to reflect upon coursework in your educator preparation program. Please select from the response scale, your level of agreement as to how well your educator preparation program has prepared you for the following elements of instruction.

Question 1: Courses taken within my educator preparation program increased my confidence in my ability to plan a lesson in a classroom.

Question 2: Courses taken within my educator preparation program increased my confidence in my ability to deliver a lesson in the classroom.

Question 3: Courses taken within my educator preparation program increased my confidence in my ability to assess a lesson in the classroom.

Question 4: Courses taken within my educator preparation program increased my confidence in my ability to reflect upon a lesson delivered in the classroom.

	N	Strongly Agree	Agree	Neither agree nor disagree	Disagree	Strongly disagree
Question 1	2	50%	50%	0%	0%	0%
Question 2	2	0%	100%	0%	0%	0%
Question 3	2	0%	50%	0%	0%	0%
Question 4	2	100%	0%	0%	0%	0%

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We want you to reflect upon student teaching practice in your educator preparation program. Please select from the response scale, your level of agreement as to how well your student teaching practice prepared you for these elements of instruction.

Question 1: My experience as a student teacher/clinical intern increased my confidence in my ability to plan a lesson in a classroom.

Question 2: My experience as a student teacher/clinical intern increased my confidence in my ability to deliver a lesson in the classroom.

Question 3: My experience as a student teacher/clinical intern increased my confidence in my ability to assess a lesson in the classroom.

Question 4: My experience as a student teacher/clinical intern increased my confidence in my ability to reflect upon a lesson delivered in the classroom.

	N	Strongly Agree	Agree	Neither agree nor disagree	Disagree	Strongly disagree
Question 1	2	100%	0%	0%	0%	0%
Question 2	2	100%	0%	0%	0%	0%
Question 3	2	100%	0%	0%	0%	0%
Question 4	2	100%	0%	0%	0%	0%

Please select the option that best describes how likely you would be to recommend your educator preparation program to someone who is considering becoming a teacher.

Response	N	Present
Very Likely	1	50%
Likely	1	50%
Neutral	0	0%
Unlikely	0	0%
Very Unlikely	0	0%

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Please select an option in the response scale below that best reflects your opinion about how well your educator preparation program has prepared you to demonstrate mastery of these professional standards for teachers in the state of New Jersey.

Question 1: I am able to create developmentally appropriate learning experiences based upon my knowledge of how students grow and develop.

Question 2: I can create an inclusive learning environment built upon my knowledge of diverse cultures and communities.

Question 3: I can collaborate with other personnel to create a positive learning environment for students where they feel engaged.

Question 4: I am able to make links between my knowledge of content within my discipline to the New Jersey Student Learning Standards, so students learn content in an accessible way.

Question 5: I can connect concepts in the classroom to engage learners in critical thinking related to local and global issues.

Question 6: I can use multiple methods of assessment to monitor learner progress.

Question 7: I can plan instruction that supports all students to meet rigorous learning goals by using my knowledge of content areas.

Question 8: I am able to execute a variety of instructional strategies that encourages students to develop deep understandings of content areas.

Question 9: I am able to engage in professional learning that leads to improved learning for students.

Question 10: I am able to develop high quality student assessments.

Question	N	Very Good	Good	Fair	Poor	Very Poor
1	2	50%	50%	0%	0%	0%
2	2	50%	50%	0%	0%	0%
3	2	100%	0%	0%	0%	0%
4	2	50%	50%	0%	0%	0%
5	2	50%	50%	0%	0%	0%
6	2	100%	0%	0%	0%	0%
7	2	100%	0%	0%	0%	0%
8	2	100%	0%	0%	0%	0%
9	2	100%	0%	0%	0%	0%
10	2	50%	50%	0%	0%	0%

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Graduate Completer Satisfaction Survey for M.Ed. in Educational Practice (Teacher Leader Certification)

Question	N	Always/Excellent	Almost Always/Very Good	To Some Extent/Good	Not at all/Fair
1: Increased confidence in abilities		%	%	%	%
2: Increased knowledge		%	%	%	%
3: Relevance of courses		%	%	%	%
4: Quality of faculty		%	%	%	%
5: Accessibility of faculty		%	%	%	%
6: Academic standards of the Program		%	%	%	%
7: Recent trends and developments in the specialization field		%	%	%	%
8: Positive intellectual climate		%	%	%	%
9: Welcoming & supportive environment		%	%	%	%
10: Feeling encouraged		%	%	%	%

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Graduate Completer Satisfaction Survey Ed.D. in Leadership (School Administration Certification) 

Question	N	Always/Excellent	Almost Always/Very Good	To Some Extent/Good	Not at all/Fair
1: Increased confidence in abilities	4	100%	0%	0%	0%
2: Increased knowledge	4	100%	0%	0%	0%
3: Relevance of courses	4	100%	0%	0%	0%
4: Quality of faculty	4	100%	0%	0%	0%
5: Accessibility of faculty	4	100%	0%	0%	0%
6: Academic standards of the Program	4	100%	0%	0%	0%
7: Recent trends and developments in the specialization field	4	100%	0%	0%	0%
8: Positive intellectual climate	4	100%	0%	0%	0%
9: Welcoming & supportive environment	4	100%	0%	0%	0%
10: Feeling encouraged	4	100%	0%	0%	0%

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Graduate Completer Satisfaction Survey for M.A. in Leadership (Principal or Supervisor Certification)

Question	N	Always/Excellent	Almost Always/Very Good	To Some Extent/Good	Not at all/Fair
1: Increased confidence in abilities	4	0%	100%	0%	0%
2: Increased knowledge	4	25%	25%	50%	0%
3: Relevance of courses	4	50%	50%	0%	0%
4: Quality of faculty	4	50%	25%	25%	0%
5: Accessibility of faculty	4	75%	25%	0%	0%
6: Academic standards of the Program	4	0%	75%	25%	0%
7: Recent trends and developments in the specialization field	4	25%	75%	0%	0%
8: Positive intellectual climate	4	75%	25%	0%	0%
9: Welcoming & supportive environment	4	100%	0%	0%	0%
10: Feeling encouraged	4	100%	0%	0%	0%

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Graduate Completer Satisfaction Survey for M.Ed. in Literacy Instruction (Reading Specialist and ESL Certifications) 

Question	N	Always/Excellent	Almost Always/Very Good	To Some Extent/Good	Not at all/Fair
1: Increased confidence in abilities	4	100%	0%	0%	0%
2: Increased knowledge	4	100%	0%	0%	0%
3: Relevance of courses	4	100%	0%	0%	0%
4: Quality of faculty	4	100%	0%	0%	0%
5: Accessibility of faculty	4	100%	0%	0%	0%
6: Academic standards of the Program	4	100%	0%	0%	0%
7: Recent trends and developments in the specialization field	4	100%	0%	0%	0%
8: Positive intellectual climate	4	100%	0%	0%	0%
9: Welcoming & supportive environment	4	100%	0%	0%	0%
10: Feeling encouraged	4	100%	0%	0%	0%

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Graduate Completer Satisfaction Survey for M.A. in Special Education (Teacher of Students with Disabilities and Learning Disability Teacher Consultant Certifications)

Question	N	Always/Excellent	Almost Always/Very Good	To Some Extent/Good	Not at all/Fair
1: Increased confidence in abilities	3	33.33%	66.67%	0%	0%
2: Increased knowledge	3	33.33%	66.67%	0%	0%
3: Relevance of courses	3	33.33%	66.67%	0%	0%
4: Quality of faculty	3	100%	0%	0%	0%
5: Accessibility of faculty	3	100%	0%	0%	0%
6: Academic standards of the Program	3	66.67%	33.33%	0%	0%
7: Recent trends and developments in the specialization field	3	33.33%	66.67%	0%	0%
8: Positive intellectual climate	3	66.67%	33.33%	0%	0%
9: Welcoming & supportive environment	3	100%	0%	0%	0%
10: Feeling encouraged	3	66.67%	33.33%	0%	0%

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Graduate Completer Satisfaction Survey for School Counseling (School Counselor Certifications)

Question	N	Always/Excellent	Almost Always/Very Good	To Some Extent/Good	Not at all/Fair
1: Increased confidence in abilities		%	%	%	%
2: Increased knowledge		%	%	%	%
3: Relevance of courses		%	%	%	%
4: Quality of faculty		%	%	%	%
5: Accessibility of faculty		%	%	%	%
6: Academic standards of the Program		%	%	%	%
7: Recent trends and developments in the specialization field		%	%	%	%
8: Positive intellectual climate		%	%	%	%
9: Welcoming & supportive environment		%	%	%	%
10: Feeling encouraged		%	%	%	%

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Graduation Rates

Comparison between the number of students who enter the Education Program and the number of students who have completed fieldwork. 

Initial Certificates – 93.33%
Advanced Programs – 100%

Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)

Initial Certificates – 93.33%
Advanced Programs – 100%

Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)

Initial Certification Program

Position	N
Elementary School Teacher	17
Middle School Mathematics	4
Middle School Science	1
Teacher of Mathematics	1
Teacher of English	2
Teacher of Social Studies	1
Teacher of Students with Disabilities	17

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Advanced Programs 

Position	N
Elementary School Teacher	3
Middle School Mathematics	2
Middle School Science	0
Teacher of Mathematics	2
Teacher of English	1
Teacher of Social Studies	2
Teacher of Students with Disabilities	3

Student Loan Default Rates 
Education Program Completer Student Loan Default Rate 0%
University-Wide Student Loan Default Rate 5.9%

CSWE

The Council on Social Work Education (CSWE) is a nonprofit national association representing more than 3,000 individual members, as well as graduate and undergraduate programs of professional social work education. Founded in 1952, this partnership of educational and professional institutions, social welfare agencies, and private citizens is recognized by the Council for Higher Education Accreditation as the sole accrediting agency for social work education in this country.

The following programs are accredited by CSWE:

• Bachelor of Social Work (BSW) Program

Learn more about Centenary University’s current CSWE accreditation status.

IACBE

Centenary University has received specialized accreditation for its business programs through the International Accreditation Council for Business Accreditation (IACBE), located at 11374 Strang Line Road in Lenexa, Kansas, USA. The business degree programs accredited by the IACBE are identified in document here.

Additionally, Centenary has reported the following public disclosures of student learning and achievement.
View:
Public Disclosure of Student Achievement.
Public Disclosure of Student Achievement (Updated)