In keeping with our mission, Taylor Seminary is committed to developing Christ-minded leaders who make a difference in the world. In keeping with our commitment to the standards of the Association of Theological Schools (ATS), we set out objectives for our degree programs and measure our effectiveness in serving our students with excellence.

Taylor Seminary has just conducted a survey of some current students and its graduates of the last five years, and some of the survey results provide our most current and quantitative measurements of the seminary’s educational effectiveness.

Satisfaction with the Educational Process

To obtain the most informed data available, the surveys were sent to:

  • Students who have attended in the last five years (most of whom would have hopefully experienced our revised programs and delivery systems), have completed a minimum of nine credit hours, and all who have taken online and offsite courses in the last five years (because their numbers are relatively small); and
  • Alumni who graduated in the last five years.

Those sections of the survey most directly related to the educational (teaching and learning) process reveal the following for current students.

The objectives for the program in which I am registered are meeting my educational needs. 95.50%
I am satisfied with the degree to which the courses I am taking at Taylor Seminary are increasing my understanding of:
   o   The Bible 91%
   o   Christian theology & church history 97.50%
   o   The society in which I expect to minister 88.90%
I am satisfied with the degree to which the courses I am taking at Taylor Seminary are helping me:
   o   Grow spiritually 95.50%
   o   Develop moral integrity 90.60%
   o   Mature emotionally 84%
   o   Formulate a distinctly Christian worldview 93.1
Taylor Seminary supports and encourages the participation of women:
   o   In classroom discussion 91%
   o   In student government 84%       (9% don’t know)
   o   In chapel programs 77.2%   (15.9% don’t know)
   o   In ministry leadership 72.7%   (15.9% don’t know)
Taylor Seminary supports and encourages the participation of ethnic minorities
   o   In classroom discussion 79.9%   (11.1% don’t know)
   o   In student government 63.6 %   (25% don’t know)
   o   In chapel programs 63.5%   (25% don’t know)
   o   In ministry leadership 63.5%   (22.7% don’t know)
Instructional methods are sensitive to the varied cultural contexts of the students 84.30%
Instructional methods are sensitive to the varied faith communities of the students 88.50%
Instructional methods are sensitive to the varied learning styles of students 73.20%
My seminary education is effective in each of the following areas of study:
   o   Providing a comprehensive understanding of theology, biblical studies & church history 95.50%
   o   Providing an understanding of the cultural contexts of ministry 91%
   o   Providing development in personal and spiritual formation 95.50%
   o   Cultivating capacity for ministerial and and public leadership 93.30%
   o   Integrating materials from the various theological disciplines, field education and personal experience 84.40%
The extracurricular programs of Taylor Seminary:
   o   Encourage spiritual growth 71.1 %   (20% not applicable)
   o   Develop ministerial skills 62.1% (24.4% not applicable)
On-line courses provide an effective mode of teaching and learning 73.2% (11.1% not applicable)
Weekend courses provide an effective mode of teaching and learning 73.2%   (13.3 don’t know)
One-week courses provide an effective mode of teaching and learning 73.3% (15.5% not applicable)
I received the needed technical support to negotiate these courses               70.5 % (13.3% not applicable)

Placement Data

When the alumni of the past five years were asked: “If you were looking for employment, how long did it take after graduation for you to obtain your first paid ministry position,” they responded:

  • 40.6%  I was already working when I graduated from seminary
  • 25%     I did not pursue a paid professional position
  • 18.7%  Less than six months
  • 6.2%    One to two years
  • 6.2%    I have not attained a paid professional position
  • 3.1%    Longer than two years

Graduation Percentage Rate

Based on the number of students that entered the following programs since 2005, minus those who dropped out and those who are still with us, the percentage that have graduated are as follows: the M.Div. 43%; the MTS 66%; and the MA 100%. Why there is such a difference between these degree programs is something that we are still attempting to analyze.

Retention Rates in all Programs




Retention Rate

Fall 2008


Fall 2009


Fall 2010


Fall 2011


Fall 2012


How the Retention Rate is Calculated

Current Fall program students who were registered in previous Fall semester divided by (Previous Fall semester program students minus Graduates from most recent graduation minus previous winter semester dismissals)

The lower retention rate for the fall of 2012 is not a final figure. Since these numbers were produced in September, additional students have continued to register for one week intensive modules that are offered in October and November. January Intersession courses will also be included in the final numbers for the Fall Semester 2012.




An analysis of these data would require at least two to three times the space needed to present the data itself. My impression is that these reports are to be relatively brief. Therefore, we are just letting the data speak for itself and trust that meets the requirements of this report.