Evaluation for CCU Counseling Programs
Colorado Christian University annually reviews the outcomes of its counseling programs in accordance with the standards set by the Council for Accrediting Counseling and Related Educational Programs (CACREP). These reviews include the collection and evaluation of data from alumni and site supervisors.
Additionally, National Counselor Exam scores are reported. The administration and faculty use these data to make appropriate changes to the counseling program objectives and curriculum. You can access summaries of the latest surveys and reports by clicking on the content below.
Master's in Clinical Mental Health Counseling
Program and Student Outcomes
Yearly, data is collected on the School of Counseling and its alumni. Data reflected on this page were collected in 2025. In the 2024-2025 academic year, 301 students graduated from the School of Counseling. In general, 41% of students complete the program within the expected period of 2.5 years, and 74% complete the program within 3 years. Additionally, the School of Counseling has an average retention rate of 93%.
From Fall 2024 through Spring 2025, 102 students took the National Counselor Exam (NCE). After each examination, the National Board for Certified Counselors (NBCC) provides passing rates for students enrolled in the School of Counseling. Program and national means of all clinical competencies assessed are also provided. Of those 102 students who took the NCE, 86 passed the exam.
The School of Counseling surveys alumni six months after program completion. Of the 301 graduates from the 2024-2025 academic year, 269 alumni were invited to complete an online survey. Of those invited, 125 responded (response rate = 46.5%). Among graduates who were not employed in the mental health field at the time of program completion and were seeking such positions, 71% secured employment within six months.
In a separate final semester survey of 293 respondents, 97% of alumni reported being satisfied with their engagement and experience with CCU's School of Counseling faculty and staff throughout their degree. Furthermore, 38% of those alumni plan to pursue doctoral-level education.
90% of respondents feel prepared to practice as professional counselors, and 94% would recommend the program to those considering applying. Encouragingly, 92% of students reported that a biblical worldview was integrated into courses in a meaningful way and that they grew in their faith while in the program.
* Percentage of admitted students who graduate from a program within the expected time period.
** Survey respondents n = 125; survey response rate = 46.5%
** Survey respondents n = 113; survey response rate = 47.5%
Site Supervisor Survey — Practicum and Internship Outcomes
During the summer of 2025, the School of Counseling polled 634 site supervisors across the United States through an online survey. These site supervisors provided clinical supervision to in-seat and online students during their Practicum and Internship experience between August 2024 and May 2025. While at these sites, students provided diverse clinical services to various populations with mental health needs. The purpose of this survey was to meet CACREP Vital Statistic Survey requirements and to identify potential strength and growth areas of the CCU MA in Clinical Mental Health Counseling program and the License School Counseling program.
The survey assessed Clinical Mental Health Counseling students as well as License School Counseling students in the 23 clinical competencies listed in the table below. These students were Practicum or Internship students between August 2024 and May 2025. Of the 634 site supervisors polled, 358 site supervisors completed the survey (response rate=56.5%) during the 2025 summer semester.
The CCU Counseling program found the survey responses very encouraging. Site supervisors reported that CCU Counseling students are clinically prepared, have high levels of ethical awareness, greater levels of empathic disposition and provide non-discriminatory clinical services better than the average counseling student at their site. These data suggest that CCU Counseling students are able to utilize CACREP standardized clinical knowledge, clinical skill sets and ACA codes of ethics in ways distinct from the general counseling student population.
Clinical Competency | Superior | Proficient | Deficient | Harmful | N/A |
Clinical Preparation | 43.02% | 54.19% | .84% | 0.56% | 1.40% |
Diagnostic Assessment Competency (ACA Section E) | 23.31% | 68.26% | 2.53% | 0.28% | 5.62% |
Case Conceptualization | 35.77% | 60.00% | 1.69% | 0.28% | 2.25% |
Goal Setting, Treatment Planning (ACA A.1.c) | 29.41% | 65.55% | 2.24% | 0.28% | 2.52% |
Self-Awareness | 52.79% | 44.13% | 1.12% | 1.12% | 0.84% |
Ability to provide non-discriminatory clinical practices (ACA C.5.) | 58.15% | 39.89% | 0.56% | 0.28% | 1.12% |
Influence of basic human growth and development on treatment | 41.13% | 54.08% | 1.13% | 0.28% | 3.38% |
Awareness and application of ethics into their practice (ACA F.5.a.) | 54.47% | 43.85% | 0.56% | 0.56% | 0.56% |
Teachable Attitude | 74.58% | 22.91% | 1.68% | 0.56% | 0.28% |
Theory/Theoretical Orientation | 32.49% | 63.87% | 2.24% | 0.28% | 1.12% |
Group Theory/Dynamics (ACA B.4.a.) | 23.03% | 50.84% | 1.12% | 0.28% | 24.72% |
Empathic disposition towards biological, psychological, sociological, and religious/spiritual profile of clients (ACA B.1.a.) | 64.25% | 34.64% | 0.00% | 0.28% | 0.84% |
Agency Roles and Functions | 47.06% | 48.18% | 1.96% | 0.28% | 2.52% |
Ability to collaborate with a treatment team | 53.65% | 37.08% | 1.69% | 0.56% | 7.02% |
Ability to facilitate a therapeutic environment | 58.82% | 39.50% | 0.00% | 0.56% | 1.12% |
Professional and Personal Boundaries | 53.65% | 43.02% | 1.96% | 0.84% | 0.56% |
Professional Behaviors | 61.80% | 35.96% | 1.40% | 0.56% | 0.28% |
Emotional Stability | 52.79% | 45.53% | 0.56% | 0.56% | 0.56% |
Motivation to learn/grow | 74.30% | 23.18% | 1.40% | 0.56% | 0.56% |
Academic/professional writing in clinical notes, treatment plans, and electronic communication | 41.06% | 54.47% | 1.68% | 0.28% | 2.51% |
Use of assessments to inform case conceptualization, treatment planning, and diagnosis | 27.09% | 62.57% | 1.40% | 0.28% | 8.66% |
Use of current research to inform evidenced-based practices | 30.34% | 62.64% | 1.69% | 0.28% | 5.06% |
Use of critical thinking to critique issues and provide solutions | 42.98% | 54.49% | 1.12% | 0.56% | 0.84% |
Survey respondents = 385; survey response rate = 56.5%
Annual Assessment Report
Master's in School Counseling
Program and Student Outcomes
Each academic year, the School of Counseling collects and reviews data related to program outcomes and alumni engagement. The 2024–2025 academic year marked a significant milestone, as it included the first graduating cohort from the Licensed School Counseling program. During this period, 11 students successfully completed the program.
The program’s completion data indicates that 33% of students graduate within the expected timeframe of 2.5 years.* The program also maintains a strong retention rate of 83%.
To assess post-graduation outcomes and program effectiveness, the Licensed School Counseling program surveys alumni six months following program completion. Of the 11 graduates from the 2024–2025 academic year, two alumni completed the survey, reflecting a response rate of 18.18%.**
Among the respondents seeking employment in the mental health profession, 100% secured employment within six months of graduation. Furthermore, all respondents affirmed that faculty and staff were both available and supportive throughout their academic journey. Notably, 67% of respondents indicated an intention to pursue doctoral-level education.
In terms of professional readiness, 100% of alumni reported feeling prepared to enter the counseling profession, and 89% would recommend the program to prospective students. Encouragingly, 83% of respondents reported that a biblical worldview was meaningfully integrated into coursework and that their personal faith grew during their time in the program.
* Percentage of admitted students who graduate from the program within the expected time period.
** Survey respondents n = 2; response rate = 18.18%.
Site Supervisor Survey — Practicum and Internship Outcomes
During the summer of 2025, the School of Counseling polled 634 site supervisors across the United States through an online survey. These site supervisors provided clinical supervision to in-seat and online students during their Practicum and Internship experience between August 2024 and May 2025. While at these sites, students provided diverse clinical services to various populations with mental health needs. The purpose of this survey was to meet CACREP Vital Statistic Survey requirements and to identify potential strength and growth areas of the CCU MA in Clinical Mental Health Counseling program and the License School Counseling program.
The survey assessed Clinical Mental Health Counseling students as well as License School Counseling students in the 23 clinical competencies listed in the table below. These students were Practicum or Internship students between August 2024 and May 2025. Of the 634 site supervisors polled, 358 site supervisors completed the survey (response rate=56.5%) during the 2025 summer semester.
The CCU Counseling program found the survey responses very encouraging. Site supervisors reported that CCU Counseling students are clinically prepared, have high levels of ethical awareness, greater levels of empathic disposition and provide non-discriminatory clinical services better than the average counseling student at their site. These data suggest that CCU Counseling students are able to utilize CACREP standardized clinical knowledge, clinical skill sets and ACA codes of ethics in ways distinct from the general counseling student population.
Clinical Competency | Superior | Proficient | Deficient | Harmful | N/A |
Clinical Preparation | 43.02% | 54.19% | .84% | 0.56% | 1.40% |
Diagnostic Assessment Competency (ACA Section E) | 23.31% | 68.26% | 2.53% | 0.28% | 5.62% |
Case Conceptualization | 35.77% | 60.00% | 1.69% | 0.28% | 2.25% |
Goal Setting, Treatment Planning (ACA A.1.c) | 29.41% | 65.55% | 2.24% | 0.28% | 2.52% |
Self-Awareness | 52.79% | 44.13% | 1.12% | 1.12% | 0.84% |
Ability to provide non-discriminatory clinical practices (ACA C.5.) | 58.15% | 39.89% | 0.56% | 0.28% | 1.12% |
Influence of basic human growth and development on treatment | 41.13% | 54.08% | 1.13% | 0.28% | 3.38% |
Awareness and application of ethics into their practice (ACA F.5.a.) | 54.47% | 43.85% | 0.56% | 0.56% | 0.56% |
Teachable Attitude | 74.58% | 22.91% | 1.68% | 0.56% | 0.28% |
Theory/Theoretical Orientation | 32.49% | 63.87% | 2.24% | 0.28% | 1.12% |
Group Theory/Dynamics (ACA B.4.a.) | 23.03% | 50.84% | 1.12% | 0.28% | 24.72% |
Empathic disposition towards biological, psychological, sociological, and religious/spiritual profile of clients (ACA B.1.a.) | 64.25% | 34.64% | 0.00% | 0.28% | 0.84% |
Agency Roles and Functions | 47.06% | 48.18% | 1.96% | 0.28% | 2.52% |
Ability to collaborate with a treatment team | 53.65% | 37.08% | 1.69% | 0.56% | 7.02% |
Ability to facilitate a therapeutic environment | 58.82% | 39.50% | 0.00% | 0.56% | 1.12% |
Professional and Personal Boundaries | 53.65% | 43.02% | 1.96% | 0.84% | 0.56% |
Professional Behaviors | 61.80% | 35.96% | 1.40% | 0.56% | 0.28% |
Emotional Stability | 52.79% | 45.53% | 0.56% | 0.56% | 0.56% |
Motivation to learn/grow | 74.30% | 23.18% | 1.40% | 0.56% | 0.56% |
Academic/professional writing in clinical notes, treatment plans, and electronic communication | 41.06% | 54.47% | 1.68% | 0.28% | 2.51% |
Use of assessments to inform case conceptualization, treatment planning, and diagnosis | 27.09% | 62.57% | 1.40% | 0.28% | 8.66% |
Use of current research to inform evidenced-based practices | 30.34% | 62.64% | 1.69% | 0.28% | 5.06% |
Use of critical thinking to critique issues and provide solutions | 42.98% | 54.49% | 1.12% | 0.56% | 0.84% |
Survey respondents = 385; survey response rate = 56.5%