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Student Outcomes

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Summary 2018

North Carolina Community College System (NCCCS) Performance Measures

2018 Report Compared to Previous Years

Report Basic Skills Progress Credit English Success Credit Math Success First Year Progression Curriculum Completion Rate Licensure Passing Rate Transfer Performance Met or Exceeded Excellence Level Below Excellence Level, Above College Average Below College Average, Above Baseline Level Below Baseline Level Total Successful
Students
Percent Change in Total
Successful Students
System Excellence Level ‡ 68.3% 55.9% 32.5% 75.0% 51.9% 90.9% 87.6% n/a n/a n/a n/a n/a n/a
System Baseline 34.5% 23.8% 10.1% 54.1% 35.9% 69.9% 65.1% n/a n/a n/a n/a n/a n/a
Average College Percentage 60.1% 53.0% 32.5% 70.9% 43.4% 79.8% 83.7% n/a n/a n/a n/a n/a n/a
System Totals (All Students) 58.4% 55.0% 33.8% 69.6% 43.9% 81.6% 83.4% n/a n/a n/a n/a n/a n/a
2018 Report **61.1% **55.0% ***30.5% *76.7% **48.4% ***75.7% **84.4% 1 4 2 0 1457 -2%
2017 Report ***56.4% **54.6% ***27.3% *75.7% **48.9% **83.5% **85.6% 1 4 2 0 1491 4%
2016 Report ***52.9% ***45.3% ***23.7% **69.5% ***44.1% **84.5% *89.9% 1 2 4 0 1439 24%
2015 Report ***43.8% Formerly Developmental Formerly Developmental **68.2% *48.1% **90.8% **93.2% 1 4 3 0 1157 -11%
2014 Report **45.7% Formerly Developmental Formerly Developmental **71.2% *46.9% **89.1% ***83.7% 1 4 3 0 1295 -13%
2013 Report **48.4% Formerly Developmental Formerly Developmental **71.1% *47.2% ***82.5% **86.7% 2 3 3 0 1495 Baseline
Previous System Excellence Level 51.20% Formerly Developmental Formerly Developmental 74.6% 45.60% 91.70% 93.80% n/a n/a n/a n/a n/a n/a

*Met or Exceeded Excellence Level
**Below Excellence Level, Above College Average
***Below College Average, Above Baseline Level
****Below Baseline Level

Comments

‡ In 2016, the system-wide Excellence and Baselines were reset; the system-wide college average changes each year.

The College’s overall performance improved in moving Basic Skills Progress from “Below College Average, Above Baseline Level” to “Below Excellence Level, Above College Average”; however, Licensure Passing Rate declined into the “Below College Average, Above Baseline Level.”

The overall number of successful students (1457) declined 2 percent from the previous year, and is still below baseline performance in 2013.

Changes in Report Over Time

  1. GED Passing Rate, Developmental Success in Math and English was removed beginning with the 2016 Report.
  2. Transfer Performance criteria for success was modified from a grade-point average (GPA) of 2.0 to 2.25 beginning with the 2016 Report.
  3. Curriculum Completion Rate was recalibrated to the correct cohort years. Note: this resulted in COA moving from “Below Excellence Level, Above College Average” to “Below College Average, Above Baseline Level” in 2016.

Performance Indicator Definitions

Basic Skills Student Progress

Percentage of Basic Skills students who achieve an Educational Functioning Level gain during the program year (July 1 – June 30).

Credit English Success

Percentage of first-time associate degree seeking and transfer pathway students passing a credit-bearing English course with a “C” or better within two years of their first term of enrollment.

Credit Math Success

Percentage of first-time associate degree seeking and transfer pathway students passing a credit-bearing Math course with a “C” or better within two years of their first term of enrollment.

First Year Progression

Percentage of first-time fall curriculum students attempting at least 12 credit hours who successfully complete at least 12 hours within their first academic year (fall, spring, summer).

Curriculum Completion Rate

Percentage of first-time fall curriculum students who, within six years of first term of enrollment, have either graduated, transferred, or are still enrolled with at least 36 non-developmental credit hours.

Licensure and Certification Passing Rate

Aggregate institutional passing rate of first time test-takers on licensure and certification exams. Exams included in this measure are state mandated exams which candidates must pass before becoming active practitioners.

College Transfer Performance

The percentage of students who exited NCCCS after having completed an associate degree and/or least 30 cumulative hours of articulated transfer credits and subsequently transferred to a four-year college or university and earned a GPA of 2.25 or better after two consecutive semesters within the academic year at the institution.