Student Achievement Success Criteria, Benchmarks, and Strategies for Improvement Criterion
Definition
Calculation Method
Data Source
Benchmark
Performance on State Licensure Exams
The percentage of first time test takers passing an examination required for North Carolina licensure or certification prior to practicing the profession, including the following curriculum programs: Veterinary Medical Technology Associate Degree Nursing Practical Nursing Medical Assisting Cosmetology Barbering Esthetics Emergency Medical Technician Basic Law Enforcement Training Dental Hygiene
The total number of first time test takers passing for all reported examinations divided by the total number of persons who sat for the exam for the first time. For privacy and statistical validity, no examination data are reported when the number of first time test takers was fewer than 10.
Annual NCCCS Critical Success Factor Report. Full results available at: http://www.nccommu nitycolleges.edu/Public ations/archivedCsfRep orts.htm
System Standard: 80% of first time test takers will pass examinations required for North Carolina licensure or certification.
Of students transferring to a university with an associate degree or 24 articulated college transfer credit hours, the percentage who have a GPA equal or greater than 2.00 after two semesters at the university.
Two cohorts: students receiving an associate degree during the previous academic year and those who had accumulated at least 24 articulated college transfer credit hours. Matched against UNC system student records to determine transfer enrollment at a North Carolina public university and first year academic performance. CCCC supplements this with performance data from private and out of state institutions using consistent
Transfer Performance
NCCCS accesses data from agencies issuing the license or certification and validated by the colleges
Annual NCCCS Critical Success Factor Report. Full results available at: http://www.nccommu nitycolleges.edu/Public ations/archivedCsfRep orts.htm NCCCS accesses data from the National Student Clearinghouse, University of North Carolina (multicampus system) Institutional Research & Analysis office, and data from individual private and out-ofstate institutions.
Exceptional Institutional Performance Standard: The college will have no exam with a passing rate less than 70%
System Standard: 83% of students transferring to a university with an associate degree or 24 articulated college transfer credit hours will have a GPA equal to or greater than 2.00 after two semesters at the university. Exceptional Institutional Performance Standard: Meet or exceed the aggregate performance of native UNC sophomores and juniors, which is 88% for the 2012 reporting year.
Justification for Benchmark The North Carolina Community College System is comprised of 58 two-year public colleges with open-door access, including Central Carolina, all with similar missions, programs, and student bodies; therefore it is reasonable to use the stateestablished benchmark standards.
The North Carolina Community College System is comprised of 58 two-year public colleges with open-door access, including Central Carolina, all with similar missions, programs, and student bodies; therefore it is reasonable to use the stateestablished benchmark standards.
1
Results
Sample Strategies for Improvement
Aggregate results for all exams: CCCC State Avg 2012: 84% 87% 2011: 83% 86% 2010: 86% 86% 2009: 83% 86% 2008: 87% 83%
Examples from Basic Law Enforcement: Rewrote and standardized unit tests to align with state exam Require students to participate in personal tutoring with program head for students falling below 85 on a test Increase attention to detail to enhance student professionalism and precision, to cultivate appropriate mindset Increase discipline in adherence to physical requirements Encourage students to look out for each other (critical in this field) Encourage peer study groups Established library at the Emergency Services Training Center Purchased supplementary study materials Provided tutors Improved assessment of student learning Implementation of these strategies resulted in state licensure exam pass-rate improving steadily from 84% in 2007-08 to 97% in 2011-12.
Central Carolina has consistently exceeded the state standard for this measure. These are aggregate results, including credentials from both Curriculum and Continuing Ed programs. Results for individual certification exams are also closely monitored and are shown below. These individual results are also major elements in each program’s Program Planning and Review (Outcomes & Assessments) plan. Pass rates are tracked and presented as trend data in the Criteria for Quality and Viability component. Areas of concern are analyzed and addressed. [See Narrative for 3.3.1]
2012: 2011: 2010: 2009: 2008:
CCCC 94% 87% 87% 87% 85%
UNC Native State Avg Students 88% 88% 87% 87% 85% 86% 88% 87% 84% 87%
Central Carolina has consistently exceeded the state standard for this measure, and has equaled or exceeded aggregate performance of native UNC system university students in four of the past five years.
Examples from Practical Nursing: obtained third-party NCLEX-PN test prep program
Enhance ties with university-based advisory committees to focus on investing students with the skills needed for transfer Enhanced transfer advising with “Success Coaches” and AVISO Document advisory-committee recommendations and associated changes in the formal Program Review (Outcomes & Assessments) process Created new Transfer student webpage to consolidate resources and information for aspiring transfer students Beginning in Fall, 2013, all transfer-intent students will be required to take ACA 122, the College’s new one-credit College Transfer Success course. Obtained updated science lab equipment to provide students with lab skills needed at universities. Early Childhood instructors created departmental rubrics and began requiring APA format to bridge students’ transition to university, and also post transfer opportunity information on their Facebook page.
Student Achievement Success Criteria, Benchmarks, and Strategies for Improvement Criterion
Definition
Calculation Method
Data Source
Benchmark
Justification for Benchmark
Annual NCCCS Critical Success Factor Report. Full results available at: http://www.nccommu nitycolleges.edu/Public ations/archivedCsfRep orts.htm
System Standard: 75% of developmental course completers in reading, English or mathematics will complete with a grade of “C” or better.
The North Carolina Community College System is comprised of 58 two-year public colleges with open-door access, including Central Carolina, all with similar missions, programs, and student bodies; therefore it is reasonable to use the stateestablished benchmark standards.
Results
Sample Strategies for Improvement
methodology Passing Rates of Developmental Students
The percentage of developmental course completers in reading, English, or mathematics completing with a grade of “C” or better.
Number of students completing with a “C” or better divided by the total number of students enrolled to the end of the course.
NCCCS accesses data from its Data Warehouse, drawing from individual college data in Datatel Colleague from individual colleges
Success rates of Developmental students in subsequent college-level courses
Among developmental completers subsequently completing a college level English or math course, the percentage passing the college level English or mathematics course with a grade of "D" or better.
English: For first-time credit English students who had also taken a Developmental English or reading course: number of students earning a “D” or better divided by number of course completers in this group. Math: For first-time credit Math students who had also taken a Developmental Math course: number of students earning a “D” or better divided by number of course completers in this group.
Annual NCCCS Critical Success Factor Report. Full results available at: http://www.nccommu nitycolleges.edu/Public ations/archivedCsfRep orts.htm NCCCS accesses data from its Data Warehouse, drawing from individual college data in Datatel Colleague from individual colleges
80% of college level English or mathematics course completers with previous developmental coursework will complete the college level English or mathematics course with a grade of "D" or better.
The North Carolina Community College System is comprised of 58 two-year public colleges with open-door access, including Central Carolina, all with similar missions, programs, and student bodies; therefore it is reasonable to use the stateestablished benchmark standards.
2
Reading 2012: 2011: 2010: 2009:
CCCC 87% 89% 93% 89%
State Avg 86% 83% 83% 84%
English 2012: 2011: 2010: 2009:
CCCC 83% 83% 86% 86%
State Avg 83% 81% 83% 79%
Math 2012: 2011: 2010: 2009:
CCCC State Avg 77% 76% 79% 74% 74% 77% 71% 74%
Central Carolina has consistently exceeded state standards for this measure for Reading and English. Having implemented improvement strategies in recent years, Central Carolina has now exceeded the state standard for Math in the past two years. English CCCC State Avg 2012: 90% 85% 2011: 92% 87% 2010: 90% 86% 2009: 94% 89% Math 2012: 2011: 2010: 2009:
CCCC State Avg 96% 88% 97% 88% 92% 88% 96% 90%
Central Carolina has consistently exceeded the state standards for this measure.
Identify at-risk students earlier for academic intervention (tutoring) Utilize subject-specific coaches and tutors to help students master material Maintain close ties with curriculum-level Math and English faculty and department leadership to ensure Developmental course content prepares students adequately and targets problem areas Implemented new Developmental modular courses to focus on students’ specific deficiencies and get them ready to move to curriculum-level courses in a shorter time frame Encourage students to interact with “Success Coaches” and use the AVISO Advising interface Survey students at the end of each individual Developmental course, and incorporate useful ideas moving forward
Identify at-risk students earlier for academic intervention (tutoring) Utilize subject-specific coaches and tutors to help students master material Maintain close ties with curriculum-level Math and English faculty and department leadership to ensure Developmental course content prepares students adequately and targets problem areas Implemented new Developmental modular courses to focus on students’ specific deficiencies and get them ready to move to curriculum-level courses in a shorter time frame Encourage students to interact with “Success Coaches” and use the AVISO Advising interface Survey students at the end of each individual Developmental course, and incorporate useful ideas moving forward Coordinated schedules for Developmental and Curriculum courses allowing a student to take a DEV module and a curriculum math course in the same semester
Student Achievement Success Criteria, Benchmarks, and Strategies for Improvement Criterion
Definition
Calculation Method
Data Source
Benchmark
Curriculum student retention, graduation and transfer rates
The percentage of fall credential seeking students who have graduated or are still enrolled at the same college, a university, or another community college one year later.
The data set was analyzed to determine which students from the previous fall list had “graduated”, “returned but did not graduate”, “transferred but did not graduate or return”, or “did not graduate, return, or transfer”. The number of students who had returned, graduated, and/or transferred was then divided by the total number of students from the previous fall.
Annual NCCCS Critical Success Factor Report. Full results available at: http://www.nccommu nitycolleges.edu/Public ations/archivedCsfRep orts.htm
65% of fall credential seeking students will graduate, remain enrolled at the same college, or transfer to a university or another community college one year later
Data are collected on the number of students entering the institution as full-time, first-time, degree/certificateseeking undergraduate students in a particular year (cohort); the number completing their program within 100 or 200 percent of normal time to completion; the number that transfer to other institutions
IPEDS (Integrated Postsecondary Education Data System)
Graduation rates of first-time, full-time credentialseeking students in 100%, and 200% of normal time to completion
Graduation rates of first-time, full-time credential-seeking students in 100%, and 200% of normal time to completion
NCCCS accesses data from National Student Clearinghouse; and the NC Community College System Data Warehouse, drawing from college data in Datatel Colleague from individual colleges
45% of first-time, fulltime credential-seeking students will graduate in 100%, and 49% of first-time, full-time credential-seeking students will graduate in 200% of normal time to completion. Benchmarks will be reevaluated every three years.
Justification for Benchmark The North Carolina Community College System is comprised of 58 two-year public colleges with open-door access, including Central Carolina, all with similar missions, programs, and student bodies; therefore it is reasonable to use the stateestablished benchmark standards.
In developing the College’s MAP to higher achievement, (Maximizing Academic Persistence with a College Success Center), Central Carolina identified annual, realistic benchmarks that would match average college graduation rates at sister institutions in the North Carolina Community College System. Implementation of Title III strategies is expected to result in graduation rates that increase by 1% after yr 3, 3% after
3
Results
2012: 2011: 2010: 2009:
CCCC State Avg 67% 67% 66% 68% 70% 72% 69% 69%
Central Carolina has consistently exceeded the state standard for this measure. Persistence is also reviewed in each individual curriculum’s Program Planning and Review Quality/Viability Criteria. The criteria are reviewed, needed areas of concern addressed, and the impact analyzed. [See Narrative for 3.3.1]
100% Time 200% Time 2012: not available not available 2011: 41% 44% 2010: 23% 36% 2009: 20% 25%
Sample Strategies for Improvement
Obtained Title III Grant focused on enhancing student success Initiated “Intrusive” advising Added “Success Coaches” Added requirement for Study-skills course Expanded Writing Center Implemented “AVISO” user-friendly Advising interface Implemented targeted professional development for faculty teaching courses with lowest “success” rate Reached out to previous years’ Non-Completers to invite them to return Enhanced focus on data-informed, evidence-based intervention programs Program specific example: Dental Hygiene implemented an Outcome evaluating individual strengths and weaknesses in skill development, which led to enhanced communication and correction of critical skills Broadcasting Production Tech instructors expanded lab availability to accommodate students with transportation and work challenges Vet Med Tech offered incentives to increase advisoradvisee contact, and implemented an Early Warning system Obtained Title III Grant focused on enhancing student success Initiated “Intrusive” advising Added “Success Coaches” Expanded Student Orientation (College wide, Program-specific, and First Year Experience including Added requirement for Study-skills course) Made Scholars (Minority Male Mentoring Program) Expanded Writing Center Implemented “AVISO” user-friendly Advising interface Implemented targeted professional development for faculty teaching courses with lowest “success” rate Implemented Supplemental Instruction Group Tutoring for select courses with low “success” rate Reached out to previous years’ Non-Completers to invite them to return Enhanced focus on data-informed, evidence-based intervention programs Analyze results from the annual Enrolled Student, Completer, and Non-Completer surveys, for recurring themes, identify impediments to success, and incorporate suggestions for improvement Implemented enhanced advising system for Assoc.
Student Achievement Success Criteria, Benchmarks, and Strategies for Improvement Criterion
Graduates indicating they accomplishe d their goal(s) for attending
Graduates indicating the college prepared them for a career
Graduates indicating the college prepared them for transfer to a four-year institution
Course Success Rate
Definition
Calculation Method
Data Source
Percent of graduates responding to the completer survey who answered “Yes, completely” or “Yes, partially” to the question “Did you accomplish your goal(s) while attending CCCC?” Percent of graduates responding to the completer survey who answered “Satisfied” or “Very Satisfied” to the prompt “The extent to which CCCC prepared you for a career.” Percent of graduates responding to the completer survey who answered “Satisfied” or “Very Satisfied” to the prompt “The extent to which CCCC prepared you to transfer to a fouryear institution.”
Number of graduates responding “Yes, completely” or “Yes, partially”, divided by the total number responding
Annual Central Carolina Completer Survey
Number of graduates responding “Satisfied” or “Very Satisfied”, divided by the total number responding
Annual Central Carolina Completer Survey
Percentage of enrolled students who complete with an “A”, “B”, or “C”, for each course
For each course, the number of students who complete with a grade of “A”, “B”, or “C”, divided by the
Number of graduates responding “Satisfied” or “Very Satisfied”, divided by the total number responding
Annual Central Carolina Completer Survey
CCCC Grade Distribution Report
Benchmark
Justification for Benchmark yr 4 and 4% after yr 5.
Results
in Science students, including enhanced guidelines, tracking system, and criteria integrated with each Instructor’s annual Performance Evaluation.
100% of graduates will indicate they accomplished their goals for attending.
All students will engage in a structured academic program specifically designed to successfully meet academic goals.
2012: 2011: 2010: 2009:
97% 97% 100% 99%
100% of graduates will indicate that the college prepared them for a career.
The college will ensure education and training in all academic programs consistently meets current required employment skills and standards.
2012: 2011: 2010: 2009:
94% 94% 95% 96%
100% of graduates earning the Associate in Arts or Associate in Science degree indicate that the college prepared them for transfer to a four-year institution.
Review and Update of the Comprehensive Articulation Agreement between the NC public universities and the NC Community College System (and its 58 community colleges) is focused on strengthened partnership and enhanced communication, which encouraged CCCC to set the bar high.
2012: 2011: 2010: 2009:
75% of enrolled students will complete with an “A”, “B”, or “C” for each course. Benchmarks will be re-
Review of the literature shows a wide variation for this metric in community colleges;
Aggregated Weighted Average Success Rate for all Courses:
4
Sample Strategies for Improvement
94% 94% 89% 93%
Fall 2012: Spring 2012:
71% 71%
Enhanced focus on students’ goal progress in AVISO Advising System and with “Success Coaches” Reached out to previous years’ Non-Completers to invite them to return Analyze results from the annual Enrolled Student, Completer, and Non-Completer surveys, for recurring themes, identify impediments to success, and incorporate suggestions for improvement
Enhance ties with industry-based advisory committees to focus on investing students with the skills needed in the workplace Document advisory-committee recommendations and associated changes in the formal Program Review (Outcomes & Assessments) process Follow-up with employers to assess satisfaction with graduates, and address any issues identified with program faculty Enhance ties with university-based advisory committees to focus on investing students with the skills needed for transfer Enhanced transfer advising with “Success Coaches” and AVISO Document advisory-committee recommendations and associated changes in the formal Program Review (Outcomes & Assessments) process Implement three essential strategies of the current review of the North Carolina Comprehensive Articulation Agreement: 1. Update to support current general education requirements at senior institutions. 2. Establish a process for maintaining currency. 3. Ensure current information is universally accessible to students and advisors.
Implement targeted professional development for faculty teaching courses with lowest “success” rates Offered two-day summer Chair Workshop focused on enhancing student success and improving programs Request that instructors/chairs for low-performing
6tudent Achievement Success Criteria, Benchmarks, and Strategies for Improvement Criterion
Definition
Calculation Method total number of students enrolled
Data Source
Benchmark evaluated every three years.
Justification for Benchmark CCCC developed this benchmark within the range identified in the large studies evaluated and will re-evaluate every three years.
5
Results Fall 2011: Spring 2011: Fall 2010:
70% 73% 72%
Trend data for course completion rates by individual discipline are shown in the table below.
Sample Strategies for Improvement
courses address course improvement initiatives in their department’s Outcomes & Assessments plan, and follow up. Implementing Supplemental Instruction Group Tutoring for select courses with low “success” rate
Student Achievement Success Criteria, Benchmarks, and Strategies forImprovement
Passing Rates on State Licensure Exams: Individual Test Results Basic Law Enforcement Training System Totals Central Carolina Community College Cosmetic Arts: Apprentice System Totals Central Carolina Community College Cosmetic Arts: Cosmetology System Totals Central Carolina Community College Cosmetic Arts: Esthetician System Totals Central Carolina Community College Cosmetic Arts: Instructor System Totals Central Carolina Community College Dental Hygiene System Totals Central Carolina Community College Practical Nursing System Totals Central Carolina Community College Registered Nursing System Totals Central Carolina Community College Veterinary Medical Technician System Totals Central Carolina Community College
Test Takers 2011-12
2011-2012
2010-2011
% Passing 2009-2010
2008-2009
2007-2008
1407 30
84% 97%
85% 95%
87% 93%
87% 91%
86% 84%
Test Takers 2011-12
2011-2012
2010-2011
% Passing 2009-2010
2008-2009
2007-2008
194 10
95% 90%
96% 100%
96% 100%
96% 93%
90% 86%
Test Takers 2011-12
2011-2012
2010-2011
% Passing 2009-2010
2008-2009
2007-2008
724 55
93% 87%
94% 91%
95% 91%
92% -
89% 100%
Test Takers 2011-12
2011-2012
2010-2011
% Passing 2009-2010
2008-2009
2007-2008
166 8
95% 88%
96% 100%
84% 79%
85% 83%
83% 81%
Test Takers 2011-12
2011-2012
2010-2011
% Passing 2009-2010
2008-2009
2007-2008
39 5
90% 100%
67% -
81% -
85% 83%
83% 81%
Test Takers 2011-12
2011-2012
2010-2011
% Passing 2009-2010
2008-2009
2007-2008
227 8
92% 88%
84% 82%
91% 100%
92% 100%
94% -
Test Takers 2011-12
2011-2012
2010-2011
% Passing 2009-2010
2008-2009
2007-2008
771 50
95% 82%
84% 80%
97% 87%
96% 97%
94% 93%
Test Takers 2011-12
2011-2012
2010-2011
% Passing 2009-2010
2008-2009
2007-2008
2001 15
95% 100%
90% 96%
87% 100%
89% 93%
90% 100%
Test Takers 2011-12
2011-2012
2010-2011
% Passing 2009-2010
2008-2009
2007-2008
82 31
100% 100%
95% 100%
96% 100%
100% 100%
98% 100%
6
Student Achievement Success Criteria, Benchmarks, and Strategies for Improvement
Unweighted Average of Success Rates by Course Prefix (Success Rate = Percent Retained AND Passed with “C” or better) Course Prefix
Average of Success Rate Spring Fall Spring Fall 2011 2011 2012 2012
Course Prefix
Average of Success Rate Spring Fall Spring Fall 2011 2011 2012 2012
Course Prefix
Average of Success Rate Spring Fall Spring Fall 2011 2011 2012 2012
Course Prefix
Average of Success Rate Spring Fall Spring Fall 2011 2011 2012 2012
ACA
60%
64%
66%
73%
COS
79%
75%
76%
83%
MAC
95%
81%
73%
80%
RED
63%
62%
63%
55%
ACC
68%
79%
71%
77%
CSC
75%
91%
81%
67%
MAS
89%
72%
88%
*
REL
76%
86%
69%
85%
AGR
92%
74%
94%
86%
CST
50%
55%
83%
71%
MAT
59%
58%
55%
65%
SAB
*
76%
*
56%
ALT
87%
95%
84%
92%
CTS
84%
83%
90%
76%
MCM
97%
82%
86%
88%
SEC
88%
63%
85%
78%
ANS
85%
82%
95%
90%
CUL
*
*
*
78%
MEC
82%
74%
89%
85%
SOC
68%
65%
72%
69%
ANT
84%
64%
48%
57%
DBA
75%
55%
68%
62%
MED
77%
84%
78%
83%
SPA
59%
61%
65%
64%
ARC
56%
*
100%
*
DEN
95%
95%
97%
100%
MKT
85%
91%
74%
79%
SST
54%
67%
68%
84%
ARS
86%
85%
80%
82%
DFT
93%
74%
100%
93%
MNT
94%
71%
87%
89%
TCT
91%
89%
87%
93%
ART
76%
78%
81%
81%
DRA
64%
90%
73%
66%
MUS
83%
70%
72%
67%
TEL
98%
95%
95%
89%
AUB
88%
84%
80%
84%
ECO
66%
46%
68%
69%
NAS
*
*
*
27%
VET
93%
91%
93%
92%
AUT
76%
82%
74%
81%
EDU
85%
86%
85%
80%
NET
89%
88%
91%
66%
WEB
50%
70%
47%
46%
BAR
74%
80%
85%
79%
EGR
*
49%
*
79%
NOS
86%
90%
80%
80%
WLD
88%
89%
78%
67%
BIO
65%
61%
60%
66%
ELC
91%
68%
84%
67%
NUR
93%
79%
86%
87%
BPM
85%
86%
84%
100%
ELN
74%
100%
82%
81%
NUT
*
*
*
73%
BPR
92%
81%
77%
83%
ENG
64%
62%
61%
62%
OMT
83%
100%
60%
100%
BPT
74%
82%
80%
77%
FST
94%
94%
94%
91%
OST
83%
74%
76%
74%
BUS
71%
74%
77%
72%
GEL
65%
72%
67%
73%
PCC
50%
95%
*
*
CAB
100%
*
*
*
HIS
76%
77%
72%
74%
PCD
75%
67%
*
100%
CAR
100%
*
*
*
HOR
100%
89%
93%
95%
PCI
100%
*
83%
*
CET
86%
100%
67%
63%
HSE
75%
62%
91%
77%
PCS
88%
50%
92%
*
CHI
76%
79%
66%
70%
HUM
66%
62%
62%
59%
PED
89%
78%
79%
83%
CHM
63%
56%
62%
69%
HYD
*
93%
*
94%
PHI
92%
64%
72%
69%
CIS
70%
62%
67%
64%
INT
*
86%
*
80%
PHY
83%
73%
77%
86%
CJC
78%
73%
81%
79%
ISC
81%
83%
84%
83%
PME
92%
*
*
*
CMT
*
*
*
83%
LEO
98%
100%
98%
100%
POL
59%
52%
54%
60%
COE
88%
90%
93%
92%
LEX
85%
86%
96%
88%
PSY
76%
76%
74%
72%
COM
79%
90%
85%
83%
LIB
76%
91%
80%
70%
PTC
86%
57%
67%
67%
*Courses not offered this semester
7
