Performance Measures for Student Success
In February 1999, the North Carolina State Board of Community Colleges developed twelve performance measures for accountability that focus primarily on student success. These measures and standards were accepted and approved by the full State Board in May 2000 for implementation in the fiscal year 2000-2001. Amended in 2013, the performance measures for accountability were adapted to eight annual measures. All community colleges are required to publish performance on the eight measures annually in their electronic catalog or on the Internet, and in its printed catalog each time the catalog is reprinted. The eight Performance Measures and the results for CCC&TI, based on the 2014 Performance Measures for Student Success report are as follows:
- Basic Skills Student Progress – To ensure adults with low literacy skills are progressing academically toward basic skill attainment necessary for employment and self-sufficiency. Description: Percentage of students who progress as defined by an educational functioning level.
Baseline: 20.6% Goal: 51.2% CCC&TI: 46.3%
- High School Equivalency (HSE) Diploma Passing Rate – To ensure quality HSE preparation and high levels of HSE attainment. Description: Percentage of students taking at least one HSE test during a program year who receive a HSE diploma during the program year.
Baseline: 49.3% Goal: 82.0% CCC&TI: 71.8%
- Developmental Student Success Rate in College-Level English Classes – To ensure remedial English and reading coursework prepares students to succeed in credit-bearing English courses. Description: Percentage of previous developmental English and/or reading students who successfully complete a credit English course with a grade of “C” or better upon the first attempt.
Baseline: 45.2% Goal: 74.9% CCC&TI: 62.3%
- Developmental Student Success Rate in College-Level Math Courses – To ensure remedial math coursework prepares students to success in credit-bearing math courses. Description: Percentage of previous developmental math students who successfully complete a credit math course with a “C” or better upon the first attempt.
Baseline: 47.5% Goal: 75.4% CCC&TI: 65.4%
- First Year Progression – To ensure first-year students reach an academic momentum point that helps predict future credential completion. Description: Percentage of first-time fall credential-seeking students attempting at least twelve hours within their first academic year who successfully complete (“P”, “C” or better) at least twelve of those hours.
Baseline: 53.2% Goal: 74.6% CCC&TI: 69.4%
- Curriculum Student Completion – To ensure student completion and persistence toward a post-secondary credential. Description: Percentage of first-time fall credential-seeking students who graduate, transfer, or are still enrolled with 36 hours after six years.
Baseline: 28.6% Goal: 45.6% CCC&TI: 47.6%
- Licensure and Certification Passing Rate – To ensure programmatic coursework prepares students to competently practice their chosen profession. Description: 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.
Baseline: 71.0% Goal: 91.7% CCC&TI: 78.4%
- College Transfer Performance – To ensure the academic success of community college students at a four-year university or college. Description: Among community college associate degree completers and those who have completed 30 or more credit hours who transfer to a four-year university or college, the percentage who earn a GPA of 2.00 or better after two consecutive semesters within the academic year at the transfer institution.
Baseline: 71.2% Goal: 93.8% CCC&TI: 85.4%
Source: 2014 Performance Measures for Student Success for the North Carolina Community College System, April 2014