Student Achievement Goals and 结果
North Carolina Community College (NCCCS) 性能测量s
性能测量s minimum targets and goals are determined using performance level demarcations established by the NCCCS. COA minimum targets are set to correlate with the Below Average, Above Baseline Level. COA future goals are set to correlate with one level above the current year’s level. NCCCS performance levels are as follows:
- Met or Exceeded Excellence Level
- Above Average Band, Below Excellence
- 在平均波段内
- Below Average Band, Above Baseline Level
- 低于基线水平
For the complete 性能测量s Report, visit the NCCCS Analytics and Reporting webpage.
| 性能测量 | 2021年最低目标 | 2021年的目标 | 2021年的结果 | 2022年最低目标 | 2022年的目标 | * 2022年的结果 | 2023年最低目标 | 2023年的目标 | 2023年的结果 |
| 基本技能 | 24.3% | 50.6% | 38% | 15.8% | 42.5% | 0.899 (33.1%) |
0.284 | 1.172 | 0.85 (36.7%) |
| 信用英语 | 40.2% | 66.6% | 63.9% | 47.2% | 70.4% | 1.161 (72%) |
0.748 | 1.147 | 1.091 (64.3%) |
| 学分数学 | 19.6% | 42.7% | 45% | 30% | 46.3% | 1.05 (52%) |
0.663 | 1.105 | 0.847 (40.1%) |
| 一年级的进展 | 56.7% | 71.9% | 67.1% | 56.9% | 71.8% | 0.992 (68%) |
0.873 | 1.037 | 1.002 (71.6%) |
| 课程完成 Rate | 34.2% | 52.7% | 63.6% | 43.2% | 61.3% | 1.084 (62%) |
0.854 | 1.094 | 1.146 (69.3%) |
| Licensure Passing Rate Index | 0.80 | 1.07 | 1.04 | 0.76 | 1.09 | 1.093 | 0.801 | 1.073 | 1.069 |
| 传输性能 | 74.5% | 89.5% | 85.7% | 79.4% | 87.2% | 0.988 (86.5%) |
0.923 | 1.008 | 0.973 (85.0%) |
*Beginning with the 2022 reports, outcomes are reported using an index measurement.
Performance Indicator Definitions
Basic Skills Student Progress
Index score based on the percentage of Basic Skills periods of participation (POP) with a measurable skill gain (MSG).
Student Success Rate in College-Level English Courses
Index score based on the percentage of first‐time fall associate degree seeking and 转移 pathway students passing a credit‐bearing English course with a “C” or better within three years.
Student Success Rate in College-Level Math Courses
Index score based on the percentage of first‐time fall associate degree seeking and 转移 pathway students passing a credit‐bearing Math course with a “C” or better within three years.
一年级的进展
Index score based on the percentage of first‐time fall credential-seeking curriculum students graduated prior to or enrolled in postsecondary education the subsequent fall semester.
课程完成
Index score based on the percentage of first‐time fall credential-seeking curriculum students who graduate, 转移, or are enrolled during the fourth academic year with 42 successfully completed non-developmental hours.
Licensure and Certification Passing Rate
Index score based on the percentage of first‐time test‐takers passing licensure and certification exams within each exam. Exams included in this measure are state mandated exams which candidates must pass before becoming active practitioners.
College 传输性能
Index score based on the percentage of community college students (Associate Degree completers and those who have completed 30 or more articulated 转移 credits) 转移ring at a four‐year university or college during the fall semester who remain enrolled at any four‐year university or college the subsequent fall semester or graduate prior to.
iped毕业率
College of The Albemarle has chosen the IPEDS 150% Rate as its graduation metric. This overall graduation rate is also known as the “Student Right to Know” graduation rate. It tracks the progress of students who began their studies as full-time, first-time degree- or certificate-seeking students to see if they complete a degree or other award such as a certificate within 150% of “normal time” for completing the program in which they are enrolled.
Minimum targets were established by using the lowest graduation rate in the three data years leading up to the goal year. Goals were established by using the average graduation rate for the three data years leading up to the goal year and adding one percentage point.
整体 IPEDS 150% Graduation Rate Goals and 结果
| 2020 Report (2016 Cohort) Minimum Target | 2020 Report (2016 Cohort) Goal | 2020 Report (2016 Cohort) Outcome | 2021 Report (2017 Cohort) Minimum Target | 2021 Report (2017 Cohort) Goal | 2021 Report (2017 Cohort) Outcome | 2022 Report (2018 Cohort) Minimum Target | 2022 Report (2018 Cohort) Goal | 2022 Report (2018 Cohort) Outcome | |
| 总体毕业率 | 23% | 28% | 35% | 23% | 31% | 40% | 33% | 37% | 31% |
Disaggregated IPEDS 150% Graduation Rates
| 学生人数 | 2020 Report (2016 Cohort) | 2021 Report (2017 Cohort) | 2022 Report (2018 Cohort) |
| 整体 | 35% | 40% | 31% |
| American Indian or Alaska Native | – | 67% | – |
| 亚洲 | 50% | 100% | 0% |
| Black or African-American | 33% | 28% | – |
| 拉丁美洲裔 | 30% | 30% | 23% |
| Native Hawaiian or Pacific Islander | 100% | – | 100% |
| 白色 | 36% | 40% | 34% |
| 多种族 | 33% | 13% | 9% |
| 种族/民族未知 | 0% | 57% | 43% |
| 暂住的外星人 | 100% | 100% | 50% |
| 佩尔助学金获得者 | 33% | 41% | 30% |
| Non-佩尔助学金获得者 | 38% | 39% | 32% |
联系
Roughton,博士. 迪安
Vice President, Institutional Research, Planning, Effectiveness and Technology
COA -申博平台: A 103
252-335-0821 ext. 2306