Performance Measure

Description

Source of Data

Standard

CFCC Performance

1. Progress of Basic Skills Students

 The aggregate percentage of adult literacy students completing a level of literacy, progressing within a level of literacy, or completing a predetermined goal.

Data is submitted on an annual basis from each college into the Literacy Education Information System (LEIS) which is uploaded to the NCCCS Data Warehouse. This data is extracted from the Data Warehouse’s Literacy-College Universe using “Reporting Year” = “2010” and analyzed at the individual student level using the fields “Mover Higher (Y/N)”, Level Completed (Y/N)”, “Progressing (Y/N)”, and “Goal Completed (Y/N)” to determine student progression.

75% of adult literacy students will complete a level, progress within a level, or complete a predetermined goal. 

76%  progressed  

(3,862literacy students  served by CFCC)

2. Passing Rates on Licensure and Certification Examinations

The percentage of first-time test takers passing an examination required for NC licensure or certification prior to practicing the profession. A licensure requirement for an occupation is one that is required by state statute for an individual to work in that occupation. Certification is generally voluntary but may be required by employers or an outside accrediting agency. Purely voluntary examinations are not reported.

The number of first-time test-takers and the number passing were provided to the System Office by agencies issuing the license or certification and validated by the colleges. Depending on the exam, data may be provided on a fiscal or calendar year.  The institutional passing rate  was calculated by dividing the total number of first-time test takers for all reported examinations 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 is fewer than 10.

80% of first-time test takers will pass examinations required for North Carolina licensure or certification.

†Additional criteria to qualify for the Exceptional Institutional Performance Standard—The college will have no exam with a passing rate less than 70%.

• Aggregate score: 96%

• Number of Exams with a passing rate <70%: 0

Individual scores:

Cosmetology-*

Cosmetology Apprentice-100% (11 tested)

Manicurist-*

Esthetics-*

Dental Hygiene-100% (11 tested)

Radiography – 100% (22 tested)

PN-100% (19 tested)

ADN-98% (57 tested)

EMT-95% (172 tested)

EMT-P-*

EMT-I-87% (15 tested)

BLET-84% (85 tested)

Real Estate Sales-83% (12 Tested)

*= number too small to report without violating privacy laws

†CFCC met additional criteria for this measure

3. Performance of College Transfer Students

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.

Lists of students enrolled in 2008-2009 receiving an associate degree during that academic year and those who had accumulated at least 24 articulated college transfer credit hours data were sent to UNCGA. These lists were matched against fall 2009 and spring 2010 UNC system student records to determine transfer enrollment at a NC public university and first year academic performance. Detailed reports by community college can be accessed at http://www.northcarolina.edu/ira/ir/analytics/tsp.htm . Two reports for each college were accessed from this site for this measure: First-Year UNC Academic Performance of 2008-09 Community College Associate Degree Recipients and First-Year UNC Academic Performance of 2008-09 Community College Students with at Least 24 Semester Hours of Community College Coursework. Data from D.4. Percent of Students with End-of-Year GPA=>2.00 in these reports were combined to determine the overall percentage of transfers with a GPA equal to or greater than 2.00 after two semesters at the university. Community colleges are allowed to supplement this data with acquired performance data from private and out-of-state institutions that is consistent with the methodology employed by the UNCGA in calculating the data for transfer to public universities.

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 2 semesters at the university.

†Additional criteria to qualify for the Exceptional Institutional Performance Standard—Meet or exceed the aggregate performance of native UNC sophomores and juniors, which is 87% for this year.

87%- Associate Degree recipients had a 2.0 GPA or higher

84%- Transfers w/o degree but transferring with 24 or more semester hours had a 2.0 GPA or higher

85% of all qualifying transfer students achieved a GPA of 2.0 or better

4. Passing Rates of Students in Developmental Courses

The percentage of  developmental course completers in English, reading or mathematics  completing with a grade “C” or better.

At the end of each semester, colleges submit a Curriculum Registration, Progress, Financial Aid  Report (CRPFAR) data file which is uploaded to the NCCCS Data Warehouse. Grade data in the Data Warehouse’s Curriculum Student Info II Universe was extracted by filtering “Course Prefix” equal to “ENG;MAT;RED”, “Course Number” less than “100”, and Reporting Term equal to “200903;201001;201002” and analyzed based on data in the fields “Letter Grade” and “College Letter Grade”. While all grades were extracted for analysis, only grades that equated to “A”, “B”, “C”, “D”, or “F” were counted as completers. Other grades include those that equate to withdraw, incomplete, audit, transfer credit, etc. Results were shared and verified with institutions to ensure proper grade mapping.

75% of developmental course completers in English, reading or mathematics will complete with a grade  “C” or better.

78% (of 4,366) combined, English and Math

79% (of 1,629) completed  English with a “C” or better

77% (of 2,737) completed math with a “C” or better

5. Success Rates of Developmental Students in Subsequent College-Level Courses

Among developmental completers subsequently completing a college level English or mathematics course, the percentage passing the college level English or mathematics course with a grade of “D” or better. Specifically, the performance of those who took developmental English and/or reading courses and subsequently took college-level English courses was assessed. Likewise, the performance of those who took developmental math courses and then took college-level math courses was also assessed.

At the end of each semester, colleges submit a Curriculum Registration, Progress, Financial Aid  Report (CRPFAR) data file which is uploaded to the NCCCS Data Warehouse. Grade date in the Data Warehouse’s Curriculum Student Info II Universe was extracted by filtering “Course Prefix” equal to “ENG;MAT”, “Course Number” less than or equal to “100”, and Reporting Term equal to “200903;201001;201002” and analyzed based on data in the fields “Letter Grade” and “College Letter Grade”. While all grades were extracted for analysis, only grades that equated to “A”,”B”,”C”,”D”, or “F” were counted as completers. These grades were matched to students who had previously taken developmental English, Reading, and/or Math courses.

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.

79% (1,092) combined, English and Math

78% (of 611) completed  in subsequent college-level English courses

79% (of 481) completed  in subsequent college-level math  courses

6. Satisfaction of Program Completers and Non-Completers

The  percentage of graduates and early-leavers  “very satisfied” or “satisfied” with the overall quality of the college.

Data was collected from a Completer Survey and a Non-Completer Survey that were developed and administered at the individual colleges. Many of the questions included on the surveys are required by the System Office, including a question on the “Overall quality of the college” with satisfaction options of “very satisfied”, “satisfied”, “dissatisfied”, and “very dissatisfied”. Completer Surveys were administered to students graduating in the 2009-2010 academic year. Non-Completer Surveys were administered to credential-seeking students in Fall 2009 who were not enrolled in Fall 2010 and had not graduated. Colleges are required to report a statistically valid response rate. The overall satisfaction rates were calculated by dividing the total number of respondents ”very satisfied” or satisfied” with the “Overall quality of the college” by the total number of question responses.

90% of exiting students will be “very satisfied” or “satisfied” with the overall quality of the college.

Total: 98% of the combined respondents (1,577) reported satisfaction 

97% (of 328) CFCC non-completers reported satisfaction

98% (of 1,249) completers reported satisfaction

7. Curriculum Student Retention,  Graduation and Transfer

 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.

 At the end of each semester, colleges submit a Curriculum Registration, Progress, Financial Aid Report (CFPFAR) data file which is uploaded to the NCCCS Data Warehouse. Student enrollment data in the Data Warehouse’s Curriculum Student Info II Universe was extracted by filtering “Curriculum Type Desc” equal to “Associate;Certificate;Diploma” and “Reporting Term” equal to “200903”. This fall 2009 list of students was matched against those with a “Date Graduated in Curriculum” between “o7/01/2009” and “12/31/2010” to determine those graduating. The fall 2009 list was also matched against those with “Reporting Term” equal to “201003” in either the Data Warehouse’s Curriculum Student Info II or Con-Ed Universe (with “Funding Code Area” equal to “03” or “04”) to determine fall 2010 enrollments in either curriculum or occupational extension programs, Finally, the fall 2009 list was sent to the National Student Clearinghouse  to identify those who transferred to a college or university outside of the NC Community College System. The combined data set was analyzed to determine which students from the fall 2009 list had “graduated”, “returned but did not graduate”, “transferred but did not graduate or return”, or “did not graduate, return, or transfer”.

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.

72% graduated, are still enrolled, or transferred.

Total cohort was 8,109 with 14% graduated, 51% returned the following fall, and 7% transferred. 

8. Client Satisfaction with Customized Training

Percentage of Clients receiving specialized training programs and services through Customized Training and Small Business Centers satisfied with training. 

Surveys administered to clients receiving services through Customized Training Program projects and Business & Industry Support training activities, and from Small Business Centers were administered by colleges to determine level of satisfaction with training. The data is submitted annually to the System Office at the end of the fiscal year. Satisfaction for each of these surveys are based on a five point scale with satisfaction being based on the highest two points.

90% of clients receiving specialized training programs and services through Customized Training and Small Business Centers will be satisfied with training.

95% satisfied

(1,810 clients responded to the survey)