North Carolina Community College System
Planning & Research Section
December 2000
2000
CRITICAL
SUCCESS
FACTORS
FOR THE
NORTH CAROLINA
COMMUNITY COLLEGE
SYSTEM
Eleventh Annual Report
NC Community College System • Caswell Building • 200 W. Jones Street • Raleigh, NC 27603- 1379
Telephone: 919/ 733- 7051 • Fax: 919/ 733- 0680
2000 CRITICAL SUCCESS FACTORS
FOR THE
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM
Eleventh Annual Report
Planning & Research
Keith Brown
Associate Vice President
Terry Shelwood, Associate Director
Institutional Assessment
Dr. Larry Gracie, Associate Director
Institutional Effectiveness
Brenda Splawn
Research Technician
Vivian Barrett
Office Assistant
North Carolina Community College System
Published by
December 2000
iii
CONTENTS
INTRODUCTION................................................................................................................... ......................................... 1
Core Indicators of Success........................................................................................................................ ..................... 1
System Strategic Plan ............................................................................................................................... ....................... 1
CRITICAL SUCCESS FACTORS MATRIX............................................................................................................... 3
FACTOR I: CORE INDICATORS OF STUDENT SUCCESS................................................................................. 5
Measure A: Progress of Basic Skills Students ............................................................................................................ 6
Measure B: Passing Rates on Licensure and Certification Examinations................................................................ 8
Measure C: Goal Completion of Completers .............................................................................................................. 21
Measure D: Employment Status of Graduates ........................................................................................................... 23
Measure E: Performance of College Transfer Students............................................................................................ 26
Measure F: Passing Rates of Students in Developmental Courses ....................................................................... 29
Measure G: Success Rate of Developmental Students in Subsequent College- Level Courses......................... 30
Measure H: Satisfaction of Program Completers and Non- Completers ................................................................. 31
Measure I: Curriclum Student Progress and Success............................................................................................... 32
Measure J: Employer Satisfaction................................................................................................................... ............ 33
Measure K: Client Satisfaction with Customized Training ...................................................................................... 34
Measure L: Program Unduplicated Headcount Enrollment ..................................................................................... 35
SUMMARY OF CORE INDICATORS OF SUCCESS................................................................................................ 36
EVALUATION OF PROGRESS....................................................................................................................... .......... 39
FACTOR II: WORKFORCE DEVELOPMENT........................................................................................................ 41
Measure A: Percent of High Demand Occupations Encompassed by Training Programs ................................. 42
Measure B: Percent of Employers Satisfied with NCCCS Training Programs ....................................................... 43
Measure C: Percent of Tech Prep Students Enrolling in a Community College ................................................... 44
Measure D: Number of New Associate Degree Programs Developed with the UNC System to
Meet Specialized Needs ............................................................................................................................... ................. 46
iv
Measure E: Number of Employers and Trainees Served by: NEIT, FIT, Small Business Centers,
and Customized Training ............................................................................................................................... ............... 47
Measure F: Number of Individuals Completing the Train- the- Trainer Partnership Training ............................. 49
Measure G: Number of College Officials Serving on Workforce Development Boards and Job
Services Employer Committees ............................................................................................................................... ..... 50
FACTOR III: DIVERSE POPULATIONS LEARNING NEEDS............................................................................. 55
Measure A: Number and Percent of Dropouts Annually Served by Basic Skills Programs ............................... 56
Measure B: Number of GEDs and AHSDs Awarded Compared to the Number of Dropouts
Statewide ............................................................................................................................... .......................................... 58
Measure C: Percent of Basic Skills Students and Recent High School Graduates Enrolling in a
Community College........................................................................................................................ ................................ 60
Measure D: Unduplicated Headcount in English as a Second Language............................................................. 61
Measure E: Number of Colleges Establishing Partnerships to Address Needs of Current and
Former Welfare Recipients..................................................................................................................... ....................... 63
Measure F: Number of Under- Represented Students Enrolled Per Category....................................................... 64
Measure G: Percent of Students Receiving Financial Aid and Amount of Aid Compared with
Cost of Attendance..................................................................................................................... ................................... 65
Measure H: Percent of the Adult Population in Service Area Enrolled................................................................. 67
FACTOR IV: RESOURCES...................................................................................................................... .................. 69
Measure A: Percent of College Libraries Meeting the ALA Standards ................................................................ 70
Measure B: Total Dollar Amount of Budget Transfers Between Program Areas Made by
Community Colleges ............................................................................................................................... ....................... 72
Measure C: Average Nine- Month Faculty Salaries as a Percent of the SREB Average..................................... 73
Measure D: Retention Rate for Full- Time Faculty with Less than Five Years of Experience ............................. 76
Measure E: Number of Faculty and Staff Participating in Professional Development Activities ...................... 77
Measure F: Percent of Facilities Meeting the “ Satisfactory” Building Condition ............................................... 79
Measure G: Ratio of Occupational Extension FTE Dollar Allotment to Curriculum FTE Dollar
Allotment...................................................................................................................... ................................................... 80
FACTOR V: TECHNOLOGY..................................................................................................................... ................ 81
Measure A: Number of Participants in Internally Contracted Professional Development Activities
on Technology Based Competencies .......................................................................................................................... 82
v
Measure B: Number of Participants in System Sponsored Instructional Technology Conferences ................ 83
Measure C: Number of Colleges Participating in the NC Virtual Learning Community....................................... 84
Measure D: Number of Colleges Connected to the North Carolina Information Highway................................. 85
Measure E: Number of Colleges Possessing the FCC License for Wireless Cable Systems .............................. 86
Measure F: Number of Courses and Programs Offered via Telecourse, Wireless Cable, the Internet,
Two- Way Video, etc............................................................................................................................ .......................... 87
Measure G: Number of Courses Offered Through the NC Virtual Learning Community.................................... 88
Measure H: Enrollment in Courses Offered Through the NC Virtual Learning Community............................... 89
CRITICAL SUCCESS FACTORS FOR THE
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM
Eleventh Annual Report
INTRODUCTION
First mandated by the North Carolina General Assembly in 1989 ( S. L. 1989; C. 752; S. 80),
the Critical Success Factors Report has evolved into the major accountability document for
the North Carolina Community College System. This eleventh annual report on the critical
success factors is the result of a process undertaken two years ago to streamline and simplify
accountability reporting by the community college system. The purpose of this report is
twofold. First, this document is the means by which the community college system reports
on performance measures, referred to as core indicators of success, for purposes of
accountability and performance funding. Second, this document serves as an evaluation
instrument for the System strategic plan.
Core Indicators of Success
In February 1999, the North Carolina State Board of Community Colleges adopted 12
performance measures for accountability. This action was taken in response to a mandate
from the North Carolina General Assembly to review past performance measures and define
standards of performance to ensure programs and services offered by community colleges in
North Carolina were of sufficient quality. In addition, the General Assembly authorized the
North Carolina Community College System to implement performance funding based on a
subset of those 12 measures.
The 12 performance measures comprise the first of five factors reported in the Critical
Success Factors Report. This factor is labeled “ Core Indicators of Success,” for it captures
the essential elements of the mission of all community colleges in North Carolina. The
measures focus primarily on student success and serve as the System’s major public
accountability tool.
System Strategic Plan
Under the leadership of President H. Martin Lancaster, the North Carolina Community
College System embarked on a strategic planning process in January 1998. The purpose of
the process was to develop a strategic plan that would focus the efforts of the system on a set
2
of strategic initiatives. The strategic plan is the vehicle that sets the strategic direction for the
System and guides the development of the biennial budget requests.
The purpose of factors two through five of the Critical Success Factors Report is to monitor
the progress of the system in achieving the objectives in the strategic plan and to report these
achievements. The measures that comprise these factors are the evaluation of the strategic
plan objectives. Unlike the measures comprising factor one, the measures included in factors
two through five will change more frequently as new strategic plan objectives are developed.
In addition, the measures in factors two through five are meant to be System measures, rather
than individual college measures. When available, individual college data will be presented,
but the intended focus of these measures is the success of the System in achieving some
predefined level of achievement.
A matrix showing the factors and measures contained in the Critical Success Factors Report
can be found on page 3.
Critical Success Factors and Measures, 2000- 2001
Factor I:
Core Indicators
of Student
Success
A. Progress of
basic skills
students
( 4.1)
B. Passing rates
on licensure &
certification
exams
C. Goal
completion for
program
completers
( 4.3)
D. Employment
status of
graduates
E. Performance of
college transfer
students
F. Developmental
course passing
rates
G. Success of
developmental
students in
college level
courses
H. Student
satisfaction
I. Curriculum
student progress
and success
( 4.3, 4.4)
J. Employer
satisfaction
K. Client
satisfaction with
customized
training
L. Program
unduplicated
headcount
enrollment
Factor II:
Workforce
Development
A. Percent of
high demand
occupations
encompassed by
training programs
( 1.1)
B. Percent of
employers
satisfied with
NCCCS training
programs
( 1.2)
C. Percent of
Tech Prep
students enrolling
in a community
college
( 1.3)
D. Number of
new Associate
Degree programs
developed with
UNC to meet
specialized needs
( 1.4)
E. Number of
employers &
trainees served
by: NEIT, FIT,
Small Business
Centers,
customized
training
( 8.2)
F. Number of
individuals
completing the
train- the- trainer
partnership
training
( 6.2)
G. Number of
college officials
serving on
Workforce
Develop. Boards
and Job Services
Employer
Committees
( 6.2)
Factor III:
Diverse
Populations
Learning Needs
A. Number and
percent of
dropouts annually
served by literacy
programs
( 4.1)
B. Number of
GED = s and
AHSD = s awarded
compared to the
number of
dropouts
statewide
( 4.1)
C. Percent of
basic skills
students and
recent high
school graduates
enrolling in
community
colleges
( 4.2)
D. Unduplicated
headcount in
English as a
Second Language
( ESL)
( 6.1)
E. Number of
colleges
establishing
partnerships to
address needs of
current and former
welfare recipients
( 6.2)
F. Number of
under represented
students enrolled
per category
( 6.3)
G. Percent of
students receiving
financial aid and
amount of aid
compared with
cost of attendance
( 6.3)
H. Percent of
population of
service area
enrolled
( 6.3)
Factor IV:
Resources
A. Percent of
college libraries
meeting ALA
standards
( 11.3)
B. Total dollar
amount of budget
transfers between
program areas
made by
community
colleges
( 12.2)
C. Average
faculty salaries as
a percent of the
SREB average
( 2.2)
D. Retention rate
for full- time
faculty with less
than five years
experience
( 2.1)
E. Number of
faculty and staff
participating in
professional
development
activities
( 2.3)
F. Percent of
facilities meeting
the A satisfactory @
building
condition
( 3.3)
G. Ratio of
occupational
extension FTE
dollar allotment
to curriculum
FTE dollar
allotment
( 5.2)
Factor V:
Technology
A. Number of
participants in
internally-contracted
professional
development
activities on
technology based
competencies
( 13.1)
B. Number of
participants in
system sponsored
instructional
technology
conferences
( 13.2)
C. Number of
colleges
participating in
the NC virtual
learning
community
( 14.3)
D. Number of
colleges
connected to the
North Carolina
Information
Highway
( 5.1)
E. Number of
colleges
possessing the
FCC license for
wireless cable
systems
( 5.1)
F. Number of
courses and
programs offered
via telecourse,
wireless cable
systems, the
Internet, two way
video, etc.
( 5.1)
G. Number of
courses offered
through the NC
virtual learning
community
( 14.3)
H. Enrollment in
courses offered
through the NC
virtual learning
community
( 14.3)
5
CRITICAL SUCCESS FACTOR I: CORE INDICATORS OF STUDENT SUCCESS
Beginning in 1993, the State Board of Community Colleges began monitoring performance
data on specific measures identified in the Critical Success Factors Report and in the Annual
Program Review report. Standards of performance were established for measures that were
identified as being critical to ensure public accountability for programs and services.
In 1998, the North Carolina General Assembly directed the State Board of Community
Colleges to undertake a review of all performance measures and standards with the intent of
ensuring stronger public accountability. Concurrently, the General Assembly directed the
State Board of Community Colleges to develop a plan for the implementation of performance
funding.
As a result of efforts undertaken by the community college system, a set of 12 performance
measures of accountability was adopted in February 1999. Recognizing the importance of
these measures in the System’s public accountability efforts, the Planning Council decided to
designate the 12 measures as the System’s core indicators of student success and include
them as the first factor of the Critical Success Factors report.
System summary data on each measure are presented in the report along with individual
college performance data. A table is presented at the end of this section that summarizes, by
measure, whether or not colleges met the performance standard. Any college not meeting a
standard is required to submit to the State Board of Community Colleges an action plan for
improving performance.
The Core Indicators of Student Success are:
A. Progress of basic skills students
B. Passing rates on licensure and certification examinations
C. Goal completion of completers
D. Employment status of graduates
E. Performance of college transfer students
F. Passing rates of students in developmental courses
G. Success rate of developmental students in subsequent college- level courses
H. Student satisfaction of program completers and non- completers
I. Curriculum student progress and success
J. Employer satisfaction
K. Client satisfaction with customized training
L. Program unduplicated headcount enrollment
6
CORE INDICATORS OF
SUCCESS MEASURE A:
Progress of Basic Skills Students
Description/ Definition C Basic skills students include all adult literacy students. Progress of
basic skills students is a composite measure that includes the percent of students progressing
within a level of literacy, the percent of students completing a level entered or a
predetermined goal, and the percent of students completing the level entered and advancing
to a higher level.
For some colleges, a significant number of basic skills classes are conducted in prisons.
Since inmates are transferred out of educational programs by the prisons for a variety of
reasons, the final composite measure is adjusted by excluding those inmates who are
transferred out of the program prior to meeting any of the three criteria stated above.
Methodology and Data Source C The data on basic skills students are collected by the college
providing the instruction and entered into the Literacy Education Information System ( LEIS).
Data on the progression of basic skills students are submitted to the North Carolina
Community College System Office annually. The data are compiled by the System Office,
and the composite measure and adjustment for each college are calculated.
Performance Standard C The standard for the progress of basic skills students is 75 percent
for the adjusted composite measure. This measure is a required performance funding
measure.
Results C For the year 1998- 99, 47 of the 58 community colleges met the required standard.
The average composite measure for the System was 78 percent. The range in the adjusted
composite measure was from a low of 55 percent to a high of 98 percent, with the largest
range occurring within the category of “ completed a level or goal.” An analysis of the range
of percents in this category will be examined by the System program auditors during the
2000- 2001 academic year.
PROGRESS OF BASIC SKILLS STUDENTS, SYSTEM SUMMARY
YEAR
EXIT, NON-COMPLETER
PROGRESSING
SAME LEVEL
COMPLETED
LEVEL OR
GOAL
ADVANCED
NEXT LEVEL
COMPOSITE
MEASURE
ADJUSTED
COMPOSITE
MEASURE
1995- 96 22 31 35 12 NA NA
1996- 97 22 34 32 12 NA NA
1997- 98 24 30 35 11 NA NA
1998- 99 24 26 37 13 76 78
PERCENTAGE OF BASIC SKILLS STUDENTS WHO PROGRESS TO ANOTHER LEVEL, 1998- 99
INSTITUTION
TOTAL
FTE
TOTAL
SERVED
IN LITERACY
COMPLETED
A GOAL
OR LEVEL
PROGRESSING
SAME LEVEL
EXIT NON-COMPLETERS
MOVED TO
A HIGHER
LEVEL
COMPOSITE
PROGRESS
MEASURE
COMPOSITE
PROGRESS
PERCENT
( Inmates
Excluded)
Alamance CC 2,770 3,329 52% 24% 12% 12% 88% 88%
Asheville- Buncombe TCC 4,094 3,614 20% 38% 29% 14% 71% 75%
Beaufort County CC 1,739 1,345 40% 35% 18% 8% 82% 85%
Bladen CC 849 940 16% 41% 33% 10% 67% 77%
Blue Ridge CC 1,903 1,715 48% 19% 16% 18% 84% 84%
Brunswick CC 1,028 732 49% 23% 20% 8% 80% 80%
Caldwell CC & TI 2,878 2,535 51% 23% 6% 20% 94% 94%
Cape Fear CC 4,285 2,134 35% 31% 27% 7% 73% 75%
Carteret CC 1,377 922 32% 42% 21% 5% 79% 82%
Catawba Valley CC 3,319 3,470 83% 5% 2% 11% 98% 98%
Central Carolina CC 4,100 4,402 29% 40% 26% 6% 74% 76%
Central Piedmont CC 10,741 9,385 77% 7% 6% 10% 94% 94%
Cleveland CC 1,939 1,200 40% 23% 26% 10% 74% 77%
Coastal Carolina CC 3,890 4,689 47% 18% 19% 16% 81% 81%
College of the Albemarle 1,838 2,930 49% 16% 21% 15% 79% 97%
Craven CC 2,195 1,568 62% 14% 18% 6% 82% 83%
Davidson County CC 2,478 3,040 63% 10% 15% 13% 85% 86%
Durham TCC 3,694 4,465 13% 32% 43% 13% 57% 60%
Edgecombe CC 1,878 2,107 22% 43% 28% 8% 72% 79%
Fayetteville TCC 8,600 4,939 31% 27% 27% 15% 73% 75%
Forsyth TCC 4,695 5,482 15% 39% 39% 7% 61% 67%
Gaston College 3,378 3,405 8% 33% 31% 28% 69% 70%
Guilford TCC 6,652 6,065 26% 16% 45% 13% 55% 55%
Halifax CC 1,692 1,481 38% 30% 13% 18% 87% 89%
Haywood CC 1,679 1,001 60% 7% 9% 23% 91% 92%
Isothermal CC 1,708 2,021 27% 46% 12% 14% 88% 88%
James Sprunt CC 1,262 1,070 44% 22% 12% 23% 88% 89%
Johnston CC 2,890 1,627 44% 30% 19% 6% 81% 83%
Lenoir CC 2,558 2,687 41% 26% 23% 10% 77% 82%
Martin CC 894 1,516 29% 25% 32% 14% 68% 68%
Mayland CC 995 1,152 55% 9% 13% 23% 87% 87%
McDowell TCC 1,146 1,155 55% 17% 14% 15% 86% 88%
Mitchell CC 1,696 2,186 27% 35% 25% 13% 75% 75%
Montgomery CC 686 485 6% 41% 48% 5% 52% 61%
Nash CC 2,025 1,759 31% 31% 29% 9% 71% 75%
Pamlico CC 314 472 47% 20% 30% 3% 70% 87%
Piedmont CC 1,534 1,477 70% 9% 10% 12% 90% 93%
Pitt CC 4,062 2,675 26% 37% 31% 5% 69% 69%
Randolph CC 1,874 2,128 43% 26% 23% 8% 77% 80%
Richmond CC 2,001 3,501 16% 31% 39% 14% 61% 77%
Roanoke- Chowan CC 931 751 17% 42% 28% 13% 72% 78%
Robeson CC 2,535 2,315 62% 13% 16% 9% 84% 86%
Rockingham CC 1,863 1,691 31% 28% 25% 16% 75% 75%
Rowan Cabarrus CC 3,680 2,577 16% 38% 38% 8% 62% 67%
Sampson CC 1,542 1,214 35% 22% 24% 20% 76% 79%
Sandhills CC 3,026 2,557 26% 36% 26% 13% 74% 85%
South Piedmont 1,446 983 15% 22% 42% 21% 58% 66%
Southeastern CC 2,144 1,674 33% 25% 25% 17% 75% 83%
Southwestern CC 1,897 1,386 16% 38% 24% 22% 76% 76%
Stanly CC 1,730 2,427 39% 25% 22% 15% 78% 78%
Surry CC 2,860 1,774 46% 26% 18% 10% 82% 85%
Tri- County CC 892 459 70% 4% 5% 20% 95% 95%
Vance- Granville CC 3,243 3,466 30% 25% 28% 17% 72% 78%
Wake TCC 7,745 9,161 18% 36% 35% 11% 65% 68%
Wayne CC 3,233 2,670 53% 9% 21% 17% 79% 84%
Western Piedmont CC 2,467 3,297 34% 20% 27% 19% 73% 82%
Wilkes CC 2,182 1,951 63% 14% 14% 9% 86% 87%
Wilson TCC 1,725 1,801 9% 47% 32% 11% 68% 68%
System Totals 154,482 144,960 37% 26% 24% 13% 76% 78%
7
8
CORE INDICATORS OF
SUCCESS MEASURE B:
Passing Rates on Licensure & Certification
Examinations
Description/ Definition C The percentage of first- time test- takers from community colleges
passing an examination required for North Carolina 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.
Methodology and Data Source C Data are collected by the Planning and Research Section of
the North Carolina Community College System Office from the agencies issuing the license
or certification. Examination data are reported only for those licensure/ certification exams
for which data are available from the licensure/ certification agencies; data are not collected
from the colleges on this measure. The data for most examinations are reported on an
academic year; however, the data on nursing, emergency medical technician and insurance
are reported on the calendar year.
Passing rates, if not provided, are calculated by dividing the number of persons who
successfully pass an examination the first time they take the exam by the number of persons
who sit for the exam for the first time. An aggregate institutional passing rate is calculated
by dividing the total number of first- time test takers for all reported examinations by the total
number of persons who sit 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
persons.
Performance Standard C There are two standards that must be met for this measure. First,
the performance standard for the aggregate institutional passing rate is 80 percent. Second,
the minimum accepted performance on any single reported examination is 70 percent. This
measure is required for performance funding.
Results C In 1998- 99, 32 community colleges met or exceeded the aggregate institutional
passing rate of 80 percent, and 11 community colleges met the minimum accepted
performance level of 70 percent on all reported licensure examinations. Only 9 community
colleges met both standards and thus met the overall requirement for the measure “ passing
rates on licensure and certification examinations.”
9
PERCENTAGE OF COMMUNITY COLLEGE STUDENTS PASSING
LICENSING AND CERTIFICATION EXAMINATIONS
( FIRST- TIME TEST TAKERS ONLY)
FIELD
NUMBER OF STUDENTS
TAKING EXAM % PASSING EXAM
Aviation Maintenance
General 8 100
Airframe 1 11 100
Power Plant 8 100
Basic Law Enforcement Trng. 1,558 94
Cosmetic Arts
Apprentice 344 76
Cosmetology 493 65
Cosmetology Teacher 8 75
Manicurist 247 89
Dental Hygiene 135 95
Emergency Medical Technician ( EMT)
EMT 2,590 71
EMT- D 883 85
EMT- I 639 80
EMT- P 350 93
EMD 35 83
Insurance
Life and Health 319 76
Property and Liability 257 60
Medicaid/ Medicare Supp. 105 79
Nursing
RN 1,445 88
PN 812 95
Opticianry 12 33
Physical Therapist Assistant 132 83
Radiologic Technology
Nuclear Medicine Technology 13 92
Radiation Therapy Technology 8 100
Radiography 182 95
Real Estate
Broker 180 61
Sales 1,168 59
Veterinary Medical Technology 39 100
AGGREGATE INSTITUTIONAL PASSING RATE AND NUMBER OF EXAMS WITH A PASSING RATE < 70%
INSTITUTION
TOTAL
FTE
TOTAL
NUMBER OF
TEST TAKERS
TOTAL
NUMBER
PASSING
AGGREGATE
INSTITUTIONAL
PASSING RATE
NUMBER OF
EXAMS WITH A
PASSING RATE
< 70%
Alamance CC 2,770 182 138 76% 2
Asheville- Buncombe TCC 4,094 495 427 86% 1
Beaufort County CC 1,739 138 91 66% 3
Bladen CC 849 63 48 76% 1
Blue Ridge CC 1,903 147 123 84% 1
Brunswick CC 1,028 205 148 72% 2
Caldwell CC & TI 2,878 252 210 83% 1
Cape Fear CC 4,285 238 205 86% 0
Carteret CC 1,377 148 123 83% 1
Catawba Valley CC 3,319 225 157 70% 3
Central Carolina CC 4,100 370 310 84% 1
Central Piedmont CC 10,741 804 568 71% 4
Cleveland CC 1,939 120 100 83% 1
Coastal Carolina CC 3,890 299 232 78% 2
College of The Albemarle 1,838 129 105 81% 0
Craven CC 2,195 237 209 88% 0
Davidson County CC 2,478 234 195 83% 2
Durham TCC 3,694 288 229 79% 2
Edgecombe CC 1,878 71 46 65% 3
Fayetteville TCC 8,600 476 398 84% 1
Forsyth TCC 4,695 385 321 83% 2
Gaston College 3,378 397 323 81% 2
Guilford TCC 6,652 470 377 80% 3
Halifax CC 1,692 53 33 62% 2
Haywood CC 1,679 86 67 78% 1
Isothermal CC 1,708 121 91 75% 2
James Sprunt CC 1,262 131 105 80% 0
Johnston CC 2,890 186 154 83% 2
Lenoir CC 2,558 339 260 77% 5
Martin CC 894 96 68 71% 2
Mayland CC 995 122 97 80% 1
McDowell TCC 1,146 82 66 81% 1
Mitchell CC 1,696 134 110 82% 0
Montgomery CC 686 56 40 71% 1
Nash CC 2,025 135 102 76% 2
Pamlico CC 314 11 7 64% 0
Piedmont CC 1,534 50 38 76% 1
Pitt CC 4,062 237 196 83% 1
Randolph CC 1,874 186 136 73% 2
Richmond CC 2,001 49 44 90% 0
Roanoke- Chowan CC 931 54 40 74% 0
Robeson CC 2,535 299 240 80% 2
Rockingham CC 1,863 149 115 77% 3
Rowan- Cabarrus CC 3,680 388 314 81% 1
Sampson CC 1,542 139 107 77% 2
Sandhills CC 3,026 184 151 82% 2
South Piedmont 1,446 65 55 84% 0
Southeastern CC 2,144 188 143 76% 2
Southwestern CC 1,897 176 152 86% 0
Stanly CC 1,730 147 120 82% 1
Surry CC 2,860 194 157 81% 2
Tri- County CC 892 75 57 76% 1
Vance- Granville CC 3,243 263 195 74% 3
Wake TCC 7,745 443 353 80% 1
Wayne CC 3,233 209 173 83% 2
Western Piedmont CC 2,467 131 107 82% 0
Wilkes CC 2,182 108 87 81% 1
Wilson TCC 1,725 127 91 72% 2
System Totals 154,482 11,828 9,410 80%
10
PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 1998- 99
-- AVIATION--
FIRST- TIME TEST TAKERS
GENERAL AIRFRAME POWER PLANT
FTE # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED
Alamance CC 2,770
Asheville- Buncombe TCC 4,094
Beaufort County CC 1,739
Bladen CC 849
Blue Ridge CC 1,903
Brunswick CC 1,028
Caldwell CC & TI 2,878
Cape Fear CC 4,285
Carteret CC 1,377
Catawba Valley CC 3,319
Central Carolina CC 4,100
Central Piedmont CC 10,741
Cleveland CC 1,939
Coastal Carolina CC 3,890
College of The Albemarle 1,838
Craven CC 2,195
Davidson County CC 2,478
Durham TCC 3,694
Edgecombe CC 1,878
Fayetteville TCC 8,600
Forsyth TCC 4,695
Gaston College 3,378
Guilford TCC 6,652
Halifax CC 1,692
Haywood CC 1,679
Isothermal CC 1,708
James Sprunt CC 1,262
Johnston CC 2,890
Lenoir CC 2,558
Martin CC 894
Mayland CC 995
McDowell TCC 1,146
Mitchell CC 1,696
Montgomery CC 686
Nash CC 2,025
Pamlico CC 314
Piedmont CC 1,534
Pitt CC 4,062
Randolph CC 1,874
Richmond CC 2,001
Roanoke- Chowan CC 931
Robeson CC 2,535
Rockingham CC 1,863
Rowan- Cabarrus CC 3,680
Sampson CC 1,542
Sandhills CC 3,026
South Piedmont 1,446
Southeastern CC 2,144
Southwestern CC 1,897
Stanly CC 1,730
Surry CC 2,860
Tri- County CC 892
Vance- Granville CC 3,243
Wake TCC 7,745
Wayne CC 3,233 * * 11 100 * *
Western Piedmont CC 2,467
Wilkes CC 2,182
Wilson TCC 1,725
System Totals 154,482
INSTITUTION
* Number of test takers too small to report without violating students' privacy. 11
PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 1998- 99
-- BASIC LAW ENFORCEMENT TRAINING--
FIRST- TIME TEST TAKERS
BLET
FTE # TESTED % PASSED
Alamance CC 2,770
Asheville- Buncombe TCC 4,094 77 100
Beaufort County CC 1,739 25 84
Bladen CC 849 10 100
Blue Ridge CC 1,903 14 86
Brunswick CC 1,028 38 89
Caldwell CC & TI 2,878 26 100
Cape Fear CC 4,285 98 91
Carteret CC 1,377 26 92
Catawba Valley CC 3,319 30 87
Central Carolina CC 4,100 61 92
Central Piedmont CC 10,741 19 95
Cleveland CC 1,939 30 100
Coastal Carolina CC 3,890 37 84
College of The Albemarle 1,838 20 100
Craven CC 2,195 38 100
Davidson County CC 2,478 51 88
Durham TCC 3,694 12 100
Edgecombe CC 1,878
Fayetteville TCC 8,600 61 87
Forsyth TCC 4,695 * *
Gaston College 3,378 44 95
Guilford TCC 6,652 61 93
Halifax CC 1,692 17 82
Haywood CC 1,679
Isothermal CC 1,708 21 95
James Sprunt CC 1,262 15 80
Johnston CC 2,890 24 96
Lenoir CC 2,558 19 95
Martin CC 894 19 100
Mayland CC 995 21 95
McDowell TCC 1,146 10 100
Mitchell CC 1,696 36 81
Montgomery CC 686
Nash CC 2,025 14 93
Pamlico CC 314
Piedmont CC 1,534
Pitt CC 4,062 46 83
Randolph CC 1,874 29 90
Richmond CC 2,001
Roanoke- Chowan CC 931
Robeson CC 2,535 42 100
Rockingham CC 1,863 22 86
Rowan- Cabarrus CC 3,680 53 85
Sampson CC 1,542 21 100
Sandhills CC 3,026 13 85
South Piedmont 1,446
Southeastern CC 2,144 33 91
Southwestern CC 1,897 51 86
Stanly CC 1,730 46 89
Surry CC 2,860 37 92
Tri- County CC 892
Vance- Granville CC 3,243 36 97
Wake TCC 7,745 62 93
Wayne CC 3,233 11 100
Western Piedmont CC 2,467 37 97
Wilkes CC 2,182 17 100
Wilson TCC 1,725 39 100
System Totals 154,482 1,578 92
INSTITUTION
* Number of test takers too small to report without violating students' privacy. 12
PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 1998- 99
-- COSMETIC ARTS--
FIRST- TIME TEST TAKERS
APPRENTICE COSMETOLOGY COS. TEACHER MANICURIST
FTE # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED
Alamance CC 2,770 24 96 * *
Asheville- Buncombe TCC 4,094
Beaufort County CC 1,739 * * * * * *
Bladen CC 849 12 67 * *
Blue Ridge CC 1,903 * * 12 83 * * * *
Brunswick CC 1,028 * * 11 100 * *
Caldwell CC & TI 2,878 15 73 12 58 11 91
Cape Fear CC 4,285
Carteret CC 1,377 * * 15 87 * * * *
Catawba Valley CC 3,319
Central Carolina CC 4,100 41 78 41 78 27 89
Central Piedmont CC 10,741
Cleveland CC 1,939
Coastal Carolina CC 3,890 21 71 19 100
College of The Albemarle 1,838 10 80
Craven CC 2,195 12 92 13 92 10 90
Davidson County CC 2,478 * * 21 52 * *
Durham TCC 3,694
Edgecombe CC 1,878 11 64 23 48 * *
Fayetteville TCC 8,600
Forsyth TCC 4,695
Gaston College 3,378
Guilford TCC 6,652 * * * *
Halifax CC 1,692
Haywood CC 1,679 * * 13 100
Isothermal CC 1,708 * * 10 60
James Sprunt CC 1,262 * * 14 86 * * 22 86
Johnston CC 2,890 28 71 * * * *
Lenoir CC 2,558 31 68 18 28 17 88
Martin CC 894 * * 11 64
Mayland CC 995 10 90 * *
McDowell TCC 1,146 10 100 * * * *
Mitchell CC 1,696
Montgomery CC 686
Nash CC 2,025 * * * * 10 70
Pamlico CC 314
Piedmont CC 1,534 * * * *
Pitt CC 4,062
Randolph CC 1,874
Richmond CC 2,001
Roanoke- Chowan CC 931 * * * *
Robeson CC 2,535 * * 56 48 11 91
Rockingham CC 1,863 10 60 * *
Rowan- Cabarrus CC 3,680 * * 16 87 * *
Sampson CC 1,542 * * * * 15 67
Sandhills CC 3,026 * * 18 72 * *
South Piedmont 1,446
Southeastern CC 2,144 18 56 * * 14 86
Southwestern CC 1,897 14 93 * *
Stanly CC 1,730 * * 12 83 * *
Surry CC 2,860 18 89 * * * *
Tri- County CC 892 11 91 * *
Vance- Granville CC 3,243 35 57 43 44 * * * *
Wake TCC 7,745
Wayne CC 3,233
Western Piedmont CC 2,467
Wilkes CC 2,182
Wilson TCC 1,725
System Totals 154,482 344 76 493 65 8 75 247 89
INSTITUTION
* Number of test takers too small to report without violating students' privacy. 13
PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 1998- 99
DENTAL HYGIENE-- PHYSICAL THERAPIST ASSISTANT
FIRST- TIME TEST TAKERS
DENTAL HYGIENE PHY. THERAPIST ASST.
FTE # TESTED % PASSED # TESTED % PASSED
Alamance CC 2,770
Asheville- Buncombe TCC 4,094 13 92
Beaufort County CC 1,739
Bladen CC 849
Blue Ridge CC 1,903
Brunswick CC 1,028
Caldwell CC & TI 2,878 24 88
Cape Fear CC 4,285
Carteret CC 1,377
Catawba Valley CC 3,319
Central Carolina CC 4,100
Central Piedmont CC 10,741 31 97 22 82
Cleveland CC 1,939
Coastal Carolina CC 3,890 15 100
College of The Albemarle 1,838
Craven CC 2,195
Davidson County CC 2,478
Durham TCC 3,694
Edgecombe CC 1,878
Fayetteville TCC 8,600 21 91 19 95
Forsyth TCC 4,695
Gaston College 3,378
Guilford TCC 6,652 33 91
Halifax CC 1,692
Haywood CC 1,679
Isothermal CC 1,708
James Sprunt CC 1,262
Johnston CC 2,890
Lenoir CC 2,558
Martin CC 894 11 64
Mayland CC 995
McDowell TCC 1,146
Mitchell CC 1,696
Montgomery CC 686
Nash CC 2,025 18 72
Pamlico CC 314
Piedmont CC 1,534
Pitt CC 4,062
Randolph CC 1,874
Richmond CC 2,001
Roanoke- Chowan CC 931
Robeson CC 2,535
Rockingham CC 1,863
Rowan- Cabarrus CC 3,680
Sampson CC 1,542
Sandhills CC 3,026
South Piedmont 1,446
Southeastern CC 2,144
Southwestern CC 1,897 18 72
Stanly CC 1,730 19 95
Surry CC 2,860
Tri- County CC 892
Vance- Granville CC 3,243
Wake TCC 7,745
Wayne CC 3,233 22 100
Western Piedmont CC 2,467
Wilkes CC 2,182
Wilson TCC 1,725
System Totals 154,482 135 95 132 83
INSTITUTION
14
PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 1999
-- EMERGENCY MEDICAL TECHNICIAN ( EMT)--
FIRST- TIME TEST TAKERS
EMT EMT- D EMT- I EMT- P EMD
FTE # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED
Alamance CC 2,770 37 84 18 83 * * * *
Asheville- Buncombe TCC 4,094 89 79 53 79 19 95 * *
Beaufort County CC 1,739 34 47 15 53 14 64
Bladen CC 849 * * 12 100
Blue Ridge CC 1,903 41 81 20 100 * *
Brunswick CC 1,028 48 60 11 82 10 90
Caldwell CC & TI 2,878 51 71 * * 10 90 18 94
Cape Fear CC 4,285 76 78 * * * *
Carteret CC 1,377 32 75 20 75
Catawba Valley CC 3,319 53 59 29 83 13 69 * *
Central Carolina CC 4,100 46 80 * * 19 79 * *
Central Piedmont CC 10,741 108 81 77 96 15 100
Cleveland CC 1,939 56 77 11 64 * *
Coastal Carolina CC 3,890 90 77 19 84 * *
College of The Albemarle 1,838 39 72
Craven CC 2,195 35 80 44 86 14 86 11 100
Davidson County CC 2,478 38 79 26 77 15 100
Durham TCC 3,694 154 88
Edgecombe CC 1,878 10 50
Fayetteville TCC 8,600 131 69 54 89 20 75 27 93
Forsyth TCC 4,695 138 78 56 91
Gaston College 3,378 72 60 147 90 * * 11 91
Guilford TCC 6,652 84 64 80 90 * * * *
Halifax CC 1,692 23 52 * * * *
Haywood CC 1,679 12 58 26 73
Isothermal CC 1,708 23 57 * * 23 70 * *
James Sprunt CC 1,262 16 94 11 91
Johnston CC 2,890 41 68 * * 11 100
Lenoir CC 2,558 67 84 * * 40 75 * *
Martin CC 894 15 53 21 67 * *
Mayland CC 995 17 71 * *
McDowell TCC 1,146 20 70 16 38
Mitchell CC 1,696 29 83
Montgomery CC 686 17 53 11 82 * *
Nash CC 2,025 12 92 19 90 * * 13 85
Pamlico CC 314 10 70
Piedmont CC 1,534 15 47
Pitt CC 4,062 57 72 12 100 35 77
Randolph CC 1,874 45 58 * * 23 83 30 90
Richmond CC 2,001 * * * * * *
Roanoke- Chowan CC 931 * * 12 75
Robeson CC 2,535 38 66 40 93 37 100 23 100
Rockingham CC 1,863 38 68 * * * * * *
Rowan- Cabarrus CC 3,680 107 71 16 81 41 66 19 100
Sampson CC 1,542 28 32 10 90
Sandhills CC 3,026 26 73 * * * *
South Piedmont 1,446 40 77 * * 10 90
Southeastern CC 2,144 35 66 11 82 * * * *
Southwestern CC 1,897 * * * * 11 100
Stanly CC 1,730 * * * *
Surry CC 2,860 40 45 * *
Tri- County CC 892 21 76 * *
Vance- Granville CC 3,243 40 55 14 79 17 94
Wake TCC 7,745 116 72 40 83 35 83 31 84
Wayne CC 3,233 51 61 14 57 14 86
Western Piedmont CC 2,467 * * 10 80 * * 22 82
Wilkes CC 2,182 34 71 * * * * * *
Wilson TCC 1,725 36 53 * * * *
System Totals 154,482 2,590 71 883 85 639 80 350 93 35 83
INSTITUTION
* Number of test takers too small to report without violating students' privacy. 15
PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 1999
-- INSURANCE--
FIRST- TIME TEST TAKERS
LIFE & HEALTH PROPERTY & LIABILITY MEDICARE SUPP/ LTC
FTE # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED
Alamance CC 2,770 * * * *
Asheville- Buncombe TCC 4,094 48 75 54 85
Beaufort County CC 1,739
Bladen CC 849
Blue Ridge CC 1,903
Brunswick CC 1,028
Caldwell CC & TI 2,878
Cape Fear CC 4,285 * * * *
Carteret CC 1,377 * * * *
Catawba Valley CC 3,319 12 75 * *
Central Carolina CC 4,100
Central Piedmont CC 10,741 120 70 100 57 15 67
Cleveland CC 1,939
Coastal Carolina CC 3,890 * * * *
College of The Albemarle 1,838 * * * *
Craven CC 2,195
Davidson County CC 2,478
Durham TCC 3,694
Edgecombe CC 1,878
Fayetteville TCC 8,600 * * 19 74 * *
Forsyth TCC 4,695 14 86 14 57 * *
Gaston College 3,378
Guilford TCC 6,652 * * 14 64 * *
Halifax CC 1,692
Haywood CC 1,679
Isothermal CC 1,708
James Sprunt CC 1,262
Johnston CC 2,890 * * * *
Lenoir CC 2,558 43 81 35 77 19 79
Martin CC 894 * *
Mayland CC 995
McDowell TCC 1,146
Mitchell CC 1,696 * *
Montgomery CC 686
Nash CC 2,025 13 54 10 60
Pamlico CC 314
Piedmont CC 1,534
Pitt CC 4,062 * *
Randolph CC 1,874 * * * *
Richmond CC 2,001
Roanoke- Chowan CC 931
Robeson CC 2,535 * *
Rockingham CC 1,863
Rowan- Cabarrus CC 3,680 * *
Sampson CC 1,542
Sandhills CC 3,026
South Piedmont 1,446
Southeastern CC 2,144
Southwestern CC 1,897
Stanly CC 1,730
Surry CC 2,860 * *
Tri- County CC 892
Vance- Granville CC 3,243
Wake TCC 7,745
Wayne CC 3,233 * * * *
Western Piedmont CC 2,467
Wilkes CC 2,182 * * * *
Wilson TCC 1,725 20 90 * * * *
System Totals 154,482 319 76 257 60 105 79
INSTITUTION
* Number of test takers too small to report without violating students' privacy. 16
PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 1999
-- NURSING--
FIRST- TIME TEST TAKERS
PRACTICAL NURSING REGISTERED NURSING
FTE # TESTED % PASSED # TESTED % PASSED
Alamance CC 2,770 25 100 22 91
Asheville- Buncombe TCC 4,094 35 97 45 96
Beaufort County CC 1,739 * * 23 100
Bladen CC 849 19 84
Blue Ridge CC 1,903 21 100
Brunswick CC 1,028 11 91
Caldwell CC & TI 2,878 28 100 28 86
Cape Fear CC 4,285 17 100 29 86
Carteret CC 1,377 10 100
Catawba Valley CC 3,319 44 71
Central Carolina CC 4,100 44 93 38 90
Central Piedmont CC 10,741 44 82
Cleveland CC 1,939 * *
Coastal Carolina CC 3,890 * * 23 96
College of The Albemarle 1,838 12 92 27 96
Craven CC 2,195 19 84 36 86
Davidson County CC 2,478 27 96 40 85
Durham TCC 3,694 24 92 20 80
Edgecombe CC 1,878
Fayetteville TCC 8,600 23 87 52 100
Forsyth TCC 4,695 34 94 42 91
Gaston College 3,378 13 92 46 91
Guilford TCC 6,652 28 100 62 84
Halifax CC 1,692
Haywood CC 1,679 * * 13 100
Isothermal CC 1,708 21 86
James Sprunt CC 1,262 17 77 25 72
Johnston CC 2,890 13 100 15 100
Lenoir CC 2,558 * * 19 63
Martin CC 894
Mayland CC 995 14 100 26 85
McDowell TCC 1,146 14 100
Mitchell CC 1,696 36 92
Montgomery CC 686 25 84
Nash CC 2,025
Pamlico CC 314
Piedmont CC 1,534 * * 14 100
Pitt CC 4,062 10 100 38 97
Randolph CC 1,874 26 89
Richmond CC 2,001 * * 36 92
Roanoke- Chowan CC 931 11 100 15 87
Robeson CC 2,535 20 75 27 74
Rockingham CC 1,863 21 100 28 82
Rowan- Cabarrus CC 3,680 22 100 41 85
Sampson CC 1,542 18 94 27 100
Sandhills CC 3,026 18 100 31 100
South Piedmont 1,446 * *
Southeastern CC 2,144 12 100 35 74
Southwestern CC 1,897 10 100 * *
Stanly CC 1,730 12 100 22 77
Surry CC 2,860 28 96 39 97
Tri- County CC 892 * * 11 73
Vance- Granville CC 3,243 11 91 27 89
Wake TCC 7,745 64 97
Wayne CC 3,233 15 93 30 90
Western Piedmont CC 2,467 40 80
Wilkes CC 2,182 27 93
Wilson TCC 1,725
Foothills Nursing Consortium 25 84
NEWH Nursing Consortium 69 100 59 80
System Totals 154,482 812 95 1,445 88
INSTITUTION
* Number of test takers too small to report without violating students' privacy. 17
PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 1998- 99
OPTICIANRY-- VETERINARY MEDICAL TECHNOLOGY
FIRST- TIME TEST TAKERS
OPTICIANRY VET. MED. TECH.
FTE # TESTED % PASSED # TESTED % PASSED
Alamance CC 2,770
Asheville- Buncombe TCC 4,094
Beaufort County CC 1,739
Bladen CC 849
Blue Ridge CC 1,903
Brunswick CC 1,028
Caldwell CC & TI 2,878
Cape Fear CC 4,285
Carteret CC 1,377
Catawba Valley CC 3,319
Central Carolina CC 4,100 28 100
Central Piedmont CC 10,741
Cleveland CC 1,939
Coastal Carolina CC 3,890
College of The Albemarle 1,838
Craven CC 2,195
Davidson County CC 2,478
Durham TCC 3,694 12 33
Edgecombe CC 1,878
Fayetteville TCC 8,600
Forsyth TCC 4,695
Gaston College 3,378 11 100
Guilford TCC 6,652
Halifax CC 1,692
Haywood CC 1,679
Isothermal CC 1,708
James Sprunt CC 1,262
Johnston CC 2,890
Lenoir CC 2,558
Martin CC 894
Mayland CC 995
McDowell TCC 1,146
Mitchell CC 1,696
Montgomery CC 686
Nash CC 2,025
Pamlico CC 314
Piedmont CC 1,534
Pitt CC 4,062
Randolph CC 1,874
Richmond CC 2,001
Roanoke- Chowan CC 931
Robeson CC 2,535
Rockingham CC 1,863
Rowan- Cabarrus CC 3,680
Sampson CC 1,542
Sandhills CC 3,026
South Piedmont 1,446
Southeastern CC 2,144
Southwestern CC 1,897
Stanly CC 1,730
Surry CC 2,860
Tri- County CC 892
Vance- Granville CC 3,243
Wake TCC 7,745
Wayne CC 3,233
Western Piedmont CC 2,467
Wilkes CC 2,182
Wilson TCC 1,725
System Totals 154,482 12 33 39 100
INSTITUTION
18
PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 1998- 99
RADIOGRAPHY-- NUCLEAR MEDICINE TECHNOLOGY--
RADIATION THERAPY TECHNOLOGY
FIRST- TIME TEST TAKERS
RADIOGRAPHY NUC. MED. TECH. RAD. THER. TECH.
FTE # TESTED % PASSED # TESTED % PASSED # TESTED % PASSED
Alamance CC 2,770
Asheville- Buncombe TCC 4,094 17 100
Beaufort County CC 1,739
Bladen CC 849
Blue Ridge CC 1,903
Brunswick CC 1,028
Caldwell CC & TI 2,878 * * * *
Cape Fear CC 4,285 11 100
Carteret CC 1,377
Catawba Valley CC 3,319
Central Carolina CC 4,100
Central Piedmont CC 10,741
Cleveland CC 1,939 * *
Coastal Carolina CC 3,890
College of The Albemarle 1,838
Craven CC 2,195
Davidson County CC 2,478
Durham TCC 3,694
Edgecombe CC 1,878 20 85
Fayetteville TCC 8,600 10 100
Forsyth TCC 4,695 22 96 * * * *
Gaston College 3,378
Guilford TCC 6,652
Halifax CC 1,692
Haywood CC 1,679
Isothermal CC 1,708
James Sprunt CC 1,262
Johnston CC 2,890 17 100
Lenoir CC 2,558
Martin CC 894
Mayland CC 995
McDowell TCC 1,146
Mitchell CC 1,696
Montgomery CC 686
Nash CC 2,025
Pamlico CC 314
Piedmont CC 1,534
Pitt CC 4,062 15 100 * *
Randolph CC 1,874
Richmond CC 2,001
Roanoke- Chowan CC 931
Robeson CC 2,535
Rockingham CC 1,863
Rowan- Cabarrus CC 3,680 11 82
Sampson CC 1,542
Sandhills CC 3,026 13 92
South Piedmont 1,446
Southeastern CC 2,144
Southwestern CC 1,897 12 83
Stanly CC 1,730
Surry CC 2,860
Tri- County CC 892
Vance- Granville CC 3,243 15 100
Wake TCC 7,745 12 100
Wayne CC 3,233
Western Piedmont CC 2,467
Wilkes CC 2,182
Wilson TCC 1,725
System Totals 154,482 182 95 13 92 8 100
INSTITUTION
* Number of test takers too small to report without violating students' privacy. 19
PASSING RATES ON LICENSING AND CERTIFICATION EXAMINATIONS, 1998- 99
-- REAL ESTATE--
FIRST- TIME TEST TAKERS
SALES BROKER
FTE # TESTED % PASSED # TESTED % PASSED
Alamance CC 2,770 26 38 12 42
Asheville- Buncombe TCC 4,094 28 64 * *
Beaufort County CC 1,739 * *
Bladen CC 849
Blue Ridge CC 1,903 20 50
Brunswick CC 1,028 60 55 10 70
Caldwell CC & TI 2,878 * * * *
Cape Fear CC 4,285 16 75
Carteret CC 1,377 10 60 15 73
Catawba Valley CC 3,319 24 50 * *
Central Carolina CC 4,100 19 37 * *
Central Piedmont CC 10,741 227 54 26 62
Cleveland CC 1,939 * *
Coastal Carolina CC 3,890 39 56 10 30
College of The Albemarle 1,838 * * * *
Craven CC 2,195 * * * *
Davidson County CC 2,478 * * * *
Durham TCC 3,694 46 61 20 55
Edgecombe CC 1,878
Fayetteville TCC 8,600 26 77 * *
Forsyth TCC 4,695 26 46 * *
Gaston College 3,378 52 56
Guilford TCC 6,652 59 54 * *
Halifax CC 1,692 10 50
Haywood CC 1,679 * * * *
Isothermal CC 1,708 * * * *
James Sprunt CC 1,262 * *
Johnston CC 2,890 14 64
Lenoir CC 2,558 * * * *
Martin CC 894
Mayland CC 995 18 50 * *
McDowell TCC 1,146
Mitchell CC 1,696 26 77 * *
Montgomery CC 686
Nash CC 2,025 11 73
Pamlico CC 314 * *
Piedmont CC 1,534
Pitt CC 4,062 27 48
Randolph CC 1,874 25 36
Richmond CC 2,001
Roanoke- Chowan CC 931
Robeson CC 2,535
Rockingham CC 1,863 10 50
Rowan- Cabarrus CC 3,680 38 89 13 85
Sampson CC 1,542 * *
Sandhills CC 3,026 29 69 10 40
South Piedmont 1,446
Southeastern CC 2,144 * *
Southwestern CC 1,897 32 72 * *
Stanly CC 1,730 16 38 * *
Surry CC 2,860 17 47 * *
Tri- County CC 892 15 67 * *
Vance- Granville CC 3,243 15 87
Wake TCC 7,745 81 58 * *
Wayne CC 3,233 * * * *
Western Piedmont CC 2,467 * * * *
Wilkes CC 2,182 12 50
Wilson TCC 1,725 14 14
System Totals 154,482 1,168 59 180 61
INSTITUTION
* Number of test takers too small to report without violating students' privacy. 20
21
CORE INDICATORS OF
SUCCESS MEASURE C:
Goal Completion of Completers
Description/ Definition C The proportion of graduates of certificate, diploma, and degree
programs who report that their primary goal in attending has been met.
Methodology and Data Source C The data are collected by survey, with each college using a
standard set of questions. A response rate of 50 percent or a statistically significant sample
size will be necessary for the data to be used for performance funding. A minimum of 15
respondents will be required to report the data at the institutional level.
( Note: This measure is being expanded to include goal completion of non- completers in the
2001 Critical Success Factors report.)
Performance Standard C The performance standard for percent of completers who achieve
their goal is 90 percent. This measure is a required performance funding measure.
Results C For 1998- 99, 57 of the 58 community colleges met the performance standard. Data
were not available for one college. The System average was 98.8 percent of completers
reporting that they achieved their goal.
PERCENT OF COMPLETERS WHO REPORT MEETING THEIR GOAL FOR ATTENDING A COMMUNITY COLLEGE, 1998- 99
INSTITUTION
NUMBER OF
COMPLETERS,
1998- 99
NUMBER OF
COMPLETERS
SURVEYED
NUMBER OF
RETURNED,
VALID
SURVEYS
PERCENT WHO
COMPLETED GOAL
( Either Fully
or Partially)
Asheville- Buncombe TCC 492 492 280 99.6%
Beaufort County CC 164 164 84 100.0%
Bladen CC 110 110 49 98.0%
Blue Ridge CC 182 125 125 99.2%
Brunswick CC 132 132 43 100.0%
Caldwell CC & TI 584 584 540 99.1%
Cape Fear CC 644 408 408 99.0%
Carteret CC 142 111 76 97.4%
Catawba Valley CC 414 414 412 100.0%
Central Carolina CC 486 486 79 93.7%
Central Piedmont CC 581 581 112 92.0%
Cleveland CC 222 222 222 99.1%
Coastal Carolina CC 613 613 461 99.1%
College of The Albemarle 263 263 139 100.0%
Craven CC 261 261 34 97.1%
Davidson County CC 396 396 165 98.8%
Durham TCC 299 299 132 99.2%
Edgecombe CC 154 154 128 98.3%
Fayetteville TCC 940 865 253 96.4%
Forsyth TCC 545 545 182 99.5%
Gaston College 411 411 377 100.0%
Guilford TCC 495 249 249 no data
Halifax CC 272 150 104 100.0%
Haywood CC 307 307 143 96.5%
Isothermal CC 217 217 161 100.0%
James Sprunt CC 179 139 133 100.0%
Johnston CC 413 413 55 100.0%
Lenoir CC 316 295 153 100.0%
Martin CC 104 104 42 92.9%
Mayland CC 152 109 109 100.0%
McDowell TCC 165 165 72 97.2%
Mitchell CC 248 113 113 100.0%
Montgomery CC 119 119 62 98.4%
Nash CC 185 170 53 100.0%
Pamlico CC 33 32 16 100.0%
Piedmont CC 182 182 72 100.0%
Pitt CC 558 444 266 98.8%
Randolph CC 202 202 51 100.0%
Richmond CC 205 153 131 98.5%
Roanoke- Chowan CC 149 142 78 98.7%
Robeson CC 158 158 106 100.0%
Rockingham CC 300 300 143 99.3%
Rowan- Cabarrus CC 355 355 188 98.9%
Sampson CC 159 105 68 100.0%
Sandhills CC 351 351 95 95.7%
South Piedmont CC 162 130 43 90.2%
Southeastern CC 293 94 94 100.0%
Southwestern CC 238 236 153 99.3%
Stanly CC 158 158 122 99.2%
Surry CC 401 401 245 98.4%
Tri- County CC 99 99 65 100.0%
Vance- Granville CC 456 175 67 98.5%
Wake TCC 932 932 401 95.8%
Wayne CC 350 350 239 98.7%
Western Piedmont CC 383 314 254 100.0%
Wilkes CC 303 303 109 100.0%
Wilson TCC 200 200 96 100.0%
System Total 17,834 16,002 8,852 98.8%
22
23
CORE INDICATORS OF
SUCCESS MEASURE D:
Employment Status of Graduates
Description/ Definition C The proportion of identified community college completers who are
employed within one year of last attendance.
Methodology and Data Sources C The North Carolina Common Follow- up System ( CFS)
tracks students’ employment status after they leave the colleges. The Common Follow- up
System ( CFS) is a cooperative venture of participating state agencies under the auspices of
the North Carolina State Occupational Information Coordinating Committee ( NC SOICC).
The CFS provides a highly efficient and cost effective method for collecting follow- up
information for education, employment, and training program participants statewide. The
CFS is maintained by the Employment Security Commission ( ESC).
Each year the agencies involved in the CFS submit unit record data on participants to the
ESC. Among the agencies included in this process are the public high schools, community
colleges, and the four- year public universities. Each agency's data are matched against the
Unemployment Insurance ( UI) files and the other participating agencies' files. A database
containing information on employment, employer, quarterly wages, receipt of unemployment
benefits, and participation in other agencies' programs is returned to each submitting agency.
The database each agency receives is limited to the participants that the agency submits for
the data match. This is to say, the database received by community colleges has information
only on community college students.
Once the CFS database is received, it is matched against the Curriculum Student Progress
Information System ( CSPIS) database and the following year curriculum student registration
database. This matching is conducted to determine demographic characteristics of the
participants, such as students' completion status at the end of the academic year and whether
they re- enroll the following year. Students who obtain an associate degree, certificate, or
diploma in the year given and do not re- enroll in any of the colleges the following year are
defined as " exit completers."
Students who have wages in any quarter during the year are considered employed. Those
who are found both in registration records and UI records but have no quarterly wages during
the year are considered unemployed. Individuals who are not found in the UI records are
omitted from the analysis. This would include individuals who are working out- of- state, who
are enrolled in a four- year college or university and not working, who never entered the labor
market, etc.
Performance Standard C The performance standard for employment status of graduates is
adjusted for local unemployment rates. The standard is 90 percent of completers, adjusted
for local unemployment rate, will be employed. The percentage will be adjusted for the
average annual unemployment rate in the service area of each college in the following way:
compute the difference between the state's average annual unemployment rate and
24
that of each college's service area and divide by 2. This amount will be deducted from ( for
colleges with unemployment rates higher than the state average) or added to ( for colleges
with unemployment rates lower than the state average) the 90 percent. This measure is a
required performance funding measure.
Results C The System average for the employment of 1997- 98 graduates was 90 percent.
Forty ( 40) community colleges met the adjusted standard for their school. Data on six
community colleges that serve a significant number of military personnel were not included
due to the data file submitted by the military being in error. This problem is being addressed
and the data for these colleges will be available in the next report.
An issue that has resulted from an examination of the data is the inclusion of individuals who
were inmates at the time they completed their program of study. These individuals were not
inmates during the employment follow- up period. The issue is whether including these
former inmates biases the results in a negative way since traditionally former inmates have
more difficulty in securing employment. When the data were analyzed with these individuals
omitted, the System average employment rose to 91 percent and the number of colleges
meeting their adjusted performance standard increased to 46.
A committee is being formed to review this issue and others, prior to the next printing of the
data.
PERCENT OF 1997- 98 GRADUATES EMPLOYED WITHIN ONE YEAR OF COMPLETION
INSTITUTION
TOTAL
FTE
PERCENT OF 1997- 98
GRADUATES
EMPLOYED
PERCENT OF 1997- 98
GRADUATES EMPLOYED
( Excluding Inmates)
ADJUSTED
PERFORMANCE
STANDARD
Alamance CC 2,770 92 94 90
Asheville- Buncombe TCC 4,094 92 93 91
Beaufort County CC 1,739 95 95 88
Bladen CC 849 86 86 89
Blue Ridge CC 1,903 90 90 90
Brunswick CC 1,028 88 88 89
Caldwell CC & TI 2,878 92 93 91
Cape Fear CC 4,285 89 92 89
Carteret CC 1,377 83 83 90
Catawba Valley CC 3,319 92 92 91
Central Carolina CC 4,100 no data no data 90
Central Piedmont CC 10,741 90 90 91
Cleveland CC 1,939 89 91 89
Coastal Carolina CC 3,890 no data no data 90
College of The Albemarle 1,838 89 91 89
Craven CC 2,195 no data no data 90
Davidson County CC 2,478 95 95 90
Durham TCC 3,694 91 91 91
Edgecombe CC 1,878 92 92 87
Fayetteville TCC 8,600 no data no data 90
Forsyth TCC 4,695 93 93 91
Gaston College 3,378 94 93 90
Guilford TCC 6,652 93 93 90
Halifax CC 1,692 83 91 88
Haywood CC 1,679 86 86 89
Isothermal CC 1,708 89 91 89
James Sprunt CC 1,262 88 91 88
Johnston CC 2,890 82 91 91
Lenoir CC 2,558 92 92 89
Martin CC 894 85 85 88
Mayland CC 995 84 85 89
McDowell TCC 1,146 91 92 90
Mitchell CC 1,696 96 96 90
Montgomery CC 686 92 92 90
Nash CC 2,025 93 96 89
Pamlico CC 314 95 95 90
Piedmont CC 1,534 82 90 90
Pitt CC 4,062 94 94 89
Randolph CC 1,874 95 96 90
Richmond CC 2,001 91 92 88
Roanoke- Chowan CC 931 91 92 89
Robeson CC 2,535 92 92 88
Rockingham CC 1,863 91 90 89
Rowan- Cabarrus CC 3,680 97 97 91
Sampson CC 1,542 91 97 89
Sandhills CC 3,026 95 95 90
South Piedmont 1,446 96 96 90
Southeastern CC 2,144 85 91 88
Southwestern CC 1,897 89 89 87
Stanly CC 1,730 89 90 90
Surry CC 2,860 94 95 90
Tri- County CC 892 93 93 88
Vance- Granville CC 3,243 90 93 89
Wake TCC 7,745 90 91 91
Wayne CC 3,233 no data no data 90
Western Piedmont CC 2,467 92 95 90
Wilkes CC 2,182 95 95 89
Wilson TCC 1,725 95 95 88
System Totals 154,482 90 91 90
25
26
CORE INDICATORS OF
SUCCESS MEASURE E:
Performance of College Transfer Students
Description/ Definition C College transfer programs provide educational experiences that will
enable transfer students to make the transition to a baccalaureate program and perform as
well as the students who enroll as first- time freshmen at universities. The purpose of this
measure is to compare the performance of community college associate degree students
( Associate in Arts, Associate in Science, and Associate in Fine Arts) who transfer to public
North Carolina universities with students native to the four- year institutions.
Methodology and Data Source C Data on two cohorts of college transfer students entering the
public universities each year are analyzed. One cohort analysis compares the performance of
college transfer degree recipients ( AA, AS, AFA) at the end of two semesters at the public
university to the performance of native juniors. The second cohort analysis compares the
performance of college transfer students completing at least 24 hours or more of college
transfer courses at a community college but not completing the degree to the performance of
native sophomores. A cell size of at least ten students is required for reporting this measure.
The University of North Carolina General Administration analyzes performance data on
students who transfer to a four- year public institution within two years of leaving a
community college. No data are available from the private colleges and universities in North
Carolina.
Community colleges may elect to work with private colleges and universities in collecting
data on students who transfer to those institutions. The data must be consistent with the
methodology employed by the UNC- General Administration in calculating the data for
transfers to public universities. If colleges submit data from private or out- of- state
institutions, then the System Office will include the data with the public university data.
Performance Standard C Eighty- four percent ( 84%) of community college transfer students
identified in the two cohorts will have a GPA greater than or equal to 2.0 after two semesters
at a UNC institution. This measure is a required performance funding measure.
Results C The data reported here are for students who left a community college in 1996- 97.
The reason for this time lag in the data is that students are allowed up to two years to transfer
to be included in the cohort and performance data is based on two semesters of attendance
once the students have transferred. It should be noted that 1996- 97 was the last year the
community college system was under the quarter system and was the year prior to the
adoption of the common course library and statewide articulation agreement. In addition,
only data on the degree recipients were available for this report. In the next report, data on
both cohorts will be available. For these reasons, the data should be viewed as a starting
point and not a true reflection of community college transfer programs.
27
For students who completed an AA, AS or AFA degree in 1996- 97 and transferred to a UNC
institution within two years, 75.1 percent had a GPA equal to or greater than 2.0 after two
semesters at a public university. Five ( 5) community colleges met the performance standard.
Again, however, caution must be used when viewing these data for they are incomplete. The
data reported in the 2001 Critical Success Factors report will more accurately indicate the
performance of these programs.
PERCENT OF 1996- 97 COLLEGE TRANSFER STUDENTS WITH A
GPA OF > = 2.0 AFTER TWO SEMESTERS AT A UNC INSTITUTION
INSTITUTION
TOTAL
FTE
NUMBER
ENROLLED IN
A UNC
INSTITUTION
PERCENT
WITH A GPA
> = 2.0
Alamance CC 2,770
Asheville- Buncombe TCC 4,094 18 72.2
Beaufort County CC 1,739 12 72.7
Bladen CC 849
Blue Ridge CC 1,903 *
Brunswick CC 1,028 17 52.9
Caldwell CC & TI 2,878 49 71.4
Cape Fear CC 4,285 75 62.7
Carteret CC 1,377 10 70.0
Catawba Valley CC 3,319 11 100.0
Central Carolina CC 4,100 12 75.0
Central Piedmont CC 10,741 104 73.1
Cleveland CC 1,939 23 73.9
Coastal Carolina CC 3,890 84 86.9
College of The Albemarle 1,838 32 84.4
Craven CC 2,195 31 77.4
Davidson County CC 2,478 29 82.8
Durham TCC 3,694 36 80.6
Edgecombe CC 1,878 *
Fayetteville TCC 8,600 58 82.8
Forsyth TCC 4,695 18 55.6
Gaston College 3,378 52 55.8
Guilford TCC 6,652 34 85.3
Halifax CC 1,692 *
Haywood CC 1,679 26 65.4
Isothermal CC 1,708 21 42.9
James Sprunt CC 1,262 19 79.0
Johnston CC 2,890 15 73.3
Lenoir CC 2,558 30 73.3
Martin CC 894 *
Mayland CC 995 12 100.0
McDowell TCC 1,146 *
Mitchell CC 1,696 31 74.2
Montgomery CC 686 *
Nash CC 2,025 28 78.6
Pamlico CC 314
Piedmont CC 1,534 15 73.3
Pitt CC 4,062 40 77.5
Randolph CC 1,874
Richmond CC 2,001 *
Roanoke- Chowan CC 931 *
Robeson CC 2,535 12 75.0
Rockingham CC 1,863 24 79.2
Rowan- Cabarrus CC 3,680 22 68.2
Sampson CC 1,542 12 83.3
Sandhills CC 3,026 57 77.2
South Piedmont 1,446 *
Southeastern CC 2,144 21 71.4
Southwestern CC 1,897 *
Stanly CC 1,730 *
Surry CC 2,860 66 78.8
Tri- County CC 892 12 83.3
Vance- Granville CC 3,243 29 72.4
Wake TCC 7,745 44 81.8
Wayne CC 3,233 34 82.4
Western Piedmont CC 2,467 45 82.2
Wilkes CC 2,182 36 80.6
Wilson TCC 1,725 *
System Totals 154,482 1,424 75.1
* Number too small to report without violating students' privacy 28
29
CORE INDICATORS OF
SUCCESS MEASURE F:
Passing Rates of Students in Developmental Courses
Description/ Definition C The percent of students who complete developmental English,
mathematics, or reading courses with a grade of " C" or better.
Methodology and Data Source C The North Carolina Community College System Office has
developed a computer program to identify developmental courses, identify students who
complete these courses, and calculate passing rates for each course. The number and percent
of students completing these courses with a grade of " C" or better will be calculated. The
software will be run at each college annually and the data submitted to the Planning and
Research Section of the System Office.
Performance Standard C Seventy percent ( 70%) of students who complete a developmental
course will have a grade of " C" or better for that course.
Results C The software necessary to implement this measure was developed and pilot tested
during the 1999- 00 academic year. Data on this measure will be available in the 2001
Critical Success Factors report.
30
CORE INDICATORS OF
SUCCESS MEASURE G:
Success Rate of Developmental Students in Subsequent
College- Level Courses
Description/ Definition C The performance of developmental students in subsequent college
level courses will be compared with the performance of non- developmental students in those
courses. Specifically, performance of students in English 111 will be used to assess
developmental English; performance in the first college- level mathematics course will be
used to assess developmental mathematics; and performance in the first humanities course
after completion of developmental reading will be used to assess developmental reading.
The purpose of this measure is to provide evidence that developmental courses equip
students with the skills and knowledge necessary for success in their college studies. Once
students have successfully completed the developmental courses, they should be able to pass
curriculum courses.
Methodology and Data Source C A computer program is being developed by the Information
Services Section of the North Carolina Community College System Office that will provide
grade information on students who successfully complete developmental courses and enter
college- level courses and on students who are enrolled in college- level courses without
having been required to take developmental courses. The performance of these groups will
be statistically analyzed to determine if students who have taken developmental courses are
performing as well as students not requiring developmental courses.
Performance Standard C The performance standard for this measure is that there will be no
statistically significant difference in the performance of developmental students as compared
to non- developmental students.
Results C The software needed to track this information is in the development stages. Data on
this measure will be available in the future.
31
CORE INDICATORS OF
SUCCESS MEASURE H:
Satisfaction of Program Completers and Non-
Completers
Description/ Definition C This indicator reports the proportion of graduates and early- leavers
who indicate that the quality of the college programs and services met or exceeded their
expectations.
Methodology and Data Source C The data are collected by survey, with each college using a
standard set of questions. A minimum of 15 respondents ( total) will be required to report the
data at the institutional level. If the data are being used as the college's optional sixth
performance funding measure, then an overall response rate of 50 percent or a statistically
valid sample size is necessary.
Performance Standard C Eighty- five percent ( 85%) of the combined respondents will report
being satisfied with the quality of the college's programs and services.
Results C The standard survey questions were implemented during the 2000- 01 academic
year. The data collected will be reported in the 2001 Critical Success Factors report.
32
CORE INDICATORS OF
SUCCESS MEASURE I:
Curriculum Student Progress and Success
Description/ Definition C This composite indicator consists of:
1. Number of individuals completing a curriculum program with a certificate,
diploma, or degree; and
2. Number of individuals who have not completed a program but who are continuing
enrollment in either curriculum or occupational extension programs
This composite indicator will consist of the above two measures, each reported separately for
each college. The sum of the two will be divided by the total number of curriculum students
in the cohort to compute an indicator of curriculum student progress and success.
Methodology and Data Source C Cohorts will be defined each fall based upon number of
students enrolled in degree granting curriculum programs ( associate degree, certificate, and
diploma). The cohort will be tracked from fall to fall using software developed by the
Information Services section of the North Carolina Community College System Office to
determine those who have graduated and those who have continued to be enrolled. This
number, divided by the initial cohort, is the percentage reported.
Performance Standard C The performance standard for this measure is 60 percent of the fall
cohort will either have completed their program or still be enrolled the following fall at the
community college.
Results C This measure underwent change during 1999- 00. Originally, this measure was to
be a composite measure of completion, retention and goal completion of non- completers.
Recognizing the problems with sampling non- completers and with mixing " hard" data
( completion and retention statistics) with subjective data ( survey results), the measure was
redefined.
Data on this new measure are now being gathered and will be reported in the 2001 Critical
Success Factors report.
33
CORE INDICATORS OF
SUCCESS MEASURE J:
Employer Satisfaction
Description/ Definition C The percentage of a sample of businesses who employ individuals
trained or educated by a community college indicating that they are satisfied with the quality
of those employees as it relates to the community college training and education. This
measure is intended primarily to determine the satisfaction of organizations whose
employees have been trained through a community college.
Methodology and Data Source C A state level survey will be conducted each year to
determine employer satisfaction. Employers will be divided into three categories based on
historic enrollment of community college students and Standard Industrial Classification
( SIC) code. Each category of employers will be surveyed every three years on an alternating
basis.
Performance Standard C Eighty- five percent ( 85%) of employers surveyed will report
satisfaction with the skills of employees trained or educated by community colleges.
Results C The North Carolina General Assembly allocated funds for a statewide survey of
business and industry in 2000- 01. The results of the survey will be reported in the 2001
Critical Success Factors report.
34
CORE INDICATORS OF
SUCCESS MEASURE K:
Client Satisfaction with Customized Training
Description/ Definition C The percentage of a sample of businesses/ industries who have
received services from a community college indicating that their expectations have been met.
This measure is intended primarily to determine the satisfaction of organizations that
received services from a community college.
Methodology and Data Source C A state level survey will be conducted each year to
determine business/ industry satisfaction. Businesses/ industries will be divided into three
categories based on historic enrollment of community college students and Standard
Industrial Classification ( SIC) code. Each category of businesses/ industries will be surveyed
every three years on an alternating basis.
Performance Standard C Eighty- five percent ( 85%) of businesses/ industries surveyed will
report satisfaction with the services provided by community colleges.
Results C The North Carolina General Assembly allocated funds for a statewide survey of
business and industry in 2000- 01. The results of the survey will be reported in the 2001
Critical Success Factors report.
35
CORE INDICATORS OF
SUCCESS MEASURE L:
Program Unduplicated Headcount Enrollment
Description/ Definition C The three- year average annual unduplicated headcount enrollment
in a curriculum program.
Methodology and Data Source C Using the Curriculum Registration files submitted by each
community college to the North Carolina Community College System Office, the System
Office will calculate annual unduplicated headcount for each program for the most current
three years for which data are available. An average annual headcount based on the three-year
data will be calculated.
The data will be for all award- granting programs; special credit programs will not be
included. If a program is offered at several award levels ( for example, the associate degree
and certificate level) or if a program offers more than one concentration area, the data will be
compiled as though it were one program.
Performance Standard C The performance standard for this measure is a three- year average
annual headcount minimum of ten students.
Results C In the 1997- 98 academic year, the North Carolina Community College System
converted to the semester system and adopted a new common course catalog. At this time,
programs offered underwent numerous revisions, deletions and additions. It is not currently
possible to match data on programs prior to 1997- 98 with programs beginning with 1997- 98.
For that reason, three years of data were not available for this report. This measure will be
reported in the 2001 Critical Success Factors report.
36
SUMMARY OF CORE INDICATORS OF SUCCESS
During 1999- 2000, the North Carolina Community College System began the
implementation of the newly adopted performance measures. For many of the measures, this
was a period of defining methodology and data collection techniques. As a result, data were
available on only five measures for this first report. The 2001 Critical Success Factors will
be able to report on at least 11 of the 12 measures and efforts are being made to collect data
on all 12.
A summary of the System's performance on the measures and the number of colleges
meeting each standard is presented on the next page.
37
SUMMARY REPORT ON PERFORMANCE MEASURES, 1999- 2000
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM
MEASURE STANDARD SYSTEM
AVERAGE
# COLLEGES
MEETING
STANDARD
Progress of Basic Skills Students 75% 78% 47
Passing Rates on Licensure/
Certification Exams for First- Time
Test Takers
Aggregate = 80%
Exams = 70%
80% 32
11
9*
Goal Completion for Completers &
Noncompleters
90% 99% 57**
Employment of Graduates 90% ( adjusted) 90% 40***
Performance of College Transfer
Students
84% > = 2.0 75% 5****
Passing Rates in Developmental
Courses
70%
Success Rate of Developmental
Students in Subsequent College
Level Courses
No Statistically Significant
Difference Between
Developmental and
Nondevelopmental Students
Student Satisfaction of Completers
and NonCompleters
85%
Curriculum Student Retention &
Graduation
60%
Employer Satisfaction 85%
Business/ Industry Satisfaction with
Services Provided
85%
Program Enrollment Three- Year Average Annual
Enrollment of 10
* 32 colleges met the 80% standard; 11 colleges had no exam with a passing rate < 70%; 9 colleges
met both standards
** 57 colleges reported data in 1999- 2000
*** Data not available on 5 colleges
**** Data not available on 16 colleges; data are incomplete and only include AA, AS and AFA recipients
39
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM
STRATEGIC PLAN, 1999- 2001
EVALUATION OF PROGRESS
The Critical Success Factors report is the mechanism employed for assessing the progress
of the System in achieving measurable objectives identified in the System's strategic plan.
Factors two through six provide measures that monitor the success of the System in
meeting its target levels of success.
The 2000 Critical Success Factors report provides baseline data on the measures. These
data will be used in the 2001 Critical Success Factors report in determining the degree to
which the System has met its target levels. Most of the data presented in this section of
the report are System level data though where appropriate, college level data are
presented for information.
The factors that comprise this section of the report are:
Factor II: Workforce Development
Factor III: Diverse Populations' Learning Needs
Factor IV: Resources
Factor V: Technology
41
CRITICAL SUCCESS FACTOR II: WORKFORCE DEVELOPMENT
Supporting North Carolina's economic development has been an important part of the
mission of the Community College System since its beginning. The System is a major tool
for providing the state's citizens with the education and skills they need to be productive in
the workforce. The System's institutions have traditionally worked closely with the
businesses in their areas to insure that the programs offered by the college prepare citizens to
take the jobs that are available. They have also provided citizens with the skills to be self-employed.
North Carolina originated customized training programs for new industries that agreed to
come into the state, and its approach has been copied widely. This program remains a strong
part of the state's economic development arsenal, along with other categorically funded
programs for existing industries and small businesses.
Along with these specialized programs, the System's ability to stay current with the job
market protects the state from skill shortages and protects its citizens from finding their skills
outdated by changing technology and market forces. Measures of the success of the system
in staying on the cutting edge are difficult to determine, but important.
The State Board of Community Colleges has placed renewed emphasis on the role of North
Carolina community colleges in workforce development. The 1999- 2001 Strategic Plan
established a new mission statement for the system and a new set of System goals have been
adopted by the State Board of Community Colleges which emphasize education, training and
retraining for the workforce, including basic skills/ literacy, occupational and pre-baccalaureate
programs.
The measures that have been identified for the success of the System in its economic
development role are:
A. Percent of high demand occupations encompassed by training programs
B. Percent of employers satisfied with NCCCS training programs
C. Percent of Tech Prep students enrolling in a community college
D. Number of new Associate Degree programs developed with UNC to meet specialized
needs
E. Number of employers and trainees served by New and Expanding Industry Training
( NEIT), Focused Industrial Training ( FIT), Small Business Centers, and customized
training
F. Number of individuals completing the train- the- trainer partnership training
G. Number of college officials serving on Workforce Development Boards and Job Services
Employer Committees
42
WORKFORCE DEVELOPMENT
MEASURE A:
Percent of High Demand Occupations
Encompassed by Training Programs
Description/ Definition C The percent of occupations identified as high demand or emerging
at the local, regional, and state levels for which the North Carolina Community College
System provides training, either through occupational extension or curriculum programs.
Methodology and Data Source C High demand occupations are identified through various
sources. On the state level, data from the Employment Security Commission on projected
demand for employees by occupational categories will be analyzed. On the local and
regional level, a statewide survey of business and industry administered by the North
Carolina Community College System Office will collect information on future needs. Once
the high demand occupations have been identified, data on the number of training programs
offered by community colleges and number of students enrolled will be analyzed.
Performance Target C By 2001, training programs will be developed that address 90 percent
of the occupations identified as high demand or emerging at the local, regional and state
levels.
Results C This is a new measure identified in the 1999- 2001 Strategic Plan. Efforts are being
made to identify the high demand and emerging occupations in North Carolina. Data were
not available for 1998- 99, but should be available in the 2001 Critical Success Factors report.
43
WORKFORCE DEVELOPMENT
MEASURE B:
Percent of Employers Satisfied with NCCCS
Training Programs
Description/ Definition C The percent of employers in North Carolina who indicate
satisfaction with the training programs offered by the North Carolina Community College
System. This measure focuses on training programs and services provided to businesses and
industries.
Methodology and Data Source C A statewide survey administered by the System Office will
be conducted each year to determine business and industry satisfaction. Business and
industry will be divided into three categories based on the Standard Industrial Classification
( SIC) codes. Each category of business and industry will be surveyed every three years on
an alternating basis.
Performance Target C Ninety percent ( 90%) of the businesses and industries surveyed will
indicate satisfaction with the training programs and services provided by North Carolina
Community Colleges.
Results C In the 2000 legislative session, the North Carolina General Assembly appropriated
funds for the statewide business and industry survey. Data from this survey will be available
in the 2001 Critical Success Factors report. Further, recognizing the importance of meeting
the training needs of business and industry, this measure will become a Core Indicator of
Success Measure in the 2001 Critical Success Factors report.
44
WORKFORCE DEVELOPMENT
MEASURE C:
Percent of Tech Prep Students Enrolling in a
Community College
Description/ Definition C The percent of high school graduates who were in the Tech Prep
program in high school and enroll the following year in a community college. This measure
is dependent on the ability of the high schools to identify graduates of Tech Prep programs.
Methodology and Data Source C The data on the number of high school graduates who
complete the Tech Prep requirements will be gathered from the North Carolina Department
of Public Instruction. The number and percent of those students who enroll in a community
college the year following graduation will be determined from the curriculum registration
files submitted by the colleges to the System Office.
Performance Target C A performance target for this measure was not established in the 1999-
2001 Strategic Plan. As the data are collected and analyzed, a target level will be
determined.
Results C The North Carolina Department of Public Instruction ( NCDPI) has had limited
success in identifying the number of graduates who successfully completed the Tech Prep
program; therefore, data are not available at this time. It is anticipated with the development
of the new NCDPI Student Information Management System ( SIMS), these data will be
available in the 2001 Critical Success Factors report.
Limited data are available on the percent of high school graduates who enroll in a community
college and who completed Tech Prep at the high school level. In 1998- 99, 13.97 percent of
the 1998 high school graduates who enrolled in a community college had successfully
completed the high school Tech Prep program. It should be noted that these data are
incomplete due to the lack of information from some school districts on students who
successfully completed the Tech Prep program. Even with this shortcoming, the data do
provide a starting point for examining the transition of Tech Prep students from high school
to community colleges.
NUMBER OF 1998 HIGH SCHOOL GRADUATES WHO SUCCESSFULLY COMPLETED TECH PREP
AND ENROLLED IN A COMMUNITY COLLEGE IN 1998- 99
INSTITUTION
TOTAL
FTE
1998 HIGH SCHOOL
GRADUATES
ENROLLED
TECH PREPS
ENROLLED PERCENTAGE
Alamance CC 2,770 289 23 7.96
Asheville- Buncombe TCC 4,094 306 65 21.24
Beaufort County CC 1,739 112 10 8.93
Bladen CC 849 29 4 13.79
Blue Ridge CC 1,903 115 11 9.57
Brunswick CC 1,028 82 10 12.20
Caldwell CC & TI 2,878 217 19 8.76
Cape Fear CC 4,285 460 19 4.13
Carteret CC 1,377 100 24 24.00
Catawba Valley CC 3,319 409 78 19.07
Central Carolina CC 4,100 236 20 8.47
Central Piedmont CC 10,741 944 1 0.11
Cleveland CC 1,939 154 41 26.62
Coastal Carolina CC 3,890 310 27 8.71
College of the Albemarle 1,838 195 22 11.28
Craven CC 2,195 212 35 16.51
Davidson County CC 2,478 193 20 10.36
Durham TCC 3,694 236 16 6.78
Edgecombe CC 1,878 108 18 16.67
Fayetteville TCC 8,600 347 15 4.32
Forsyth TCC 4,695 371 60 16.17
Gaston College 3,378 416 45 10.82
Guilford TCC 6,652 543 75 13.81
Halifax CC 1,692 118 33 27.97
Haywood CC 1,679 127 26 20.47
Isothermal CC 1,708 157 34 21.66
James Sprunt CC 1,262 81 24 29.63
Johnston CC 2,890 253 52 20.55
Lenoir CC 2,558 185 52 28.11
Martin CC 894 63 11 17.46
Mayland CC 995 61 23 37.70
McDowell TCC 1,146 66 12 18.18
Mitchell CC 1,696 194 43 22.16
Montgomery CC 686 60 4 6.67
Nash CC 2,025 166 23 13.86
Pamlico CC 314 13 4 30.77
Piedmont CC 1,534 67 7 10.45
Pitt CC 4,062 475 50 10.53
Randolph CC 1,874 159 37 23.27
Richmond CC 2,001 150 51 34.00
Roanoke- Chowan CC 931 63 4 6.35
Robeson CC 2,535 101 5 4.95
Rockingham CC 1,863 133 40 30.08
Rowan Cabarrus CC 3,680 352 56 15.91
Sampson CC 1,542 141 14 9.93
Sandhills CC 3,026 402 121 30.10
South Piedmont CC 1,446 103 27 26.21
Southeastern CC 2,144 198 29 14.65
Southwestern CC 1,897 151 27 17.88
Stanly CC 1,730 173 32 18.50
Surry CC 2,860 341 54 15.84
Tri- County CC 892 94 22 23.40
Vance- Granville CC 3,243 231 48 20.78
Wake TCC 7,745 797 20 2.51
Wayne CC 3,233 328 54 16.46
Western Piedmont CC 2,467 253 38 15.02
Wilkes CC 2,182 243 58 23.87
Wilson TCC 1,725 110 22 20.00
System Totals 154,482 12,993 1,815 13.97
45
46
WORKFORCE DEVELOPMENT
MEASURE D:
Number of New Associate Degree Programs
Developed with the UNC System to Meet
Specialized Needs
Description/ Definition C The number of associate degree programs developed in cooperation
with the University of North Carolina System to meet specialized needs of the state. The
purpose of developing these programs is to share resources in meeting the needs of the state.
Methodology and Data Source C Information will be gathered annually from the Academic
and Student Services Division of the North Carolina Community College System Office on
the number of approved curriculum programs developed with the UNC System.
Performance Target C Since these programs are developed in response to specialized needs
of the state, no annual target has been established.
Results C No progress has been made in this area.
47
WORKFORCE DEVELOPMENT
MEASURE E:
Number of Employers and Trainees Served
by: NEIT, FIT, Small Business Centers, and
Customized Training
Description/ Definition C The number of employers and individuals served by categorical
programs created specifically to address employers needs. This measure is designed to
provide information on specific activities of community colleges that promote the economic
development of the state.
Methodology and Data Source C Information on the number of trainees, projects, businesses,
and individuals served through these categorical programs are collected annually by the
Economic and Workforce Development Division of the North Carolina Community College
System Office.
Performance Target C These programs were designed to provide specialized services and
were not intended to be " numbers driven." Fluctuations in numbers from year to year reflect
various factors such as funding availability, scope of the projects funded, and local demand.
Results C The data demonstrate that these programs continue to serve a valuable service to a
large number of industries and individuals in the state.
NEW & EXPANDING INDUSTRY TRAINEES & PROJECTS
YEAR TRAINEES PROJECTS
1994- 95 18,805 192
1995- 96 27,505 183
1996- 97 25,076 184
1997- 98 22,985 201
1998- 99 19,960 193
48
FOCUSED INDUSTRIAL TRAINING: TRAINEES & INDUSTRIES SERVED*
YEAR TRAINEES INDUSTRIES
1994- 95 9,453 752
1995- 96 9,898 750
1996- 97 8,943 711
1997- 98 8,939 576
1998- 99 14,256 666
* Includes the apprenticeship program.
SMALL BUSINESS CLIENTS SERVED
YEAR
# OF
CENTERS PARTICIPANTS COUNSEL REFERRAL
EXT./ CURR.
COURSE
PARTICIPANT
1994- 95 58 48,508 15,863 4,647 11,663
1995- 96 58 42,905 13,967 5,324 14,932
1996- 97 58 41,408 10,679 5,353 20,416
1997- 98 58 47,696 12,081 6,815 24,707
1998- 99 58 47,256 4,310 10,092 19,599
49
WORKFORCE DEVELOPMENT
MEASURE F:
Number of Individuals Completing the Train-the-
Trainer Partnership Training
Description/ Definition C This measure is intended to examine the success of the community
college system in developing leadership in establishing partnerships with local, regional, and
state agencies and employers to address the needs of current and former welfare recipients.
The measure reflects the number of individuals who have been trained to work with agencies
in the development of partnerships.
Methodology and Data Source C Information will be collected and reported by the Economic
and Workforce Development Division on the number of community college faculty and staff
who have successfully completed the Train- the- Trainer program.
Performance Target C No specific target level has been established for this measure.
Results C The Train- the- Trainer programs were being developed in 1998- 99; no data on
number of trainees were available. Number of individuals trained in 1999- 00 will be
reported in the 2001 Critical Success Factors report.
50
WORKFORCE DEVELOPMENT
MEASURE G:
Number of College Officials Serving on
Workforce Development Boards and Job
Services Employer Committees
Description/ Definition C Like Measure F, this measure is intended to examine the success of
the community college system in providing leadership in establishing partnerships with local,
regional, and state agencies and employers to address the needs of current and former welfare
recipients. The measure reflects the number of community college officials serving on
Workforce Development Boards and Job Services Employer Committees.
Methodology and Data Source C Data on community college participation on Workforce
Development Boards and Job Services Employer Committees are collected by the Economic
and Workforce Development Division. The data should be examined at the System level
only, since many Workforce Development Boards cover multiple community college service
areas but only allow for one community college representative to serve as a member.
Results C In 1998- 99, 27 community college officials served on 24 Workforce Development
Boards. The table below provides information on the Workforce Development Boards and
the community college representation.
51
SUMMARY OF COMMUNITY COLLEGE REPRESENTATION
ON WORKFORCE DEVELOPMENT BOARDS
WORKFORCE BOARD COUNTIES SERVED COMMUNITY COLLEGES
IN SERVICE AREA
COLLEGE
REPRESENTATIVE
Cape Fear Brunswick, Columbus,
New Hanover , & Pender
Brunswick CC
Cape Fear CC
Southeastern CC
Vacant since Dr. Scott left.
Capital Area Johnston & Wake Johnston CC
Wake TCC
Dr. Neill McLeod
Sr. Vice President, Wake TCC
Dr. Don Reichard, President
Johnston CC
Centralina Cabarrus, Iredell, Lincoln
Rowan, Stanly, & Union
Gaston CC
Mitchell CC
Rowan- Cabarrus CC
South Piedmont CC
Stanly CC
Dr. Doug Eason, President
Mitchell CC
Central Piedmont Durham Durham TCC Tom Russo, Coordinator
Career Services Center
Durham TCC
Charlotte/ Mecklenburg Mecklenburg Central Piedmont CC Dr. Nicholas Gennett
Vice President
Education Support Services
Central Piedmont CC
Cumberland Co SDA Cumberland Fayetteville TCC Dr. J. C. Basnight, Asst. to President,
Fayetteville TCC
Davidson Co SDA Davidson Davidson Co. CC ( also has
campus in Davie Co.- has rep. on
Northwest Piedmont WDB)
Dr. Bryan Brooks, President
Davidson CC
Eastern Carolina Carteret, Craven, Duplin,
Greene, Jones, Lenoir,
Onslow, Pamlico, & Wayne
Carteret CC Lenoir CC
Coastal Carolina CC Pamlico CC
Craven CC Wayne CC
James Sprunt CC
Dr. Karen Pettit, President
Lenoir CC
Gaston Co SDA Gaston Gaston College Dr. Linda Greer, Dean of
Continuing Education
Gaston College
Greensboro/ HPt/ Guilford Guilford Guilford TCC Dr. Don Cameron, President
Guilford Tech CC
Kerr- Tar Caswell, Franklin,
Granville, Person, Vance,
& Warren
Piedmont CC
Vance- Granville CC
Dr. James Owen, President
Piedmont CC
Lumber River Bladen, Hoke, Robeson,
& Scotland
Bladen CC
Richmond CC
Robeson CC
Sandhills CC
Fred Williams, President
Robeson CC
52
WORKFORCE BOARD COUNTIES SERVED COMMUNITY COLLEGES
IN SERVICE AREA
COLLEGE
REPRESENTATIVE
Mid- Carolina Chatham, Harnett, Lee, &
Sampson
Central Carolina CC
Sampson CC
Dr. Marvin Joyner, President
Central Carolina CC
Dr. Clifton Paderick, President
Sampson CC
Mountain Area Buncombe, Henderson,
Madison, & Transylvania
Asheville- Buncombe TCC
Blue Ridge CC
Ray Bailey, President
Asheville- Buncombe TCC
Dr. David Sink, President
Blue Ridge CC
Northwest Piedmont Davie, Rockingham,
Stokes, Surry, & Yadkin
Davidson Co. CC
Forsyth CC
Rockingham CC
Surry CC
Anita Bullin, Director
Career Servs, Surry CC
( representing Surry Co.)
John B. Thomas, Dean
College Services
Davidson County CC
( representing Davie Co)
Region C Cleveland, McDowell,
Polk, & Rutherford
Cleveland CC
Isothermal CC
McDowell TCC
Joe Hamrick, Vice President
( retired) Cleveland CC
( serving rest of term rep. col)
Region D Alleghany, Ashe, Avery
Mitchell, Watauga, Wilkes,
& Yancey
Caldwell CC & TI
Mayland
Wilkes CC
Chris Robinson, Director
Ashe Campus of Wilkes CC
( represents Ashe County -
representation will move to Wilkes
County in 2 yrs)
Region H Anson, Montgomery,
Moore, & Richmond
Anson CC
Montgomery CC
Sandhills CC
Richmond CC
Joe Grimsley, President
Richmond CC
( regional slot)
Region L Edgecombe, Halifax
Nash, Northampton, &
Wilson
Edgecombe CC
Halifax CC
Nash CC
Wilson TCC
Dr. Denise Sessoms
Vice President at Wilson TCC
( representation rotates every 2 yrs
from one of the 5 counties)
Region Q Beaufort, Bertie, Hertford,
Martin, & Pitt
Beaufort CC
Martin CC
Pitt CC
Roanoke- Chowan CC
Dr. Edgar Boyd
Executive Vice President
Pitt CC
Region R Camden, Chowan,
Currituck, Dare, Gates,
Hyde, Pasquotank,
Perquimans, Tyrrell, &
Washington
College of The Albemarle
Beaufort CC
Dr. Sylvester McKay, President
College of the Albemarle
Regional Consolidated
Services
Alamance, Orange,
& Randolph
Alamance CC
Durham CC
Randolph CC
Angela Moore
Director of Literacy
Randolph CC ( regional slot –
represents 3 counties)
Southwestern Cherokee, Clay, Graham,
Haywood, Jackson, Macon,
& Swain
Haywood CC
Southwestern CC
Tri- County CC
Dr. Norman Oglesby, President
Tri- County CC
53
WORKFORCE BOARD COUNTIES SERVED COMMUNITY COLLEGES
IN SERVICE AREA
COLLEGE
REPRESENTATIVE
Western Piedmont Alexander, Burke,
Caldwell, & Catawba
Caldwell CC & TI
Catawba Valley CC
Western Piedmont CC
Dr. Coy Hudson, Vice President of
Adm, Catawba Valley CC
Winston- Salem/ Forsyth
County
Forsyth Forsyth TCC James Rousseau, Vice President
Relations & Development
Forsyth TCC
55
CRITICAL SUCCESS FACTOR III: DIVERSE POPULATIONS LEARNING NEEDS
At the core of the Community College System's mission is its open door policy. Community
colleges, in the words of founding father Dallas Herring, " take people from where they are to
where they want to be." The special mission of the community colleges is to serve those who
did not have opportunities to learn or who missed out on those opportunities, and to serve
people who have special problems to overcome. Thus, there is an emphasis on reaching out
to the underserved: dropouts, handicapped, economically or educationally disadvantaged and
other groups who are not traditionally included in higher education.
There are many issues facing community colleges today, but perhaps none strike at the core
of our mission as hard as does the reality of limited resources in this time of economic
uncertainty. How long can the " open door" remain open when personnel, services, and
facilities are strained to their limits? As the demands on community colleges continue to rise
without a corresponding increase in resources, the " open door" that is the path to opportunity
for so many closes just a bit more.
The state needs to raise the productivity of its citizens, and these are times in which people
have a harder time being self- sufficient and raising families unless they have an education.
Providing access to education, a constitutional duty of the state, is increasingly important to
individuals and society. A successful community college system will reach out to
underserved groups.
The measures identified as indicators of the System's success in meeting the learning needs
of diverse populations are:
A. Number and percent of dropouts annually served by literacy programs
B. Number of GEDs and AHSDs awarded compared to the number of dropouts statewide
C. Percent of basic skills students and recent high school graduates enrolling in community
colleges
D. Unduplicated headcount in English as a Second Language ( ESL)
E. Number of colleges establishing partnerships to address the needs of current and former
welfare recipients
F. Number of under- represented students enrolled per category
G. Percent of students receiving financial aid and amount of aid compared with cost of
attendance
H. Percent of population of service area enrolled
56
DIVERSE POPULATIONS
LEARNING NEEDS
MEASURE A:
Number and Percent of Dropouts Annually Served by
Basic Skills Programs
Description/ Definition C The number and percent of high school dropouts who enroll in a
basic skills program at a community college. Basic skills programs include Adult Basic
Education, Adult High School, General Educational Development ( GED), Compensatory
Education, and English as a Second Language.
Methodology and Data Source C Data on last year of high school attendance and number of
years of high school completed are gathered at the time a student registers for classes. The
last year of high school attendance data is matched against initial enrollment year to
determine the number of students who enroll in a community college basic skills program
within one year of dropping out of high school.
Performance Target C No performance target level has been established for this measure.
Results C In 1998- 99, community colleges enrolled 16,107 high school dropouts who dropped
out of school during 1998- 99. This " safety net" feature continues to be an important role
played by community colleges.
NUMBER OF RECENT HIGH SCHOOL DROPOUTS WHO
ENROLLED IN A BASIC SKILLS PROGRAM
YEAR DROPPED
OUT OF HIGH SCHOOL
YEAR ENROLLED IN A
COMMUNITY COLLEGE
NUMBER
ENROLLED
1/ 1/ 94 C 6/ 30/ 95 1994 B 95 ( data not available)
1/ 1/ 95 C 6/ 30/ 96 1995 B 96 11,766
1/ 1/ 96 C 6/ 30/ 97 1996 - 97 15,553
1/ 1/ 97 C 6/ 30/ 98 1997 - 98 20,620
1/ 1/ 98- 6/ 30/ 99 1998- 99 16,107
NUMBER OF HIGH SCHOOL DROPOUTS DURING 1998- 99 WHO ENROLLED IN A
BASIC SKILLS PROGRAM AT A COMMUNITY COLLEGE DURING 1998- 99
INSTITUTION
TOTAL
FTE
NUMBER
ENROLLED
Alamance CC 2,770 370
Asheville- Buncombe TCC 4,094 474
Beaufort County CC 1,739 91
Bladen CC 849 70
Blue Ridge CC 1,903 297
Brunswick CC 1,028 140
Caldwell CC & TI 2,878 198
Cape Fear CC 4,285 269
Carteret CC 1,377 127
Catawba Valley CC 3,319 209
Central Carolina CC 4,100 720
Central Piedmont CC 10,741 1,360
Cleveland CC 1,939 288
Coastal Carolina CC 3,890 375
College of The Albemarle 1,838 494
Craven CC 2,195 274
Davidson County CC 2,478 375
Durham TCC 3,694 305
Edgecombe CC 1,878 214
Fayetteville TCC 8,600 484
Forsyth TCC 4,695 358
Gaston College 3,378 302
Guilford TCC 6,652 574
Halifax CC 1,692 162
Haywood CC 1,679 123
Isothermal CC 1,708 151
James Sprunt CC 1,262 102
Johnston CC 2,890 205
Lenoir CC 2,558 365
Martin CC 894 135
Mayland CC 995 132
McDowell TCC 1,146 40
Mitchell CC 1,696 259
Montgomery CC 686 26
Nash CC 2,025 223
Pamlico CC 314 16
Piedmont CC 1,534 160
Pitt CC 4,062 477
Randolph CC 1,874 283
Richmond CC 2,001 439
Roanoke- Chowan CC 931 98
Robeson CC 2,535 247
Rockingham CC 1,863 170
Rowan- Cabarrus CC 3,680 377
Sampson CC 1,542 164
Sandhills CC 3,026 224
South Piedmont CC 1,446 83
Southeastern CC 2,144 188
Southwestern CC 1,897 447
Stanly CC 1,730 392
Surry CC 2,860 164
Tri- County CC 892 89
Vance- Granville CC 3,243 710
Wake TCC 7,745 44
Wayne CC 3,233 230
Western Piedmont CC 2,467 404
Wilkes CC 2,182 188
Wilson TCC 1,725 222
System Totals 154,482 16,107
57
58
DIVERSE POPULATIONS
LEARNING NEEDS
MEASURE B:
Number of GEDs and AHSDs Awarded Compared to
the Number of Dropouts Statewide
Description/ Definition C The number of GEDs and Adult High School Diplomas ( AHSDs)
awarded by community colleges annually compared to the number of public school dropouts.
This measure serves as an indicator of the degree to which community colleges reduce the
total pool of people in North Carolina with less than a high school education.
Methodology and Data Source C Data on the number of GEDs and AHSDs awarded are
gathered and reported annually by the North Carolina Community College System Office.
Data on the number of dropouts is provided by the North Carolina Department of Public
Instruction.
Performance Target C By 2001, increase by 10 percent the number of individuals enrolled in
the GED and AHSD programs that complete the program.
Results C The number of GEDs and AHSDs awarded in 1998- 99 is consistent with previous
years. The most obvious change in the data for 1998- 99 is the dramatic increase in the
number of high school dropouts. This increase occurred due to a coding change at the
Department of Public Instruction. Prior to 1998- 99, if a student dropped out of high school
and enrolled in a community college, they were not coded as a dropout, but were coded as a
transfer student. Beginning in 1998- 99, all students who dropout of high school, whether or
not they enter a community college, are being coded as dropouts.
NUMBER OF GEDs AND AHSDs AWARDED COMPARED TO THE
NUMBER OF DROPOUTS STATEWIDE
YEAR
NEW DROPOUTS ADDED
TO DROPOUT POOL
GED/ AHS DIPLOMAS
AWARDED
INCREASE IN
DROPOUT POOL
1994- 95 17,844 16,797 1,047
1995- 96 18,203 16,913 1,290
1996- 97 18,235 17,144 1,091
1997- 98 18,501 17,758 743
1998- 99 24,356* 17,697 6,659
* Increased number of dropouts reflects the public schools no longer coding students who
dropout of high school and enter a community college as transfers. Beginning in 1998- 99
these students are coded as dropouts.
NUMBER OF GEDs/ AHSDs AWARDED, 1998- 99
INSTITUTION
TOTAL
FTE AHS GED
Alamance CC 2,770 23 385
Asheville- Buncombe TCC 4,094 5 555
Beaufort County CC 1,739 * 133
Bladen CC 849 16 121
Blue Ridge CC 1,903 19 350
Brunswick CC 1,028 11 120
Caldwell CC & TI 2,878 29 397
Cape Fear CC 4,285 93 278
Carteret CC 1,377 64 180
Catawba Valley CC 3,319 * 336
Central Carolina CC 4,100 166 408
Central Piedmont CC 10,741 230 688
Cleveland CC 1,939 69 118
Coastal Carolina CC 3,890 51 342
College of the Albemarle 1,838 79 377
Craven CC 2,195 17 150
Davidson County CC 2,478 96 224
Durham TCC 3,694 74 104
Edgecombe CC 1,878 53 248
Fayetteville TCC 8,600 131 289
Forsyth TCC 4,695 105 371
Gaston College 3,378 87 515
Guilford TCC 6,652 155 429
Halifax CC 1,692 * 127
Haywood CC 1,679 * 183
Isothermal CC 1,708 29 192
James Sprunt CC 1,262 17 115
Johnston CC 2,890 118 95
Lenoir CC 2,558 55 211
Martin CC 894 22 71
Mayland CC 995 * 225
McDowell TCC 1,146 * 113
Mitchell CC 1,696 * 301
Montgomery CC 686 * 33
Nash CC 2,025 20 177
Pamlico CC 314 * 70
Piedmont CC 1,534 * 223
Pitt CC 4,062 38 284
Randolph CC 1,874 53 234
Richmond CC 2,001 33 519
Roanoke- Chowan CC 931 * 104
Robeson CC 2,535 129 116
Rockingham CC 1,863 * 107
Rowan Cabarrus CC 3,680 76 373
Sampson CC 1,542 * 251
Sandhills CC 3,026 * 385
South Piedmont 1,446 28 199
Southeastern CC 2,144 32 210
Southwestern CC 1,897 9 368
Stanly CC 1,730 97 73
Surry CC 2,860 * 203
Tri- County CC 892 * 101
Vance- Granville CC 3,243 65 490
Wake TCC 7,745 29 556
Wayne CC 3,233 48 314
Western Piedmont CC 2,467 40 527
Wilkes CC 2,182 68 126
Wilson TCC 1,725 65 123
State Office 136
System Total 154,482 2,644 15,053
* College does not offer the AHS progra m59.
60
DIVERSE POPULATIONS
LEARNING NEEDS
MEASURE C:
Percent of Basic Skills Students and Recent High
School Graduates Enrolling in a Community College
Description/ Definition C The number and percent of basic skills students and recent high
school graduates who enroll in a community college. The measure is designed to determine
the number and percent that move directly from basic skills programs or high school into a
community college curriculum or occupational extension program.
Methodology and Data Source C The number and percent of recent high school graduates
enrolling in a community college is reported annually by the Information Services section of
the North Carolina Community College System Office. The number and percent of basic
skills students enrolling in a curriculum or occupational extension course are determined by
tracking basic skills students from one year to the next utilizing the registration files
submitted by the college. This analysis is performed by the Planning and Research Section
of the North Carolina Community College System Office.
Performance Target C By 2001 increase the percent of each target group that enroll in a
community college by 10 percent.
Results C The tracking of basic skills students into curriculum or occupational extension is
important for determining the success of community colleges in encouraging students to get
the necessary skills for today's marketplace. In 1998- 99, 9.8 percent of the basic skills
students enrolled in 1997- 98 continued their education in a community college in either
occupational extension courses or curriculum programs. The enrollment of 1998 high school
graduates totaled 58,992, or 31.2 percent of all high school graduates.
TRANSITION OF BASIC SKILLS STUDENTS AND HIGH SCHOOL GRADUATES
TO OCCUPATIONAL EXTENSION AND CURRICULUM PROGRAMS
BASIC SKILLS STUDENTS HIGH SCHOOL GRADUATES
YEAR ENROLLED NUMBER PERCENT NUMBER PERCENT
1997- 98 11,015 8.6 57,886 32.6
1998- 99 12,740 9.8 58,922 31.2
61
DIVERSE POPULATIONS
LEARNING NEEDS
MEASURE D:
Unduplicated Headcount in English as a Second
Language
Description/ Definition C The number of individuals enrolled in English as a Second
Language ( ESL) programs in North Carolina Community Colleges.
Methodology and Data Source C Enrollment data on English as a Second Language are
collected and reported annually by the North Carolina Community College System Office.
The source of the data is the Literacy Education Information System ( LEIS).
Performance Target C By 2001 increase the enrollment in English as a Second Language
programs by 10 percent.
Results C The data show a steady increase in the number of students enrolled in the English as
a Second Language program. The total number of students served by this program increased
by 17 percent from 1997- 98 to 1998- 99 reflecting the high demand for the program.
UNDUPLICATED HEADCOUNT ENROLLMENT IN
ENGLISH AS A SECOND LANGUAGE ( ESL)
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM
YEAR UNDUPLICATED
ENROLLMENT
1994- 95 15,025
1995- 96 20,215
1996- 97 24,115
1997- 98 26,053
1998- 99 30,469
ENROLLMENT IN ENGLISH AS A SECOND LANGUAGE, 1998- 99
PRE- LITERACY BEGINNING INTERMED. ADVANCED
Alamance CC 2,770 361 409 62 20 852
Asheville- Buncombe TCC 4,094 319 233 65 15 632
Beaufort County CC 1,739 175 164 14 2 355
Bladen CC 849 0 229 0 2 231
Blue Ridge CC 1,903 2 199 35 10 246
Brunswick CC 1,028 0 96 1 1 98
Caldwell CC & TI 2,878 103 164 55 27 349
Cape Fear CC 4,285 0 580 83 48 711
Carteret CC 1,377 0 31 17 11 59
Catawba Valley CC 3,319 426 752 319 27 1,524
Central Carolina CC 4,100 0 1,353 108 46 1,507
Central Piedmont CC 10,741 0 2,783 595 116 3,494
Cleveland CC 1,939 0 122 0 0 122
Coastal Carolina CC 3,890 99 177 9 2 287
College of the Albemarle 1,838 23 85 16 8 132
Craven CC 2,195 0 260 39 7 306
Davidson County CC 2,478 51 342 52 12 457
Durham TCC 3,694 304 995 640 369 2,308
Edgecombe CC 1,878 0 112 0 0 112
Fayetteville TCC 8,600 46 397 412 187 1,042
Forsyth TCC 4,695 0 1,586 143 59 1,788
Gaston College 3,378 0 105 8 2 115
Guilford TCC 6,652 433 1,159 319 66 1,977
Halifax CC 1,692 0 10 0 1 11
Haywood CC 1,679 8 66 9 10 93
Isothermal CC 1,708 67 178 16 8 269
James Sprunt CC 1,262 0 172 3 0 175
Johnston CC 2,890 0 293 6 2 301
Lenoir CC 2,558 4 179 2 1 186
Martin CC 894 0 144 11 9 164
Mayland CC 995 34 107 35 18 194
McDowell TCC 1,146 0 119 16 10 145
Mitchell CC 1,696 0 316 99 45 460
Montgomery CC 686 0 126 12 3 141
Nash CC 2,025 25 122 2 0 149
Pamlico CC 314 1 7 24 0 32
Piedmont CC 1,534 0 66 4 1 71
Pitt CC 4,062 0 285 4 1 290
Randolph CC 1,874 71 314 117 71 573
Richmond CC 2,001 0 137 1 3 141
Roanoke- Chowan CC 931 0 8 0 0 8
Robeson CC 2,535 0 79 0 0 79
Rockingham CC 1,863 0 165 15 5 185
Rowan Cabarrus CC 3,680 63 530 30 13 636
Sampson CC 1,542 0 203 2 6 211
Sandhills CC 3,026 189 264 30 15 498
South Piedmont CC 1,446 15 74 4 1 94
Southeastern CC 2,144 0 59 0 0 59
Southwestern CC 1,897 11 31 2 1 45
Stanly CC 1,730 0 415 15 0 430
Surry CC 2,860 2 180 91 17 290
Tri- County CC 892 1 30 2 0 33
Vance- Granville CC 3,243 1 385 9 5 400
Wake TCC 7,745 875 1,812 909 637 4,233
Wayne CC 3,233 0 283 5 0 288
Western Piedmont CC 2,467 1 203 25 8 237
Wilkes CC 2,182 2 322 16 0 340
Wilson TCC 1,725 0 304 0 0 304
System Totals 154,482 3,712 20,321 4,508 1,928 30,469
ENGLISH AS A SECOND LANGUAGE
INSTITUTION TOTAL TOTAL
62
63
DIVERSE POPULATIONS
LEARNING NEEDS
MEASURE E:
Number of Colleges Establishing Partnerships to
Address Needs of Current and Former Welfare
Recipients
Description/ Definition C The number of colleges that establish partnerships with other
federal, state and local agencies and employers to address the needs of current and former
welfare recipients.
Methodology and Data Source C Information on the number and types of partnerships
designed to address the needs of current and former welfare recipients in which community
colleges play a role will be gathered by the Economic and Workforce Development Division
of the North Carolina Community College System Office. The source of the data will be a
survey of the colleges.
Performance Target C No performance target has been established for this measure.
Results C This measure was identified during 1998- 99 and implemented in 1999- 00;
therefore, data are not available for 1998- 99. Data will be reported in the 2001 Critical
Success Factors report.
64
DIVERSE POPULATIONS
LEARNING NEEDS
MEASURE F:
Number of Under- Represented Students Enrolled Per
Category
Definition/ Description C This measure is intended to examine the enrollment of under-represented
students in community colleges programs. Once categories of " under-represented"
students are defined, data on enrollment trends for the categories can be
developed.
Methodology and Data Source C The source of the data for this measure is the curriculum
and extension registration files maintained by the System Office. The major task to be
achieved in addressing this measure is to define the categories of " under- represented"
students. Once defined, the registration files will be analyzed to determine enrollment
figures.
Performance Target C By 2001, identify populations under- represented in community college
programs and increase their enrollment by 10 percent.
Results C No progress has been made in the identification of " under- represented" students.
Once these data are identified, then enrollment data can be provided.
65
DIVERSE POPULATIONS
LEARNING NEEDS
MEASURE G:
Percent of Students Receiving Financial Aid and
Amount of Aid Compared with Cost of Attendance
Description/ Definition C The percent of curriculum students enrolled in award granting
programs who receive some type of financial aid and the average amount of that aid
compared with the cost of attendance. For purposes of this measure, cost of attendance
includes tuition and fees, books and supplies, and other expenses.
Methodology and Data Source C Data on number of students receiving financial aid and the
amount of the aid is collected and reported annually by the UNC- General Administration.
The data are published in the Statistical Abstract of Higher Education in North Carolina.
Beginning in 1999- 00, data on the cost of attendance is reported by each college as part of
the federal IPEDS data collection system. This information is downloaded from the IPEDS
database and average cost of attendance for the System is calculated.
Performance Target C No performance target level has been set for this measure.
Results C The number of students receiving financial aid in 1998- 99 increased by 13,107. At
the same time, the average amount of aid received increased by $ 378. Data on the cost of
attendance were not available in 1998- 99 but will be available for the 2001 Critical Success
Factors report.
66
NUMBER AND PERCENT OF CURRICULUM STUDENTS RECEIVING FINANCIAL AID
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM
YEAR NUMBER OF CURRICULUM
STUDENTS RECEIVING
FINANCIAL AID*
PERCENT OF CURRICULUM
STUDENTS RECEIVING
FINANCIAL AID*
AVERAGE
DOLLAR
VALUE
1994- 95 74,038 43.5 $ 985
1995- 96 72,616 42.6 $ 1,010
1996- 97 79,481 48.3 $ 967
1997- 98 77,301 51.6 $ 1,229
1998- 99 90,408 54.0 $ 1,607
* Number and percent based on number of curriculum students enrolled in associate degree, diploma
and certificate granting programs. Students enrolled in transition programs ( special credit, dual
enrollment and Huskins Bill) are not eligible for financial aid.
** Data not available on number and percent of students receiving financial aid as a result of the 1999
state appropriated $ 5.0 million for financial aid.
67
DIVERSE POPULATIONS
LEARNING NEEDS
MEASURE H:
Percent of the Adult Population in Service Area
Enrolled
Description/ Definition C The percent of the adult population in each college's service area
enrolled in either curriculum or continuing education.
Methodology and Data Source C The unduplicated headcount for each college is determined
from the curriculum and continuing education registration data files. The service area
population data are derived from population statistics available from the State Demographers
office. The population data are for individuals 18 years or older.
Performance Target C No performance target level has been set for this measure.
Results C The percent of adult population served declined from 12.6 percent in 1997- 98 to
10.0 percent in 1998- 99. This decline, however, does not represent a decline in enrollment.
Enrollment in 1998- 99 increased by 49,225 over the 1997- 98 enrollment figures. The
decline in percent of population served reflects the rapidly increasing adult population in
North Carolina.
PERCENT OF ADULT POPULATION IN SERVICE AREA
ENROLLED PER COLLEGE ( STATE AVERAGE)
YEAR
% OF SERVICE AREA
POPULATION ENROLLED
( SYSTEM AVE. PER COLLEGE)
1994- 95 14.1
1995- 96 14.0
1996- 97 14.1
1997- 98 12.6
1998- 99 10.0
PERCENT OF ADULT POPULATION IN SERVICE AREA ENROLLED, 1998- 99
INSTITUTION
TOTAL
FTE
ANNUAL
ENROLLMENT
SERVICE AREA
18 & UP PERCENTAGE
Alamance CC 2,770 14,753 121,664 12.13
Asheville- Buncombe TCC 4,094 23,200 212,076 10.94
Beaufort County CC 1,739 7,693 66,283 11.61
Bladen CC 849 5,246 30,770 17.05
Blue Ridge CC 1,903 12,788 109,201 11.71
Brunswick CC 1,028 7,120 67,314 10.58
Caldwell CC & TI 2,878 13,561 116,340 11.66
Cape Fear CC 4,285 22,396 186,484 12.01
Carteret CC 1,377 6,385 59,266 10.77
Catawba Valley CC 3,319 19,989 163,451 12.23
Central Carolina CC 4,100 17,553 178,286 9.85
Central Piedmont CC 10,741 57,164 624,527 9.15
Cleveland CC 1,939 8,623 91,806 9.39
Coastal Carolina CC 3,890 23,079 149,007 15.49
College of the Albemarle 1,838 8,586 121,770 7.05
Craven CC 2,195 11,180 89,008 12.56
Davidson County CC 2,478 17,187 173,530 9.90
Durham TCC 3,694 18,629 310,056 6.01
Edgecombe CC 1,878 7,874 54,702 14.39
Fayetteville TCC 8,600 38,726 292,744 13.23
Forsyth TCC 4,695 29,582 332,894 8.89
Gaston College 3,378 19,537 240,129 8.14
Guilford TCC 6,652 38,531 388,103 9.93
Halifax CC 1,692 8,307 68,768 12.08
Haywood CC 1,679 6,642 51,618 12.87
Isothermal CC 1,708 7,368 76,723 9.60
James Sprunt CC 1,262 5,879 44,250 13.29
Johnston CC 2,890 13,297 107,717 12.34
Lenoir CC 2,558 12,460 86,201 14.45
Martin CC 894 5,321 46,700 11.39
Mayland CC 995 6,656 46,524 14.31
McDowell TCC 1,146 6,648 40,113 16.57
Mitchell CC 1,696 9,614 113,516 8.47
Montgomery CC 686 3,404 24,721 13.77
Nash CC 2,025 11,195 88,112 12.71
Pamlico CC 314 1,901 12,096 15.72
Piedmont CC 1,534 6,491 55,678 11.66
Pitt CC 4,062 15,796 126,643 12.47
Randolph CC 1,874 10,584 124,142 8.53
Richmond CC 2,001 8,296 80,708 10.28
Roanoke- Chowan CC 931 3,677 51,475 7.14
Robeson CC 2,535 11,535 114,430 10.08
Rockingham CC 1,863 10,590 89,651 11.81
Rowan Cabarrus CC 3,680 19,499 245,364 7.95
Sampson CC 1,542 7,007 53,312 13.14
Sandhills CC 3,026 14,496 100,852 14.37
South Piedmont CC 1,446 6,676 134,134 4.98
Southeastern CC 2,144 7,972 52,166 15.28
Southwestern CC 1,897 8,563 69,878 12.25
Stanly CC 1,730 10,677 55,606 19.20
Surry CC 2,860 13,656 103,585 13.18
Tri- County CC 892 4,271 38,482 11.10
Vance- Granville CC 3,243 15,759 145,326 10.84
Wake TCC 7,745 47,413 574,828 8.25
Wayne CC 3,233 13,882 113,300 12.25
Western Piedmont CC 2,467 14,769 84,096 17.56
Wilkes CC 2,182 11,882 97,139 12.23
Wilson TCC 1,725 10,910 69,383 15.72
System Totals 154,482 759,936 7,566,648 10.04
68
69
CRITICAL SUCCESS FACTOR IV: RESOURCES
For any institution, educational or industrial, there is a critical mass of resources necessary
for the organization to perform at an optimal level. When resources fall below this critical
mass level, or when increased demand outstrips available resources, performance declines
and quality suffers. The level of resources can be thought of as an indicator of the health of
an organization.
An examination of the colleges' resources will indicate the capability of the institutions in
providing quality educational programs. Whereas resources alone do not guarantee that a
quality education will be present, without the appropriate resources, a college cannot provide
students with an adequate learning experience.
The measures selected as indicators of the health of the System and the colleges as
determined by resources are:
A. Percent of college libraries meeting ALA standards
B. Total dollar amount of budget transfers between program areas made by community
colleges
C. Average nine- month faculty salaries as a percent of the SREB average
D. Retention rate for full- time faculty with less than five years experience
E. Number of faculty and staff participating in professional development activities
F. Percent of facilities meeting the " satisfactory" building condition
G. Ratio of occupational extension FTE dollar allotment to curriculum FTE dollar allotment
70
RESOURCES MEASURE A: Percent of College Libraries Meeting the ALA
Standards
Description/ Definition C The percent of colleges meeting the American Library Association
standards for community, junior and technical colleges. Specifically, this measure looks at
percent meeting the standards for number of book titles, serial subscriptions, expenditure per
FTE minus salaries, library staff, and square footage.
Methodology and Data Source C The library data are collected through the North Carolina
Higher Education Data System ( NCHEDS) and the federal IPEDS data collection. The data
are published in the Statistical Abstract of Higher Education in North Carolina, an annual
publication of the UNC- General Administration. Data available from this publication are
then compared with the standards set by the ALA to determine which colleges meet the
standards. It should be noted that the ALA standards vary based on FTE of the college.
Performance Target C No performance target level has been set for this measure.
Results C The data show that less than half the colleges meet any of the ALA minimum
standards. It should be noted that the standards related to books, serials and square footage
may not be as relevant with the expansion of online resources.
LEARNING RESOURCE CENTERS: COMPLIANCE WITH ACRL STANDARDS, 1998- 99
MEASURE BELOW
STANDARD
MINIMUM
LEVEL
EXCELLENT
LEVEL
# % # % # %
# of Book Titles 34 59 21 36 3 5
Serial Subscriptions 31 53 25 56 2 3
Expenditure per FTE
Minus Salaries 55 95 3 5 0 0
Library Staff 49 84 9 16 0 0
Square Footage 58 100 0 0 0 0
71
Percentage of LRCs Meeting Standard
1994- 95 1995- 96 1996- 97 1997- 98 1998- 99
Books 36 43 43 40 41
Serials 43 52 50 44 59
1994- 95 1995- 96 1996- 97 1997- 98 1998- 99
0
10
20
30
40
50
60
70
Books Serials
72
RESOURCES MEASURE B: Total Dollar Amount of Budget Transfers Between
Program Areas Made by Community Colleges
Description/ Definition C The purpose of this measure is to serve as an indicator of the
effectiveness of the resource allocation model being used by the North Carolina Community
College System. The measure is simply the total dollar amount of budget transfers across
program areas made by the community colleges.
Methodology and Data Source C The source of the data are the budget accounting records
maintained by the Business and Finance Division of the North Carolina Community College
System Office. The total dollar amount transferred is calculated by the Business and Finance
Division by comparing the initial allocation of funds with final expenditures.
Performance Target C No performance target was set for this measure.
Results C No data were available for 1998- 99. However, due to the delay in the publishing of
this report, 1999- 00 data are available and show that in 1999- 00, a total of $ 1.9 million was
transferred between program areas by community colleges. This represents 0.65 percent of
the total initial allocation.
73
RESOURCES MEASURE C: Average Nine- Month Faculty Salaries as a Percent of
the SREB Average
Description/ Definition C The nine- month average faculty salary for full- time curriculum
faculty compared with the nine- month average faculty salary for full- time curriculum faculty
at public, two- year institutions in the Southern Regional Education Board ( SREB) states. To
allow comparisons across states, a nine- month salary figure is calculated for full- time
curriculum faculty; based on a computed nine- month salary.
Methodology and Data Source C The source of the North Carolina community college
faculty salaries is the fall staff data file submitted annually by each college. Total monthly
salary for each full- time curriculum faculty is selected from the college data files. A nine-month
salary for each full- time faculty is then calculated by multiplying the total monthly
salary by 9. An average nine- month salary is then calculated for the college and the System.
The SREB nine- month average salary is obtained from an annual publication titled SREB
Data Exchange. The average nine- month faculty salaries are presented by state and an
overall SREB average is calculated and presented.
This measure presents data on the ranking of North Carolina among the 16 SREB states in
faculty salaries and calculates the percent of North Carolina faculty salaries as a function of
the SREB average nine- month faculty salary.
The same methodology will be used to calculate average staff salaries once these data are
available from the SREB. Until such data are available, the median salary for selected staff
positions are compared with the median salaries for the same position as reported by a
national survey of the College and University Personnel Association ( CUPA). The positions
selected are those which can be matched between the CUPA survey and the North Carolina
Community College classification scheme.
Performance Target C By 2001 increase the average n